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ERIC Number: EJ896647
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1087-3414
Current Educational Practices in Classifying and Serving Students with Obsessive-Compulsive Disorder
Adams, Gail B.; Smith, Thomas J.; Bolt, Sara E.; Nolten, Patrick
California School Psychologist, v12 p93-105 2007
Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based categories (e.g., E/BD, OHI) with clinical diagnoses, and concerns regarding the provision of appropriate services to these students. In the present study, Illinois school psychologists completed a survey on current practices for classifying and serving students with a primary diagnosis of OCD. The results indicated that 0.7% of the students served by school psychologists had a primary diagnosis of OCD. The majority of these students (74.5%) were served under IDEA. Of the students receiving services under IDEA, 51.4% were classified under E/BD and 31.8% under OHI. Approximately two-thirds of the students with OCD (67.1%) were educated in less restrictive settings (e.g., regular classroom with or without resource/part-time special class). School psychologists' comments suggested a pattern of ambiguity and uncertainty surrounding the appropriateness of IDEA categories for OCD, concerns regarding the stigma of labeling, and problems related to providing appropriate services to these students. Response-to-Intervention (RtI) as an alternative to current evaluation practices is proposed and recommendations for improving traditional categorical service delivery models when RtI is not implemented are provided. (Contains 3 tables.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act