IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS’ PRACTICES AND PERCEPTIONS

Are school psychologists' special education eligibility decisions reliable and unbiased?: A multi-study experimental investigation

Nearly 50 years of research show persistent racial disproportionality in the identification of special education disabilities, but the underlying mechanisms for these disparities remain largely unexplored. Because ambiguous regulations defining disabilities may allow subjectivity and unlawful differential treatment (i.e., racial bias or discrimination) in the special education eligibility process, an important target of study is disparate treatment of students by race in evaluations required to determine eligibility. School psychologists have long been recognized as highly influential in this process and in schools' resultant decisions. We used a 3 × 2 mixed factorial experimental design in three studies with simulated case report data to measure the influence of race and assessment data on school psychologists' perceptions of students' eligibility for special education in cases centering on emotional disturbance, intellectual disability, or autism, respectively. Participants included 302 practicing school psychologists in three states across the three experiments. There was little evidence of racial disparity, but participants tended to render decisions unsupported by, and even contrary to, evaluation data. Implications for research, practice, and professional development are discussed.

Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data

The overwhelming majority of the research on the historical impact of IQ in special education has focused on children with cognitive disorders. Far less is known about its role for students with emotional concerns, including Emotional Disturbance (ED). To address this gap, the current study examined IQ trends in ED children who were repeatedly tested on various combinations of the WISC, WISC-R, and WISC-III using a geographically diverse, longitudinal database of special education evaluation records. Findings on test/re-test data revealed that ED children experienced IQ trends that were consistent with previous research on the Flynn effect in the general population. Unlike findings associated with test/re-test data for children diagnosed with cognitive disorders, however, ED re-diagnoses were unaffected by these trends. Specifically, ED children’s declining IQ scores when retested on newer norms did not result in changes in their ED diagnosis. The implications of this unexpected finding are discussed within the broader context of intelligence testing and special education policies.

The impact of cardiac coherence on executive functioning in children with emotional disturbances

OBJECTIVE

We used archival data originally collected using a quasi-experimental design to analyze inhibition, emotional regulation, working memory, and cognitive flexibility before and after an intervention of a coherence training program incorporating heart rate variability biofeedback.

METHOD

Sixty-three participants, ages 7 to 14 years, were involved in the study: 30 in the treatment group and 33 in the control group. Split-plot analysis of variance (SPANOVA) was used to assess the impact of the intervention for the 4 dependent variables.

RESULTS

SPANOVA yielded no significant differences among inhibition, emotional regulation, working memory, and cognitive flexibility in response to the coherence training intervention.

CONCLUSIONS

Future research in this area would benefit from the use of more objective measures of executive functioning. Qualitative assessment of child-reported symptomatology and treatment acceptability on the part of students and staff would also be an area for future research.

Measurement of Behavioral and Emotional Outcomes of Youth in Foster Care: Investigation of the Roles of Age and Placement Type

The Behavioral Assessment System for Children-2 (BASC-2) is used to assess behavioral and emotional outcomes for youth. Research providing evidence for use of the BASC-2 parent-report form historically has included biological parents reporting on their children (Reynolds and Kamphaus 2004). For youth residing in out-of-home placements through enrollment in foster care, caregivers reporting on their functioning may include foster parents or residential staff. Given the significant adverse mental health outcomes for youth in foster care and the need to adequately assess adjustment in foster care, the purpose of the study was to evaluate the measurement properties of caregivers' report on the parent report form (PRS) of the BASC-2 in foster care youth. Using 479 respondents, a measurement model was fit to the data demonstrating adequate fit across Internalizing Problems, Externalizing Problems, and Adaptive Skills. Further, a comparison of measurement properties across child and adolescent groups and groups of youth residing in residential facilities versus foster homes was conducted. Factorial invariance and latent means also were assessed. The BASC-2 PRS was found to be an adequate assessment of psychological outcomes for youth in foster care when completed by foster parents or residential facility staff.