Characteristics of emotional disturbance among female students

Douglas Cullinan; Susan Osborne; Michael H. Epstein

doi:10.1177/07419325040250050201

Characteristics of emotional disturbance among female students

Douglas Cullinan, Susan Osborne, Michael H. Epstein

Special Education and Communication Disorders

Research output: Contribution to journal › Review article › peer-review

16 Scopus citations

Abstract

This article reports data on characteristics of emotional disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately.

Original language	English (US)
Pages (from-to)	276-290
Number of pages	15
Journal	Remedial and Special Education
Volume	25
Issue number	5
DOIs	https://doi.org/10.1177/07419325040250050201
State	Published - 2004

ASJC Scopus subject areas

Education
Public Health, Environmental and Occupational Health

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abstract = "This article reports data on characteristics of emotional disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately.",

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