Consistently Inconsistent: An Examination of the Variability in the Identification of Emotional Disturbance

Autor/inn/en	Scardamalia, Kristin; Bentley-Edwards, Keisha L.; Grasty, Kairys
Titel	Consistently Inconsistent: An Examination of the Variability in the Identification of Emotional Disturbance
Quelle	In: Psychology in the Schools, 56 (2019) 4, S.569-581 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scardamalia, Kristin) ORCID (Bentley-Edwards, Keisha L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22213
Schlagwörter	Emotional Disturbances; Evaluation Criteria; Identification; Special Education; Eligibility; Reliability + Suchen Sie Ihr Suchwort? Gefühlsstörung; Identifikation; Identifizierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Eignung; Reliabilität
Abstract	The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff's a, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (a = 0.2011). These findings demonstrate the importance of redefining the existing criteria. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01