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Conduct Disorders in School

Special Education Eligibility and Comorbidity

STEVEN R. FORNESS received his EdD from the University of California, Los Angeles. He is professor of psychiatry and biobehavioral sciences, and principal of the inpatient school at the UCLA Neuropsychiatric Institute. His research interests are learning disabilities and behavioral disorders. Address: Steven R. Forness, UCLA Neuropsychiatric Hospital, 760 Westwood Plaza, Los Angeles, CA 90024.

Kenneth A. Kavale

KENNETH A. KAVALE received his PhD from the University of Minnesota. He is professor, Division of Special Education, The University of Iowa, Iowa City. His research interests are learning disabilities and meta-analysis.

Michael Lopez

MICHAEL LOPEZ received his MA from Michigan State University and completed his internship in psychology at the UCLA Neuropsychiatric Institute. He is currently director of the Research and Evaluation Branch of the U.S. Administration of Children, Youth and Families in Washington, DC.

Conduct disorders is a term that has a certain ambiguity in terms of special education eligibility for public school services. Part of this ambiguity stems from problems inherent in the current school definition of Serious Emotional Disturbance (SED) and part from the fact that conduct disorders are often found to coexist with other identifiable diagnoses in the spectrum of emotional and behavioral disorders. Comparison of SED identification rates with other special education categories and examination of selected studies on comorbidity subtypes of conduct disorders illustrate the scope of current problems in special education eligibility for children with conduct disorders. A new substitute SED definition and specific early identification techniques are suggested as possible solutions.

Journal of Emotional and Behavioral Disorders, Vol. 1, No. 2, 101-108 (1993)
DOI: 10.1177/106342669300100203


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