Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Gender Differences in Emotional or Behavioral Problems in Elementary School Students

  • Amanda Malfitano (Author)
    Amanda Malfitano, MPS, graduated from Manhattanville College in May 2013. She is a New York State certified teacher in Childhood Education and Special Education for grades one through six. She currently teaches fourth grade at a school for special education students.
DOI
https://doi.org/10.64546/jaasep.251
Abstract
The purpose of this study was to look at teachers’ perceptions of challenging behaviors in the classroom, including students who had emotional or behavioral disorders and students who were at-risk for developing these problems. In the format of the survey, teachers were asked to consider the behaviors of their students in respect to gender. For male externalized behaviors, the strongest support was for students who lose their tempers during the school day. Regarding internalized behaviors, a majority of participants believed that both males and females seem to be withdrawn during lessons and activities. Teachers were asked to reflect on the screening and identification process as well as on ways to accommodate students. Based on the participants’ responses, there was support for reexamining how students were identified, revealing the necessity for gender-based procedures. The survey also suggested that there was a need for gender-based considerations for working with students.
Keywords
At Risk Students, Behavior Disorders, Behavior Problems, Disability Identification, Elementary School Students, Emotional Disturbances
References

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

Achenbach, T. M., & Edelbrock, C. (1986). Manual for the teacher’s report form and teacher version of the child behavior profile. Burlington, VT: University of Vermont.

Bartels, M., van, d. A., van Beijsterveldt, Catherina E. M., Middeldorp, C. M., & Boomsma, D. I. (2011). Adolescent self-report of emotional and behavioral problems: Interactions of genetic factors with sex and age. Journal of the Canadian Academy of Child & Adolescent Psychiatry, 20(1), 35-52. Retrieved from http://www.cacap-acpea.org

Caldarella, P., Young, E. L., Richardson, M. J., Young, B. J., & Young, K. R. (2008). Validation of the systematic screening for behavior disorders in middle and junior high school. Journal of Emotional & Behavioral Disorders, 16(2), 105-117. Retrieved from http://www.proedinc.com/customer/content.aspx?redid=22 DOI: https://doi.org/10.1177/1063426607313121

Callahan, K. (1994). Wherefore art thou, Juliet? Causes and implications of the male dominated sex ratio in programs. Education & Treatment of Children (ETC), 17(3), 228. Retrieved from http://www.educationandtreatmentofchildren.net/

Caseau, D. L., Lackasson, R. (1994). Special education services for girls with serious emotional disturbance: A case for gender bias? Behavioral Disorders, 20(1), 51-60. Retrieved from http://www.ccbd.net/publication/behavioraldisorders DOI: https://doi.org/10.1177/019874299402000101

Clarke, G., Boorman, G., & Nind, M. (2011). ‘If they don’t listen I shout, and when I shout they listen’: Hearing the voices of girls with behavioural, emotional and social difficulties. British Educational Research Journal, 37(5), 765-780. doi:10.1080/01411926.2010.492850 DOI: https://doi.org/10.1080/01411926.2010.492850

Coutinho, M. J., Oswald, D. P. (2005). State variation in gender disproportionality in special education: Findings and recommendations. Remedial & Special Education, 26(1), 7-15. doi:10.1177/07419325050260010201 DOI: https://doi.org/10.1177/07419325050260010201

Cullinan, D., Osborne, S., & Epstein, M. H. (2004). Characteristics of emotional disturbance among female students. Remedial & Special Education, 25(5), 276-290. doi:10.1177/07419325040250050201 DOI: https://doi.org/10.1177/07419325040250050201

Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2010). Classification of behavior disorders in adolescence: Scaling methods, predictive validity, and gender differences. Journal of Abnormal Psychology, 119(4), 699-712. doi:10.1037/a0018610 DOI: https://doi.org/10.1037/a0018610

Forness, S. R., Freeman, S. F. N., Paparella, T., Kauffman, J. M., & Walker, H. M. (2012). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional & Behavioral Disorders, 20(1), 4-18. doi:10.1177/1063426611401624 DOI: https://doi.org/10.1177/1063426611401624

Hoftmann, M. L., Powhshta, K. K., & White, K. J. (2004). An examination of gender differences in adolescent adjustment: The effect of competence on gender role differences in symptoms of psychopathology. Sex Roles, 50(11), 795-810. Retrieved from http://www.springerlink.com/content/0360-0025/ DOI: https://doi.org/10.1023/B:SERS.0000029098.38706.b1

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). Osler, A. & Vincent, K. (2003) Girls and exclusion: Rethinking the agenda. London, England: Routledge Falmer. Rescorla, L. A., Achenbach, T. M., Ivanova, M. Y., Harder, V. S., Otten, L., Bilenberg, N., . . .

Verhulst, F. C. (2011). International comparisons of behavioral and emotional problems in preschool children: Parents' reports from 24 societies. Journal of Clinical Child and Adolescent Psychology, 40(3), 456-467. doi:10.1080/15374416.2011.563472 DOI: https://doi.org/10.1080/15374416.2011.563472

Rice, E. H., & Cherng-Jyh Yen. (2010). Examining gender and the academic achievement of students with emotional disturbance. Education & Treatment of Children (ETC), 33(4), 601-621. Retrieved from http://www.educationandtreatmentofchildren.net/ DOI: https://doi.org/10.1353/etc.2010.0011

Rice, E. H., Merves, E., & Srsic, A. (2008). Perceptions of gender differences in the expression of emotional and behavioral disabilities. Education & Treatment of Children (ETC), 31(4), 549-565. Retrieved from http://www.educationandtreatmentofchildren.net/ DOI: https://doi.org/10.1353/etc.0.0035

Romano, E., Tremblay, R. E., & Vitaro, F. (2001). Prevalence of psychiatric diagnoses and the role of perceived impairment: Findings from an adolescent community sample. Journal of Child Psychology & Psychiatry & Allied Disciplines, 42(4), 451. doi:10.1111/1469-7610.00739 DOI: https://doi.org/10.1111/1469-7610.00739

Sabornie, E. J., Cullinan, D., & Epstein, M. H. (1993). Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance. Journal of Child & Family Studies, 2(2), 159-175. Retrieved from http://www.springerlink.com/content/1062-1024/ DOI: https://doi.org/10.1007/BF01350650

Sachs-Ericsson, N., & Ciarlo, J. A. (2000). Gender, social roles, and mental health: An epidemiological perspective. Sex Roles, 43(9), 605-628. Retrieved from http://www.springerlink.com/content/0360-0025/ DOI: https://doi.org/10.1023/A:1007148407005

Serpell, Z., Hayling, C. C., Stevenson, H., & Kern, L. (2009). Cultural considerations in the development of school-based interventions for African American adolescent boys with emotional and behavioral disorders. Journal of Negro Education, 78(3), 321-332. Retrieved from http://www.journalnegroed.org

Taylor, R. L., Smiley, L. R. & Richards, S. B. (2009). Exceptional students: Preparing teachers for the 21st century. Boston: McGraw-Hill Higher Education.

Vernberg, E. M., Jacobs, A. K., Nyre, J. E., Puddy, R. W., & Roberts, M. C. (2004). Innovative treatment for children with serious emotional disturbance: Preliminary outcomes for a school-based intensive mental health program. Journal of Clinical Child & Adolescent Psychology, 33(2), 359-365. doi:10.1207/s15374424jccp3302_17 DOI: https://doi.org/10.1207/s15374424jccp3302_17

Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R. H. (2005). School wide screening and positive behavior supports: Identifying and supporting students at-risk for school failure. Journal of Positive Behavior Interventions, 7(4), 194-204. doi:10.1177/10983007050070040101 DOI: https://doi.org/10.1177/10983007050070040101

Walter, H. J., Gouze, K., & Lim, K. G. (2006). Teachers' beliefs about mental health needs in inner city elementary schools. Journal of the American Academy of Child & Adolescent Psychiatry, 45(1), 61-68. doi:10.1097/01.chi.0000187243.17824.6c DOI: https://doi.org/10.1097/01.chi.0000187243.17824.6c

Watson, K., Potts, J., Hardcastle, E., Forehand, R., & Compas, B. (2012). Internalizing and externalizing symptoms in sons and daughters of mothers with a history of depression. Journal of Child & Family Studies, 21(4), 657-666. doi:10.1007/s10826-011-9518-4 DOI: https://doi.org/10.1007/s10826-011-9518-4

Young, E. L., Sabbah, H. Y., Young, B. J., Reiser, M. L., & Richardson, M. J. (2010). Gender differences and similarities in a screening process for emotional and behavioral risks in secondary schools. Journal of Emotional & Behavioral Disorders, 18(4), 225-235. doi:10.1177/106342660933885 DOI: https://doi.org/10.1177/1063426609338858

There are 26 references in total.
How to Cite
Malfitano, A. (2014). Gender Differences in Emotional or Behavioral Problems in Elementary School Students. Journal of the American Academy of Special Education Professionals, 9(3), 49-64. https://doi.org/10.64546/jaasep.251

Fall 2014

Article Information

  • Article Type Articles
  • Submitted August 21, 2014
  • Published October 15, 2014
  • Issue Fall 2014
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.