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ERIC Number: EJ793341
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: Author
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1534-5084
Response to Intervention and Emotional and Behavioral Disorders: Best Practices in Assessment for Intervention
Gresham, Frank M.
Assessment for Effective Intervention, v32 n4 p214-222 2007
Students with emotional and behavioral difficulties are often unserved or underserved by schools and by mental health systems. One reason for the under identification of these students is the current and past definitions of emotional disturbance (ED) specified in federal special education legislation (IDEA and IDEIA). These definitions are vague, illogical, and self-contradictory, leading to the wide variability among states in prevalence rates of this disability. The author proposes an alternative approach to defining ED based on response to intervention (RTI). RTI provides the basis for changing, intensifying, and withdrawing interventions for students' emotional and behavioral difficulties. He describes advantages and best practices in using RTI, and provides a discussion of early identification and screening procedures for students who are at risk for ED. (Contains 1 table.)
PRO-ED, Inc. Available from: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act