Identifying and Assessing Students with Emotional Disturbance
Special Education

The school psychologist's essential guide to finding & helping students with emotional disturbance

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STOCK NUMBER ISBN
72711 978-1-59857-271-1
COPYRIGHT PAGES
2013 200
AVAILABILITY
Available Stock

To help improve social and academic outcomes for all students, school psychologists must be ready to accurately identify, assess, and support students with emotional disturbance. This essential resource gives them the clear information, practical guidance, and up-to-date research they need. Ideal for use as a supplemental textbook or a key reference for in-service school psychologists, this book will clarify what constitutes emotional disturbance in educational settings, how it differs from the clinical definition, and how to assess and intervene effectively so students learn and thrive.


PREPARE SCHOOL PSYCHOLOGISTS TO:

  • Differentiate social maladjustment from emotional disturbance (includes clear coverage of the exclusionary clause)
  • Understand the RTI model as it relates to identification of behavioral and emotional issues
  • Meet the legal requirements for assessment procedures
  • Determine eligibility for the 'emotional disturbance' identification
  • Help ensure meaningful individualized educational programs for students
  • Help teachers develop classroom supports that address the needs of students with emotional disturbance

PRACTICAL FEATURES:

Brief vignettes and excerpts from federal- and state-level court findings help illuminate the educational definition of emotional disturbance, and practical tables and charts aid with the assessment process and determining eligibility.

About the Author
Preface
Acknowledgments
  1. Understanding Educational and Clinical Definitions of Emotional Disturbance: A Comparative Overview
  2. Toward an Understanding of Educationally Based Emotional Disturbance
  3. The Educational Definition of the Student with Emotional Disturbance
  4. The Exclusionary Clause: Social Maladjustment and Behavior Disorders
  5. Psychoeducational Components of Assessment
  6. Clinical Considerations for Assessment
  7. Response to Intervention: An Alternative Model of Assessment
  8. Placement Characteristics
References
Index

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Reviews

Lisa Bloom, Professor, Western Carolina University - February 4, 2013
“Up-to-date and comprehensive coverage of issues related to identifying and assessing students with emotional disturbance . . . This text would be an excellent resource for school psychologists, counselors and teachers.”
Ashli Tyre, Assistant Professor, School Psychology Program, Seattle University - January 28, 2013
“A highly needed text that will serve as a valuable training tool for instructors and a resource for practitioners.”
Aaron Shupp, Co-author, Recognize and Respond to Emotional and Behavioral Issues in the Classroom: A Teacher's Guide - January 14, 2013
“Integrates the historical and theoretical foundations of the field with a thorough examination of current research evidence in order to put forward a comprehensive model of assessing students with emotional disturbances.”
Andrew Cole, licensed psychologist and co-author of Recognize and Respond to Emotional and Behavioral Issues in the Classroom: A Teacher's Guide - January 7, 2013
“Guided by research and clinical best-practice at every step, this is the most thorough and cogent resource for assessment of emotional disturbance that I have encountered. I highly recommend this book and plan to use it myself!”