The School Psychologist's Role in Manifestation Determination Reviews: Recommendations for Practice

Autor/in	Allen, Justin P.
Titel	The School Psychologist's Role in Manifestation Determination Reviews: Recommendations for Practice
Quelle	In: Journal of Applied School Psychology, 38 (2022) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Justin P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1895396
Schlagwörter	School Psychologists; Counselor Role; School Psychology; Students with Disabilities; Suspension; Prevention; Decision Making; Legal Problems; Educational Legislation; Federal Legislation; Equal Education; Court Litigation; Meetings + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausschluss; Schulausschluss; Prävention; Vorbeugung; Decision-making; Entscheidungsfindung; Bildungsrecht; Schulgesetz; Bundesrecht; Rechtsstreit; Meeting; Tagung
Abstract	Manifestation determination reviews (MDRs) are a federally mandated practice that prevents schools from suspending students with disabilities for more than 10 days before determining if the student's disability is significantly and directly related to the problem behavior. The process is a controversial one, and prior research has shown that the process is often interpreted loosely and implemented haphazardly. Although the practice lacks defined theoretical parameters and empirical testing, the results of the team's assessment will have significant consequences for the student. Similarly, in the intervening years since the 1997 federal regulations, schools have witnessed a rise in MDR associated litigation from aggrieved families. Consequently, MDRs can be described as a high-stakes assessment for both students and schools that relies on unsound empirical and theoretical support. Current MDR approaches may be improved by systematically reviewing and updating to contemporary practices. This paper examines the current research on MDR practices and provides recommendations that may be employed by school psychologists and district officials. Implementation recommendations and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01