Faculty Publications

Utilizing The Convergence Of Data For Expedited Evaluations: Guidelines For School Psychologists

Document Type

Article

Journal/Book/Conference Title

Psychology in the Schools

Volume

46

Issue

5

First Page

459

Last Page

470

Abstract

The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. §1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child had a disability requiring special education or related services prior to considering disciplinary sanctions. The usefulness of the academic and behavioral data generated by RTI in the expedited evaluation is demonstrated. The IDEA requirements for expedited evaluations are overviewed, and case study examples are presented. Guidelines to assist school psychologists and child study teams in converging both RTI and psychoeducational assessment data in the expedited evaluation are offered. © 2009 Wiley Periodicals, Inc.

Department

Department of Educational Psychology and Foundations

Original Publication Date

5-1-2009

DOI of published version

10.1002/pits.20390

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