title: Evaluation status, educational setting, and behavior ratings of students with serious emotional disturbance.
abstract: 60 students' files were randomly selected from a pool of 308 who were designated as seriously emotionally disturbed by their school districts. Analysis indicated that n = 30 students receiving their initial evaluations were rated more negatively by their special education and homeroom teachers than those 30 being reevaluated. Compared with the 60 special education teachers, more negative ratings were given by the 60 homeroom teachers. Elementary and secondary school placement did not significantly affect the behavior ratings.
authors.affiliation: College of Education, East Texas State University, Commerce 75429, USA.
authors.forename: J B
authors.initials: JB
authors.lastname: Hutton
mesh_terms: D000293:Adolescent; D000342:Affective Symptoms / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation; D004519:Education, Special; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010552:Personality Assessment / Q000706:statistics & numerical data*; D011594:Psychometrics; D016896:Treatment Outcome