Dimensions of Students' Behavior Disorders: An Alternative to Medical Model Classification Practices

Traditional medical oriented classification schemes have been criticized for their limited reliability and validity. The major deficiency of these approaches is their failure to produce treatment-relevant information. This paper discusses an alternative approach to classifying students' behavior disorders. The approach considers the topography of deviant behaviors, the degree of exceptionality, the nature of deviance, and events influencing the deviance. The proposed approach is discussed in the context of developing and monitoring education/treatment programs.