Sp. Ed. Chart

Introduction

Ambiguity and difficulty in defining emotional and behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. Factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including biological, psychoanalytical, behavioral, phenomenological, and sociological-ecological (Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders which are all classified under the heading of emotional disturbance.

The debate continues over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. Assessments include both formal and informal types, and the mandated team determines eligibility.

When considering students with EBD, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedures in order to perform an appropriate manifestation determination, plan, placement, and necessary support services.

Classifications of Mental Health Disorders

Although IDEA has only one category for EBD, there are various disorders that may be present or concurrent within that disability. In order to differentiate between the various classifications of emotional disabilities, psychologists refer to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TE, 2000). Some of the various professional psychological diagnoses may include categories of Anxiety, Mood, and Personality Disorders; Attention Deficit Hyperactivity Disorder (AD/HD); Pervasive Developmental Disorders; and Organic or Physical Disorders such as thyroid dysfunction.

Although not necessarily a licensed psychologist, the classroom teacher has been given a tremendous responsibility to assist in identifying emotional disturbances in children. Often, they are the first to notice something unusual. It is crucial that special educators are aware of the signs, symptoms, and evaluation methods for diagnosing emotional disturbances. The goals of the assessment process are to gather relevant information about the student, create a comprehensive picture of concerns, and develop goals and strategies for intervention.

Assessment and Data Collection

Reliability and validity in assessments are crucial for accurate diagnosis. According to Kauffman (2001), reliability in assessment means the result will be the same every time is it administered to the same person and vary very little. Validity is determined by the assessment measuring what it is purported to measure and not measuring irrelevant aspects or other noise.

Observations

One of the informal assessments of student behavior is observation. Informal observations and reports of the behaviors can be the first of the prescreening assessments. Later, there will need to be at least one additional observation done in the classroom for inclusion in the formal report. Discipline reports may be collected initially for pre-referral data collection.

According to Heward (2003), there are five measurable dimensions of behavior:

1.      Rate: "How often a particular behavior occurs per standard unit of time" (p. 288);

2.      Duration: The length of time the behavior is displayed;

3.      Latency: The amount of time there is to respond without evidence of the behavior;

4.      Magnitude: The intensity of the behavior, which may range from too little or too much (e.g., the low volume of voice or slamming of a door); and

5.      Topography: The physical form of the behavior, or what the behavior looks like when observed.

It is best practice that someone who is not with the student all day perform the observation in order to allow for an objective report. More than one observation can be completed to help ensure reliability.

Behavior Assessments and Interviews

Methods of gathering information specifically on the student's behaviors may include behavior checklists, standardized self-reports, structured interviews, rating scales, and other appropriate assessment techniques. Analysis of work samples can also be useful. Here, instructors and observers are asked to focus on observable behavior in the school setting and describe what students do in nonbiased, objective, and behaviorally related terms. Some assessments use a triangulation method, requiring parents and the student to also complete the questionnaires and rating scales.

Some specific behavior assessments that are frequently used include Behavior Assessment System for Children (BASC), Vineland Adaptive Behavior Scales, Behavioral and Emotional Rating Scale (BERS 2, 2nd ed.), and the Systematic Screening for Behavioral Disorders (SSBD).

A functional behavior assessment (FBA) is often used and can gather information from different environments, include antecedents, and help to direct intervention plans, such as a behavior intervention plan (BIP), which is then included in the student's individualized education plan (IEP). Often, an accompanying academic intervention is required in conjunction to the behavioral intervention.

Academic Assessments

There are two different approaches when considering achievement tests: Norm-referenced and criterion-referenced assessments. Norm-referenced assessments compare the student's current academic abilities ". . . to the performance level of a national sample of students administered the same test by the test author. This population of students is typically called the norm or standardization sample" (Yell et al., 2009, p. 53). A criterion-referenced assessment can be individualized, since it helps make ". . . judgments about a student's performance in comparison to a predetermined criterion or standard" (Yell et al., p. 53). Criterion assessments give a percentage rather than standard scores or equivalence derived from norm-referenced assessments. No one single type of assessment should be used for eligibility requirements.

Curriculum-based assessments (CBA) use direct observation and recording of the student's achievement in a local and current curriculum. It can be very reliable, valid, and used to understand how effective an instructional program is for a specific student. However, different schools can use different curriculum, and, overall, CBA can lack standardization. Curriculum-based measurement (CBM) has standardized procedures and can integrate components of traditional and behavioral assessment within academic subjects such as reading, writing, and math. These types of CBM assessments can establish a measuring and graphing process over a length of time to establish goals which would correlate directly to interventions and the IEP.

Conclusion

All of the assessment results, after being interpreted by qualified specialists, are evaluated by the special education team. By mandates through IDEA Improvement Act, (2004), the team consists of a local educational agency representative (LEA), the student's regular and special education teachers, a qualified person to interpret the testing results, the parent, and sometimes the student. There are protocols in place to protect the rights of the student and parents.

Ideally, the reason for any assessment should be for intervention and a successful remediation. The programming should focus on more than deficits, and needs to consider all areas of the individual now and in the future. The student with EBD is much more than just a troubled kid. There continues to be a call for improvement in assessments and particularly for individualization. There also needs to be more support in the execution of interventions with continued training for all who are involved with the student. Although there has been tremendous headway made in the last century for assistance for students with ED, there continues to be room for even more improvement.

References

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington DC: Author.

Heward, W. L. (2003). Exceptional children: An introduction to special education. Upper Saddle River, NJ: R .R. Donnelley.

Individuals With Disabilities Education Improvement Act, Pub. L. No. 94-142, § 20 U.S.C. 1400 (2004).

Kauffman, J. M. (2001). Characteristics of emotional and behavior disorders of children and youth (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2004). Teaching students with special needs in inclusive settings (4th ed.). Boston: Allyn & Bacon.

Yell, M. L, Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Merrill/Pearson.