Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 8 |
| Since 2016 (last 10 years) | 12 |
| Since 2006 (last 20 years) | 28 |
Descriptor
Source
| Psychology in the Schools | 52 |
Author
| Allen, Ryan A. | 3 |
| Flanagan, Dawn P. | 3 |
| Hanchon, Timothy A. | 3 |
| Naglieri, Jack A. | 3 |
| Hale, James B. | 2 |
| Ortiz, Samuel O. | 2 |
| Sassu, Kari A. | 2 |
| Adams, Sarah R. | 1 |
| Adubato, Susan A. | 1 |
| Alfonso, Vincent C. | 1 |
| Anderson, Peggy L. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 50 |
| Reports - Research | 36 |
| Reports - Descriptive | 8 |
| Reports - Evaluative | 5 |
| Information Analyses | 1 |
Education Level
| Elementary Secondary Education | 7 |
| Elementary Education | 3 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| High Schools | 1 |
| Higher Education | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
| Individuals with Disabilities… | 4 |
| Education for All Handicapped… | 3 |
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSassu, Kari A.; Volkmar, Fred R. – Psychology in the Schools, 2023
The purpose of this article is to explore the intersectionality of autism and sociocultural factors as well as discuss the complexities associated with appropriate assessment, diagnosis, and intervention. Based on a review of the literature, the authors present a brief history of the emergence of the term autism and highlight factors that have…
Descriptors: Autism Spectrum Disorders, Intersectionality, Disability Identification, Educational Diagnosis
Margiano, Suzanne G.; Sassu, Kari A.; Dale, Brittany A.; Caemmerer, Jacqueline M.; Bray, Melissa A.; Peters, Emily – Psychology in the Schools, 2023
Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility,…
Descriptors: School Psychologists, Autism Spectrum Disorders, Disability Identification, Eligibility
Otero, Tulio M.; Naglieri, Jack A. – Psychology in the Schools, 2023
Autism spectrum disorder (ASD) is a neurodevelopmental disability that can cause significant social, communication, and behavioral challenges yet it is defined and diagnosed by the absence or presence of behaviors described in, for example, the Diagnostic and Statistical Manual 5. Descriptions of the disorder include symptoms such as intellectual…
Descriptors: Children, Autism Spectrum Disorders, Cognitive Ability, Neurodevelopmental Disorders
Christopher, Kourtney; Lord, Catherine – Psychology in the Schools, 2022
The heterogeneous nature of Autism Spectrum Disorder (ASD) makes accurate diagnosis challenging. Best practice assessments in schools can open pathways to appropriate interventions and educational placements for those with ASD, as well as help identify a student's strengths. There are various tools used in school settings to assess autism. In this…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Disability Identification
Saulnier, Celine A.; Klaiman, Cheryl – Psychology in the Schools, 2022
Adaptive behavior skills are often delayed in autism spectrum disorder (ASD), and these behaviors are significantly associated with poor outcomes in adulthood, especially for autistic individuals that have no cognitive and/or language delays. Therefore, despite having the capacity to be self-sufficient, the vast majority of autistic adults fail to…
Descriptors: Autism, Pervasive Developmental Disorders, Daily Living Skills, Interpersonal Competence
Danielson, Melissa L.; Kassab, Hannah D.; Lee, Mary; Owens, Julie S.; Evans, Steven W.; Lipton, Corey; Charania, Sana; Young, Hayley Elia; Kubicek, Lorraine F.; Flory, Kate; Cuffe, Steven P. – Psychology in the Schools, 2023
We examined the predictive utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System (BASC-2-BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two-stage study over 34 months with kindergarten-12th grade (K-12) students (aged…
Descriptors: Rating Scales, Child Behavior, Predictive Validity, Mental Disorders
Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, "School Psychol Quart," 30, 457-469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high-stakes nature of SLD identification necessitates extensive…
Descriptors: Learning Disabilities, Disability Identification, School Psychologists, Training
Morrison, Julie Q.; Hawkins, Renee O.; Collins, Tai A. – Psychology in the Schools, 2020
The Dyslexia Pilot Project provided funding to school districts to implement a multitiered system of support (MTSS) framework for the prevention, early identification, and early intervention of reading difficulties. This article describes the evaluation of the multiyear Dyslexia Pilot Project for students in kindergarten through Grade 2. The…
Descriptors: Cost Effectiveness, Dyslexia, Prevention, Disability Identification
Truong, Dieu M.; Barth, Alexandra M.; Mire, Sarah S.; Ayala, Mycah L.; Ramclam, Ashley N.; Tan, Samantha X. L.; McKee, Shannon L. – Psychology in the Schools, 2022
In public schools, Asian American and Pacific Islander (AAPI) students are overidentified with autism (AU) but are underrepresented in other special education categories. Such patterns may be result, in part, from overaggregation of data from students representing diverse AAPI ethnic groups. Yet, professionals' implicit biases, limited cultural…
Descriptors: Public Schools, Asian American Students, Pacific Americans, Autism
Hanchon, Timothy A.; Allen, Ryan A. – Psychology in the Schools, 2018
For over 40 years, the special education category "Emotional Disturbance" (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct-laden terminology, coupled with a general lack of clarity or guidance. In this article,…
Descriptors: Disability Identification, Emotional Disturbances, Special Education, Disabilities
Lambert, Matthew C.; Martin, Jodie; Epstein, Michael H.; Cullinan, Douglas; Katsiyannis, Antonis – Psychology in the Schools, 2021
The present study investigated the psychometric properties of the "Scales for Assessing Emotional Disturbance -- Third Edition: Rating Scale" (SAED-3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance…
Descriptors: Disability Identification, Rating Scales, Test Items, Item Response Theory
Cottrell, Joseph M.; Barrett, Courtenay A. – Psychology in the Schools, 2016
Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about "school" SLD…
Descriptors: School Psychologists, Learning Disabilities, Disability Identification, Methods
Rubenstein, Lisa Davia; Pierson, Eric E.; Wilczynski, Susan M.; Connolly, Sarah C. – Psychology in the Schools, 2013
As the number of individuals diagnosed with Autism Spectrum Disorders grows, leaders are increasingly recognizing the limitations of the existing literature base to serve unique subsets of students on the spectrum. To date, there is a dearth of research regarding individuals who are both diagnosed on the spectrum and identified as gifted or high…
Descriptors: Student Needs, Pervasive Developmental Disorders, Autism, Academically Gifted
Hanchon, Timothy A.; Allen, Ryan A. – Psychology in the Schools, 2013
From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment…
Descriptors: Disability Identification, Emotional Disturbances, School Psychologists, Evaluation Methods
Allen, Ryan A.; Hanchon, Timothy A. – Psychology in the Schools, 2013
The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into…
Descriptors: School Psychology, Emotional Disturbances, Eligibility, School Psychologists
