Abstract
This paper describes a comprehensive program of evaluation and consultation services provided to socially and emotionally disturbed (SED) youngsters in a large metropolitan school district. Problems with traditional SED evaluations and re-evaluations are reviewed, and the current assessment techniques and consultation services are discussed. These include the use of direct classroom observation by an observer/data collector and systematic school personnel contacts. A description of students referred for assessment is provided.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Berlin IN: Psychiatry and the School,In Comprehensive Textbook of Psychiatry III, Freedman A, Kaplan H, Sadock B, (eds.), Baltimore: Williams and Wilkins, 1980.
Brown RT: A closer examination of the education for all handicapped children act: a guide for the 1980's.Psychology in the Schools, 17:355–360, 1980.
Child Psychiatry: A Plan for Coming Decades: A project of the American Academy of Child Psychiatry. Washington, D.C., 1983.
Commonwealth of Pennsylvania State Board of Educators Regulations Regarding Special Education, Chapter 13 (Reviewed and Amended through November, 1977).
Conners CK: A teacher rating scale for use in drug studies with children.American Journal of Psychiatry, 126: 884–888, 1969.
Connors CK: Symptom patterns in hyperactive, neurotic, and normal children.Child Development, 41:667–682, 1970.
Connors CK and Werry, JS: Pharmacotherapy. In Psychopathological Disorders of Childhood, Second Ed., Quay HC, Werry JS, (eds.) New York: Wiley, 1979.
Dunst CJ: Program evaluation and education for all handicapped children act.Exceptional Children, 46:24–31, 1979.
Education For All Handicapped Children Act:PL 94-142, 89 Stat. 773, 1975.
Federal Register.42, No. 163, 42474-42518, August 23, 1977.
Gable RA and Franca V: Student/teacher time sampling observational system. Unpublished manuscript, Pittsburgh: Department of Child Psychiatry, University of Pittsburgh School of Medicine, 1983.
Goyette CH, Connors CK, and Ulrich RF: Normative data on revised Connors' Parent and Teacher Rating Scales.Journal of Abnormal Child Psychology 6:221–236, 1978.
Grosenick JK and Huntye SL:National needs analysis in behavior disorders: A mode for a comprehensive needs analysis in behavior disorders. Unpublished manuscript, Columbia, MO: Department of Special Education, University of Missouri, 1979.
Kerr MM and Nelson CM:Strategies for managing behavior problems in the classroom. Columbus, Ohio: Charles E. Merrill, 1983.
Kyrnski K: Assistant Director, Division for Exceptional Children, Pittsburgh, Public Schools. Private communication, 1983.
Mendelsohn S, Jennings K, Kerr M, Marsh J, May K and Strain P: Psychiatric input as part of a comprehensive evaluation program for socially and emotionally disturbed children.Behavior Disorders, 10(4):257–267, 1985.
Nobel VN and Kampwith TJ: PL 94-142 and counselor activities.Elementary School Guidance and Counseling, 13: 164–169, 1979.
Penn W: Director, Division for Exceptional Children, Pittsburgh Public Schools. Private communication, 1983.
Pryzwansky WB: Mandated team participation: implications for psychologists working in the schools.Psychology in the Schools, 19: 460–466 1983.
Shultz EW, Hirshoren A, Martin AB and Henderson RA: Special education for the emotionally disturbed.Exceptional Children, 38: 313–319, 1971.
Yselldyke JE and Algozzine B: Diagnostic classification decisions as a function of referral information.Journal of Special Education, 15: 429–435, 1981
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Mendelsohn, S.R., Jennings, K.D. Characteristics of emotionally disturbed children referred for special education assessment. Child Psych Hum Dev 16, 154–170 (1986). https://doi.org/10.1007/BF00706173
Issue Date:
DOI: https://doi.org/10.1007/BF00706173