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WHAT CAN WE LEARN FROM SCHOOL‐BASED EMOTIONAL DISTURBANCE ASSESSMENT PRACTICES? IMPLICATIONS FOR PRACTICE AND PREPARATION IN SCHOOL PSYCHOLOGY
Author(s) -
Allen Ryan A.,
Hanchon Timothy A.
Publication year - 2013
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21671
Subject(s) - psychology , school psychology , special education , disturbance (geology) , applied psychology , education act , emotional disorder , best practice , medical education , pedagogy , social psychology , psychiatry , law , medicine , paleontology , biology , anxiety , political science
The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into federal law. To navigate the vague, ambiguous, and outdated eligibility criteria, school psychologists must adhere to comprehensive assessment strategies whenever an ED placement is considered. In this study, we examined the ED assessment practices of 214 school psychologists. The results indicated that respondents all too frequently relied on only select sources of data (e.g., behavior rating scales), rather than taking a multimethod, multisource approach, when evaluating children referred for emotional and behavioral concerns. Implications for both the practice and preparation of school psychologists are discussed.