Literaturnachweis - Detailanzeige
| Autor/inn/en | Fisher, Emily S.; Doyon, Katie E.; Saldana, Enrique; Allen, Megan Redding |
|---|---|
| Titel | Comprehensive Assessment of Emotional Disturbance: A Cross-Validation Approach |
| Quelle | In: California School Psychologist, 12 (2007), S.47-58 (12 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-3414 |
| Schlagwörter | Emotional Disturbances; School Psychologists; Cultural Influences; Cultural Background; Observation; Intelligence Tests; Measures (Individuals); Evaluation Methods; Intervention; Clinical Diagnosis; Behavior Rating Scales |
| Abstract | Assessing a student for emotional disturbance is a serious and complex task given the stigma of the label and the ambiguities of the federal definition. One way that school psychologists can be more confident in their assessment results is to cross validate data from different sources using the RIOT approach (Review, Interview, Observe, Test). Because each data collection process has advantages and limitations, using all four processes together allows for comprehensive assessment for emotional disturbance. Additionally, school psychologists should strongly consider a student's strengths, cultural factors, and the interaction between the student and the environment in order to interpret assessment findings. This approach serves to tailor interventions regardless of diagnosis. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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