IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS' PRACTICES AND PERCEPTIONS
From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created...
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| Veröffentlicht in: | Psychology in the schools 2013-02, Vol.50 (2), p.193-208 |
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| creator | Hanchon, Timothy A. Allen, Ryan A. |
| description | From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists’ (N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists’ assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law. |
| doi_str_mv | 10.1002/pits.21668 |
| format | Article |
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In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists’ (N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists’ assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law.</description><identifier>ISSN: 0033-3085</identifier><identifier>EISSN: 1520-6807</identifier><identifier>DOI: 10.1002/pits.21668</identifier><identifier>CODEN: PYSCBO</identifier><language>eng</language><publisher>Hoboken, NJ: Blackwell Publishing Ltd</publisher><subject>Assessment ; Behavior Assessment System for Children ; Biological and medical sciences ; Burks Behavior Rating Scale ; Child Behavior Checklist ; Childrens Depression Inventory ; Childrens Manifest Anxiety Scale ; Confusion ; Conners Rating Scales ; Conners Teacher Rating Scale ; Devereux Behavior Rating Scale School Form ; Disability Identification ; Educational Legislation ; Eligibility ; Emotional disturbance ; Emotional Disturbances ; Evaluation Methods ; Federal Legislation ; Guidelines ; Health staff related problems. Vocational training ; Individuals with Disabilities Education Act ; Interviews ; Medical sciences ; Minnesota Multiphasic Personality Inventory ; Observation ; Online Surveys ; Perceptions ; Personality Inventory for Children ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Questionnaires ; Rating Scales ; School Psychologists ; Screening Tests ; Social psychiatry. Ethnopsychiatry ; Special education. Orthophony ; State Trait Anxiety Inventory ; Student Characteristics ; Treatments</subject><ispartof>Psychology in the schools, 2013-02, Vol.50 (2), p.193-208</ispartof><rights>2012 Wiley Periodicals, Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4248-6a22f1dfb06540fd502db684c6ff745a4466cf3902da5b52d33ac5a3fe0541093</citedby><cites>FETCH-LOGICAL-c4248-6a22f1dfb06540fd502db684c6ff745a4466cf3902da5b52d33ac5a3fe0541093</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fpits.21668$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fpits.21668$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27903,27904,30978,30979,45553,45554</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1009865$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=26920150$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Hanchon, Timothy A.</creatorcontrib><creatorcontrib>Allen, Ryan A.</creatorcontrib><title>IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS' PRACTICES AND PERCEPTIONS</title><title>Psychology in the schools</title><addtitle>Psychol. Schs</addtitle><description>From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists’ (N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists’ assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law.</description><subject>Assessment</subject><subject>Behavior Assessment System for Children</subject><subject>Biological and medical sciences</subject><subject>Burks Behavior Rating Scale</subject><subject>Child Behavior Checklist</subject><subject>Childrens Depression Inventory</subject><subject>Childrens Manifest Anxiety Scale</subject><subject>Confusion</subject><subject>Conners Rating Scales</subject><subject>Conners Teacher Rating Scale</subject><subject>Devereux Behavior Rating Scale School Form</subject><subject>Disability Identification</subject><subject>Educational Legislation</subject><subject>Eligibility</subject><subject>Emotional disturbance</subject><subject>Emotional Disturbances</subject><subject>Evaluation Methods</subject><subject>Federal Legislation</subject><subject>Guidelines</subject><subject>Health staff related problems. Vocational training</subject><subject>Individuals with Disabilities Education Act</subject><subject>Interviews</subject><subject>Medical sciences</subject><subject>Minnesota Multiphasic Personality Inventory</subject><subject>Observation</subject><subject>Online Surveys</subject><subject>Perceptions</subject><subject>Personality Inventory for Children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Questionnaires</subject><subject>Rating Scales</subject><subject>School Psychologists</subject><subject>Screening Tests</subject><subject>Social psychiatry. Ethnopsychiatry</subject><subject>Special education. 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| subjects | Assessment Behavior Assessment System for Children Biological and medical sciences Burks Behavior Rating Scale Child Behavior Checklist Childrens Depression Inventory Childrens Manifest Anxiety Scale Confusion Conners Rating Scales Conners Teacher Rating Scale Devereux Behavior Rating Scale School Form Disability Identification Educational Legislation Eligibility Emotional disturbance Emotional Disturbances Evaluation Methods Federal Legislation Guidelines Health staff related problems. Vocational training Individuals with Disabilities Education Act Interviews Medical sciences Minnesota Multiphasic Personality Inventory Observation Online Surveys Perceptions Personality Inventory for Children Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Questionnaires Rating Scales School Psychologists Screening Tests Social psychiatry. Ethnopsychiatry Special education. Orthophony State Trait Anxiety Inventory Student Characteristics Treatments |
| title | IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS' PRACTICES AND PERCEPTIONS |
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