Behavioral, Social, and Emotional Assessment of Children and Adolescents

Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework.

Section: Resultsmentioning

confidence: 99%

Addressing trauma in schools: Multitiered service delivery options for practitioners

Reinbergs

Fefer

2018

“…School psychologists are trained to seek converging sources of evidence as a critical part of an informed data‐based decision‐making process (e.g., Gresham, ; Whitcomb & Merrell, ). With the intent of promoting responsible and defensible evaluations when ED is a classification consideration, school psychologists’ practices should be informed by two prominent guideposts.…”

Section: Moving the Field Forwardmentioning

confidence: 99%

The identification of students with emotional disturbance: Moving the field toward responsible assessment practices

Hanchon

Allen

2017

For over 40 years, the special education category Emotional Disturbance (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct‐laden terminology, coupled with a general lack of clarity or guidance. In this article, we review the salient issues that have surrounded ED since it was first recognized as a disability category under P.L. 94–142 (i.e., the Education for All Handicapped Children Act). Additionally, we offer guidance that is intended to promote responsible and defensible assessment practices, as well as assist school psychologists and other educational professionals to avoid potential clinical judgment errors that may otherwise cloud the eligibility determination process. To conclude, we advocate for comprehensive assessment practices that are conducted in accordance with ethical standards that govern the field of school psychology, and are underpinned by scientific principles with the intent of accurately identifying as well as optimally serving students who are considered for the ED category.

“…Internalizing problems, which are generally characterized by an array of overcontrolled symptoms and/or behaviors (e.g., sadness, anxiety, withdrawal) that may not be overtly detectable by others (e.g., Whitcomb & Merrell, ) are of particular concern (e.g., Blanz, Rensch‐Riemann, Fritz‐Sigmund, & Schmidt, ; Jaser, ). Students with diabetes are especially susceptible to developing internalizing symptoms and adjustment difficulties immediately following their initial diagnosis (Kakleas, Kandyla, Karayianni, & Karavanaki, ).…”

Section: Diabetes and Other Conditions That Affect Learningmentioning

confidence: 99%

Psychological, Behavioral, and Educational Considerations for Children With Classified Disabilities and Diabetes Within the School Setting

Wyckoff

Hanchon

Gregg

2015

School nurses are answering a call to action to provide day-to-day care for an increasing number of students diagnosed with chronic illnesses. Diabetes mellitus is one of the most prevalent chronic health conditions identified among school-age children and presents a host of complex challenges for the school nurse, educators, and other support personnel to address in an effort to keep these children healthy and optimally prepared to learn. In working with this student population, it is critical that all educators possess an adequate working knowledge of type 1 and type 2 diabetes mellitus. This article provides a comprehensive overview of diabetes, including common measures and provisions necessary for managing students' daily needs, associated conditions that may compromise aspects of psychosocial and academic functioning, and commonly used medications and treatment plans for diabetes, with consideration for impact on students' daily school routines. Additionally, diabetes is reviewed within the context of multiple disabling conditions, with an emphasis on the psychological and behavioral features. Guidance and recommendations are offered to adequately prepare and position school nurses and other school-based personnel to fully support the student with diabetes in the school setting. C 2015 Wiley Periodicals, Inc.