This study applies a diagnostic errors framework to identify and classify mistakes that were made in a psychoeducational assessment of a bilingual student who was misidentified as a person with autism. Findings of diagnostic errors were categorized under four domains--faulty knowledge, faulty data gathering, faulty data processing, and faulty…

The report describes a child with central auditory dysfunction, the first reported case where brain-stem dysfunction on audiologic tests were associated with specific electrophysiologic changes in the brain-stem auditory-evoked responses. (Author/CL)

Rich with clinical insights, this volume reviews the state of the science of identifying and treating autism spectrum disorders (ASD) in very young children. Leading authorities examine critical research issues and present innovative approaches to assessing social, cognitive, adaptive, communication, and sensory-motor impairments in the first two…

The Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized by the U.S. Congress in 2004, yet ongoing regulatory efforts are required to determine its operationalization and implementation. Of particular concern to school psychologists and others involved in the educational process are the guidelines for identification of…

Describes a curriculum-based dynamic language-assessment process using a flowchart description of the six steps of the assessment process. A case study of a linguistically diverse student is provided that is designed to allow insight into a student's learning capabilities and to provide direction for instructional planning. (CR)

This article discusses using "PEPSI", a screening and programming method that evaluates the physical, emotional, philosophical, social, and intellectual levels of development in children with disabilities. The steps in the PEPSI screening process are described and a case study is provided. A chart depicting indicators in teaching respect for self…

This article describes individual differences in phases of writing development between typical students and students with language learning problems. Using an illustrative case study of a 10-year-old, the article demonstrates how school-based writing samples can serve as a dynamic tool for analysis of interactions among the linguistic and…

To illustrate past practices in the assessment of children with communication disorders, this article presents a case study from 1967 and then reviews advances since then in assessing children for language and speech disorders. The benefits of dynamic assessment are discussed and steps in dynamic assessment approaches are explained. (CR)

This study compared 4 methods (2 case history and 2 performance-based) used to classify the status of adult subjects in familial studies of developmental language disorders, involving 24 parents of children with developmental language disorders and 24 unrelated adult controls. Classification by case history found fewer affected adults than…

This article discusses how reading and written language samples can be analyzed to provide information about curriculum-based language strengths and needs that can be used recursively to establish student goals and benchmarks, provide intervention, evaluate change, and begin the next round of planning. A case example is presented. (Contains…

This manual provides guidance to Idaho school districts in identifying students with serious emotional disturbances (SED), as defined by federal and state laws and regulations. Sections 1, 2, and 3 of the guide describe SED in the context of various factors, including the Individuals with Disabilities Education Act, Section 504 of the…

This kit for assessing central auditory processing disorders (CAPD), in children in grades 1 through 8 includes 3 books, 14 full-color cards with picture scenes, and a card depicting a phone key pad, all contained in a sturdy carrying case. The units in each of the three books correspond with auditory skill areas most commonly addressed in…

Discusses cases that reveal the impact of teacher expectations on the accuracy or inaccuracy of self-concepts of children with exceptionalities from minority-group backgrounds. Fifteen teacher beliefs that will benefit new and seasoned practitioners as they identify, assess, place, and instruct minority children are provided. (CR)

The diagnostic framework presented in this manual seeks to address the need for a systematic, multidisciplinary, developmentally based approach to the classification of mental health and developmental difficulties in the first 4 years of life. An introduction discusses clinical approaches to assessment and diagnosis, gives an overview of the…

The diagnostic framework presented in this manual seeks to address the need for a systematic, multi-disciplinary, developmentally based approach to the classification of mental health and developmental difficulties in the first 4 years of life. An introduction discusses clinical approaches to assessment and diagnosis, gives an overview of the…