Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling…

Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This…

The implementation of prereferral models was being discussed in educational literature as early as 1979. Over the past decade, schools in the United States have begun to adopt prereferral models to meet multiple goals, such as reducing inappropriate referrals to special education, supporting students who face academic and behavioral challenges,…

There is growing evidence of an escalation of depression in young people. In light of this, schools are increasingly being confronted with the challenge of how to best manage students with depressive disorders. Such management includes consideration of the academic, behavioural, social and emotional implications of the disorder. This article…

Twice-exceptional (2e) students are a unique group at risk for social/emotional difficulties and disenfranchisement in schools. These students' profiles combine giftedness with areas of struggle such as learning disabilities, social impairments, emotional and mental health issues, or behavioural problems. Supporting 2e students requires developing…

Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs' academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited…

Reading is a skill that is required in a variety of settings. It is a skill that begins developing early in children's school years and continues to develop well into their adult lives. Unfortunately, many children struggle to become successful readers with only basic classroom instruction. Therefore, it is imperative that schools use a…

Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact…

Systematic screening for behavioral and social-emotional concerns at school is one way to ensure that at-risk children are identified and provided services. School psychologists play a critical role in creating multitiered systems of support that consider universal screening, early intervention, and ongoing progress monitoring to help support…

Early Childhood Education is a key element for the growth and development of every country. This paper, provides a summary of reviewing the impact of early childhood special educational assessment on children to be "at risk" of developing special educational needs. It was identified mainly that early identification of at-risk factors for…

The COVID-19 pandemic has highlighted, and in many cases exacerbated, disparities among students that result from their socioeconomic status, language background, race and ethnicity, and disability classification. Now more than ever, school systems need to understand student needs and respond with targeted supports that address these needs. One…

Since the enactment of the Education for All Handicapped Children Act (IDEA's forerunner) in 1975, an important requirement has been Child Find activities. According to Shapiro and Derrington (2004), Child Find is broadly defined as the entire range of activities, including public awareness, identification, referral, eligibility determination, and…

Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Bruhn, & Mitchell (2015a) is a responsive structure for identifying and intervening at Tier 2. This process is described with a practical case example…

In November 2017, the National Center for Special Education Research in the Institute of Education Sciences convened a group of experts to discuss and provide input on research needs for improving outcomes of students with emotional and behavioral disorders (EBD). The discussion focused on four major topics of inquiry: (1) What do we know about…

This review-specific protocol guides the review of research that informs the What Works Clearinghouse (WWC) intervention reports in the Children Identified With or at Risk for an Emotional Disturbance topic area. The review-specific protocol is used in conjunction with the "WWC Procedures and Standards Handbook (version 3.0)." This…