SPECIAL-EDUCATION IDENTIFICATION OF HEAD-START CHILDREN WITH EMOTIONAL AND BEHAVIORAL-DISORDERS IN 2ND-GRADE

Underidentification of emotional and behavioral disorders (EBD) appear s to be a particular problem for children from low-income families. In the current study, two cohorts of 3,694 second-grade children across 30 sites were screened for EBD as part of a larger study on Head Start transition. At-risk status for EBD was determined by developing two s ets of research diagnostic criteria. One set reflected the current fed erally mandated school definition of emotional disturbance (ED), which requires that ED symptoms in school be accompanied by functional impa irment in academic or social skills. The second set reflected a propos ed alternative definition that would require both school and parent in volvement in determining the presence of symptoms. Children were asses sed using clinical cutoff points on behavior rating; from teachers and parents, along with a determination of functional impairment in socia l skills or academic achievement. Actual school identification of chil dren was done through a school archival records search in the spring o f the children's second-grade year. Identification rates for the crite ria sets were 16.9% far the current school definition and 6.2% far the alternative definition. Most participants identified by either criter ia set were identified by the schools as belonging in categories other than emotional disturbance. Findings are discussed in relation to mis identification of children with EBD and possible gender or ethnic bias es.