Teacher referral of adolescents for evaluation of emotional disturbance and the relationship to behavior, sex, and ethnicity of the student

Typescript (photocopy).This study used Quay's four behavior divisions as a theoretical framework to identify categories of behavior which teachers associate with children suspected of being emotionally disturbed. In addition, it examined the influence of race and sex on teachers' decisions to refer students for evaluation of emotional disturbance. The primary research questions were: (1) Which of the four categories of behavior do teachers identify most frequently as indicative of emotional disturbance? (2) Which of the four divisions of behavior do teachers identify least frequently as indicative of emotional disturbance? (3) Does race or sex influence a teacher's decision to refer a student suspected of being emotionally disturbed? (4) Does training in special education make a difference in teachers' decisions to refer a child for evaluation of emotional disturbance? The sample consisted of 121 female and 29 male public school teachers of middle school and junior high-aged children. This included 43 special educators and 207 regular educators. The research protocol included four brief descriptions of children exhibiting behaviors which fall into one of Quay's four behavior divisions. Information on race and sex was varied. Teachers were directed to decide whether or not they would refer the student for evaluation of emotional disturbance; to indicate on a Likert-type scale the extent to which they felt confident of their decision; and to state specific information upon which they based their decision to refer or not to refer. Results indicated that students described as exhibiting Conduct Disorders were referred far more frequently than students from any other behavior category. Students described as exhibiting Socialized-Aggressive behaviors were referred least frequently. The variable of race was found to be an influence in teachers' referral decisions. Whites were referred more frequently than Blacks or Mexican Americans in all categories except Inadequacy-Immaturity. In this category, Mexican-Americans were referred most frequently. No significant differences were found in frequency of referral by sex of the student. Training in special education made no significant difference in teachers' decisions to refer or not to refer a child for evaluation of emotional disturbance