Screening And Evaluation For Serious Emotional Disability

Article Review Three

Identifying students with emotional disability can be very confusing. However, research has made it easier for educators to distinguish these students and reduce the misunderstanding concerns. This is great news because the earlier teachers can identify these students; the earlier the child can get assistance. The article, “Screening and Evaluation for Serious Emotional Disability”, give the readers a walkthrough on how to properly identify a child with Emotional Disturbance. The article is broken into five sections such as: screening and evaluation for serious emotional disability; pre-referral interventions; evaluation; individualized education program team; definition and criteria for eligibility determination. The section

For example, according to the article, the first step is to screen and evaluate the child. The article states, “Specific required screening procedures for students exhibiting behavioral/emotional problems include: Hearing screening; Vision screening; Two scientific research-based interventions to address behavioral/emotional skill deficiency and documentation of the results of the interventions, including progress monitoring documentation; Summary of conference(s) with parents or documentation of attempts to conference with parents; Communication evaluation; Review of existing data; Social/developmental history; Observation across settings, to assess academic, functional and behavioral skills; Educational evaluation; Psychological evaluation, to include an intellectual evaluation; Behavioral/emotional evaluation which may include a behavior/emotional skill rating” (PSONC 2015). Personally, these screening procedures make it easier to evaluate students because it follows the definition an emotional disability. In other words, it is testing the student’s base on the federal definition that is provided in the IDEA. So, by using this screening process will assure that the child is diagnosis with the correct disability. Better yet, it will help the IEP team make up accurate goals that will reassure the child academic success. Similar to how the book, “ teaching students with mild disabilities”, states, “ If you were to look at the teacher’s lesson plans or the students’ IEPs, you should see goals and objectives that center on improving interpersonal skills and reduction behavior problems” (Henley 2009). This makes sure that the IEP goals are achievable for the student, as well as, help him/her socially and