Cognitive Assessment in Emotional Disturbance Evaluation: School Psychologists' Practices and Perspectives

• In Event: Poster Session 2
  In Poster Session: Applications of Counseling Psychology in Practice

Abstract

The current federal definition of emotional disturbance found in the Individuals with Disabilities Education Act leaves much room for subjectivity and confusion. Varying professional interpretations of this ambiguous definition have caused decades of inconsistent assessment practice in school psychology. This mixed-methods study used an exploratory survey design to assess 69 Ohio school psychologists’ practices and perspectives related to emotional disturbance evaluation, with an emphasis on cognitive assessment. Results indicated that 23% of participants excluded cognitive testing from initial emotional disturbance evaluations. Seventy-nine percent of participants defined the current federal definition of emotional disturbance as subjective. Emergent themes identified that Ohio school psychologists may require clarification of emotional disturbance terminology in order to improve current practice.

Authors

• Kara Kristine Parker, The University of Findlay

• Nicole V. Williams, The University of Findlay