Identifying Students with Emotional Disturbance: School Psychologists' Practices and Perceptions

Autor/inn/en	Hanchon, Timothy A.; Allen, Ryan A.
Titel	Identifying Students with Emotional Disturbance: School Psychologists' Practices and Perceptions
Quelle	In: Psychology in the Schools, 50 (2013) 2, S.193-208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21668
Schlagwörter	Disability Identification; Emotional Disturbances; School Psychologists; Evaluation Methods; Screening Tests; Federal Legislation; Educational Legislation; Guidelines; Student Characteristics; Rating Scales; Interviews; Questionnaires; Observation; Online Surveys; Conners Rating Scales; Conners Teacher Rating Scale; Minnesota Multiphasic Personality Inventory; Personality Inventory for Children; Behavior Assessment System for Children; Child Behavior Checklist; Childrens Depression Inventory; Childrens Manifest Anxiety Scale; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Gefühlsstörung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Screening-Verfahren; Bundesrecht; Bildungsrecht; Schulgesetz; Richtlinien; Rating-Skala; Interviewing; Interviewtechnik; Fragebogen; Beobachtung
Abstract	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. (Contains 4 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10