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SPED 3700/5700
Chapter 3
Identification and Assessment
Problems
Disagreement about terminology
Defective federal definition
Confounded cultural, socioeconomic and comorbidity factors
The nature of the disability itself
Question
At what point do negative emotional states and the associated behaviors become emotional/behavioral
disorders?
Assessment Teams
It is imperative that assessment personnel and assessment team members understand and commit to
meeting the IDEA requirements for assessment
Impact of EBD
Significant interference with the acquisition of academic, social, and vocational skills
Early identification is a must
Procedures
Parental Consent
Multiple Measures
Nondiscriminatory testing
Comorbidity-identification in one system does not mandate identification in another system
Procedures
Prereferral Interventions
Formal Assessments
Developmental History
Behavioral Observations
Child Interviews
Projective Techniques
Academic Assessment and Determination of Educational Need
Role of SPED Teacher in Identification
Varies from district to district
Can be at all levels
Must:
Become aware of one’s own personal biases, theoretical orientation, and tolerance levels
Become familiar with the specific instruments and measures used in your district for screening and
identification
Have a working knowledge of federal, state and local regulations
Believe in one’s right to voice an opinion among other professionals and have confidence in one’s
own judgment
Educational Plan
Link Assessment to Intervention
Multicultural Considerations
Chapter Three Notes 1