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Comprehensive Assessment of Emotional Disturbance: A Cross-Validation Approach
被引:0
|作者:
Emily S. Fisher
Katie E. Doyon
Enrique Saldaña
Megan Redding Allen
机构:
[1] Loyola Marymount University,School of Education, University Hall, Suite 1500
[2] University of California,undefined
来源:
The California School Psychologist
|
2007年
/
12卷
/
1期
关键词:
Minority Student;
Emotional Disturbance;
Social Work Practice;
Sentence Completion;
Competent Assessment;
D O I:
10.1007/BF03340931
中图分类号:
学科分类号:
摘要:
Assessing a student for emotional disturbance is a serious and complex task given the stigma of the label and the ambiguities of the federal definition. One way that school psychologists can be more confident in their assessment results is to cross validate data from different sources using the RIOT approach (Review, Interview, Observe, Test). Because each data collection process has advantages and limitations, using all four processes together allows for comprehensive assessment for emotional disturbance. Additionally, school psychologists should strongly consider a student’s strengths, cultural factors, and the interaction between the student and the environment in order to interpret assessment findings. This approach serves to tailor interventions regardless of diagnosis.
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页码:47 / 58
页数:11
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