Serious emotional disturbance in children and adolescents: Current status and future directions

Abstract

Research indicates low rates of identification, poor school performance and completion, and high rates of restrictive placements, despite federal mandates requiring appropriate educational and mental health-related services for children with serious emotional disturbance (SED). The present paper examines the current status of assessment and treatment needs of children with SED. A synthesis of child characteristics, diagnostic criteria, placement rates, and outcomes is presented. Challenges to appropriate and effective care for children with SED are outlined. Five empirically validated behavioral prevention and intervention models are described as examples of “programs that work” with this population. New frameworks are provided to stimulate future thinking on behavioral assessment and therapy for children with SED. Finally, priorities for professional development and research are described.