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Direct linkCenter for IDEA Early Childhood Data Systems (DaSy), 2021
This report includes guidance, considerations, and resources for state staff and local practitioners who are determining Part C eligibility remotely. As a result of COVID-19, many states are having to determine a child's eligibility for Part C services remotely using a variety of approaches such as teleconference, videoconference, and sharing…
Descriptors: Educational Legislation, Federal Legislation, Disabilities, Equal Education
Peer reviewed
Download full textEdelstein, Jeffrey; Abbott, Jordan; Kimball, Ezekiel – Journal of Postsecondary Education and Disability, 2020
Disability-as-diagnosis, disability-as-identity, and disability-as-experience as pressing measurement issues in learning outcomes assessment are described in this paper. Disability represents a critically important latent variable in many learning outcomes assessment plans unless it is a formalized part of analytic plans. Noting the potential for…
Descriptors: Disabilities, Clinical Diagnosis, Identification (Psychology), Experience
Da Fonte, M. Alexandra; Boesch, Miriam C.; Edwards-Bowyer, Meghan E.; Restrepo, Madeleine W.; Bennett, Brittany P.; Diamond, Gwendolyn P. – Education and Treatment of Children, 2016
The delivery of reinforcers is a research-based practice that can be used to increase student engagement within the classroom and promote skill acquisition. Reinforcers also play an integral role in the instructional planning of students with severe disabilities. Using reinforcement involves using preference assessment to identify potential…
Descriptors: Reinforcement, Identification, Disabilities, Preferences
Lombardi, Allison; Gelbar, Nicholas; Dukes, Lyman L., III; Kowitt, Jennifer; Wei, Yan; Madaus, Joseph; Lalor, Adam R.; Faggella-Luby, Michael – Journal of Diversity in Higher Education, 2018
In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n = 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and…
Descriptors: Higher Education, Disabilities, College Environment, Campuses
Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc; Rojas, Raúl; Francis, David J. – New Directions for Child and Adolescent Development, 2019
This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of…
Descriptors: Intelligence Quotient, Spanish Speaking, English Language Learners, Identification
Lopez, Alexis A.; Pooler, Emilie; Linquanti, Robert – ETS Research Report Series, 2016
English learners (ELs) require access to appropriate instructional services that match their strengths and needs to have an equal opportunity to achieve the same academic standards as other students. If ELs are not properly identified and classified, they may be excluded from services that would better help them meet high academic standards, and…
Descriptors: English Language Learners, Classification, Student Needs, Needs Assessment
Kovaleski, Joseph F.; Lichtenstein, Robert; Naglieri, Jack; Ortiz, Samuel O.; Klotz, Mary Beth; Rossen, Eric – Communique, 2015
School psychologists continue to play a critical role in the identification of students with specific learning disabilities (SLD) in schools. However despite decades of research and debate, the field continues to lack consensus on best practice methodologies. The Individuals with Disabilities Education Act (IDEA) reauthorization in 2004 increased…
Descriptors: Identification, Learning Disabilities, Equal Education, Federal Legislation
Norwich, Brahm; Eaton, Andrew – Emotional & Behavioural Difficulties, 2015
This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the…
Descriptors: Foreign Countries, Educational Legislation, Special Needs Students, Disabilities
Finello, Karen Moran – Psychology in the Schools, 2011
The preschool assessment and diagnostic process offers many opportunities for collaboration across disciplines that can enrich the professional's understanding of the young child. This article addresses the advantages and complexities of such collaboration including opportunities for infusing collaboration across the multiple steps of assessment.…
Descriptors: Psychologists, Disabilities, Identification, Cooperation
Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications
Decker, Scott L.; Hale, James B.; Flanagan, Dawn P. – Psychology in the Schools, 2013
Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…
Descriptors: Learning Problems, Student Evaluation, Evaluation Methods, Intelligence Tests
Venetsanou, Fotini; Kambas, Antonis; Ellinoudis, Theodoros; Fatouros, Ioannis; Giannakidou, Dimitra; Kourtessis, Thomas – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
Developmental Coordination Disorder (DCD) is an important risk factor in the development of children that can have a significant academic and social impact. This reinforces the need for its timely identification using appropriate assessment methods and accurate screening tests. The commonly used standardized motor test for the DCD identification…
Descriptors: Test Results, Screening Tests, Identification, Risk
Neale, Benjamin M.; Medland, Sarah E.; Ripke, Stephan; Asherson, Philip; Franke, Barbara; Lesch, Klaus-Peter; Faraone, Stephen V.; Nguyen, Thuy Trang; Schafer, Helmut; Holmans, Peter; Daly, Mark; Steinhausen, Hans-Christoph; Freitag, Christine; Reif, Andreas; Renner, Tobias J.; Romanos, Marcel; Romanos, Jasmin; Walitza, Susanne; Warnke, Andreas; Meyer, Jobst; Palmason, Haukur; Buitelaar, Jan; Vasquez, Alejandro Arias; Lambregts-Rommelse, Nanda; Gill, Michael; Anney, Richard J. L.; Langely, Kate; O'Donovan, Michael; Williams, Nigel; Owen, Michael; Thapar, Anita; Kent, Lindsey; Sergeant, Joseph; Roeyers, Herbert; Mick, Eric; Biederman, Joseph; Doyle, Alysa; Smalley, Susan; Loo, Sandra; Hakonarson, Hakon; Elia, Josephine; Todorov, Alexandre; Miranda, Ana; Mulas, Fernando; Ebstein, Richard P.; Rothenberger, Aribert; Banaschewski, Tobias; Oades, Robert D.; Sonuga-Barke, Edmund; McGough, James; Nisenbaum, Laura; Middleton, Frank; Hu, Xiaolan; Nelson, Stan – Journal of the American Academy of Child & Adolescent Psychiatry, 2010
Objective: Although twin and family studies have shown attention-deficit/hyperactivity disorder (ADHD) to be highly heritable, genetic variants influencing the trait at a genome-wide significant level have yet to be identified. As prior genome-wide association studies (GWAS) have not yielded significant results, we conducted a meta-analysis of…
Descriptors: Attention Deficit Hyperactivity Disorder, Hospitals, Association Measures, Genetics
Porter, Jill; Daniels, Harry; Martin, Sue; Hacker, Jayne; Feiler, Anthony; Georgeson, Jan – Educational Review, 2012
Conceptualisations of disability that emphasise the contextual and cultural nature of disability and the embodiment of these within a national system of data collection present a number of challenges especially where this process is devolved to schools. The requirement for measures based on contextual and subjective experiences gives rise to…
Descriptors: Data Collection, Disabilities, Student Needs, Evaluation Methods
Baker, Elise; McLeod, Sharynne – Language, Speech, and Hearing Services in Schools, 2011
Purpose: This article provides a comprehensive narrative review of intervention studies for children with speech sound disorders (SSD). Its companion paper (Baker & McLeod, 2011) provides a tutorial and clinical example of how speech-language pathologists (SLPs) can engage in evidence-based practice (EBP) for this clinical population. Method:…
Descriptors: Evidence, Research Design, Intervention, Speech Language Pathology
Ogg, Julia; Fefer, Sarah; Sundman-Wheat, Ashley; McMahan, Melanie; Stewart, Tiffany; Chappel, Ashley; Bateman, Lisa – Journal of Applied School Psychology, 2013
Youth exhibiting symptoms of attention deficit hyperactivity disorder are frequently referred to school psychologists because of academic, social, and behavioral difficulties that they face. To address these difficulties, evidence-based assessment methods have been outlined for multiple purposes of assessment. The goals of this study were to…
Descriptors: Attention Deficit Hyperactivity Disorder, Disability Identification, School Psychologists, School Psychology
