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ERIC Number: EJ841397
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0033-3085
Utilizing the Convergence of Data for Expedited Evaluations: Guidelines for School Psychologists
Clopton, Kerri L.; Etscheidt, Susan
Psychology in the Schools, v46 n5 p459-470 May 2009
The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. Section 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child had a disability requiring special education or related services prior to considering disciplinary sanctions. The usefulness of the academic and behavioral data generated by RTI in the expedited evaluation is demonstrated. The IDEA requirements for expedited evaluations are overviewed, and case study examples are presented. Guidelines to assist school psychologists and child study teams in converging both RTI and psychoeducational assessment data in the expedited evaluation are offered. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act