Social/Emotional Evaluations: Unraveling the ED/SM Dilemma Part 2
May 2, 2017
Last week, we presented the first part of a two-part series on unraveling the ED/SM dilemma. This week, we talk to the experts on how to use various assessments to evaluate emotional disturbance and social maladjustment.
Catch up on last week's blog
School staff members often have difficulties when it comes to assessing a student who may have emotional disturbance (ED), and getting hard data to back up the decision can be just as difficult. PAR spoke with experts in the field about the use of various instruments that have proven to be useful in gathering the hard data needed in order to make an informed decision about ED eligibility.
Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2)
Peter K. Isquith, PhD, is a practicing developmental school neuropsychologist and instructor in psychiatry at Harvard Medical School. He’s the coauthor of the
, the new
BRIEF2 Interpretive Guide
, and the
Tasks of Executive Control (TEC)
PAR: Why would it be helpful to include a measure of executive functioning in the assessment of a student being evaluated for an ED eligibility?
PI: In general, the purpose of including the BRIEF2 when asking about ED is to know whether or not the child actually has an emotional disturbance or if his or her self-regulation gives that appearance. So, if a child is referred who has frequent severe tantrums, we want to know if this is an emotional disturbance or if it is part of a broader self-regulatory deficit. That is, is the child melting down because he or she truly experiences emotional distress? Or is he or she doing so because of poor global self-regulation? To answer this, I would want to look at two things:
Is there evidence of an actual emotional concern? Does the child exhibit mood problems, anxiety, or other emotional issues?
And does the child's self-regulation have an impact on other domains, including attention, language, and behavior? That is, is he or she physically, motorically, attentionally, and/or verbally impulsive or poorly regulated?
If the first answer is yes, then there is likely an emotional disturbance. But if it is no, then there may be a self-regulatory issue that is more broad. By using the BRIEF2, clinicians can quickly learn if a student is impulsive or poorly regulated in other domains, not just emotionally. A BRIEF2 profile with high Inhibit and Emotional Control scales suggests that the child is more globally disinhibited. If it is primarily the Emotional Control scale that’s elevated, and there is an emotional concern like mood problems, then it may be more of an emotional disturbance.
Pediatric Behavior Rating Scale (PBRS)
Richard Marshall, EdD, PhD, is an associate professor in the Department of Educational and Psychological Studies in the College of Education at the University of South Florida. He is also an adjunct associate professor in the Department of Psychiatry and Behavioral Neurosciences at the USF College of Medicine. In addition to the PBRS, published in 2008, he is the author of 2011’s The Middle School Mind: Growing Pains in Early Adolescent Brains.
PAR: How does the PBRS fit into the diagnosis of ED?
RM: Two gaps in practice prompted us to develop the
. The first was that the assessment instrument available at the time had few if any items about rage attacks, irritability, assaultive aggression, and other symptoms associated with early onset bipolar disorder. Hence, despite significantly abnormal behaviors, results of assessments were often within normal limits because they failed to capture symptoms of interest. So, our first goal was to include these new behaviors into parent and teacher ratings.
A second problem was that symptom overlap between ADHD and early onset bipolar disorder made it difficult to differentiate ADHD and bipolar disorder. The problem is that the standard treatment for ADHD, stimulant medication, induces mania in individuals with bipolar disorder. Thus, diagnosis accuracy is paramount.
What we learned during the PBRS norming sample was that students with ADHD and bipolar disorder produce a similar pattern of scores, but students with bipolar disorder produce a higher level of scores. That is, both groups have similar symptoms, but individuals with bipolar disorder have more serious symptoms. Thus, the PBRS can assist clinicians in differentiating individuals with mood disorders from those with ADHD.
PAR: Decades of research in cognitive neuroscience, combined with changes in our understanding and classification of mental illness in children, impels us to continually reevaluate theory and practice. Formulated more than a half-century ago, the idea of social maladjustment is one of those policies in desperate need of revision. In 1957, the idea of being able to identify students who were socially maladjusted may have seemed reasonable.
RM: There are two problems with this idea. First, the government has never defined social maladjustment, and states (and practitioners) have been left without clear ways of differentiating students who are or are not socially maladjusted. Second, without a clear definition, the concept of social maladjustment has created what Frank Gresham refers to as a “false dichotomy” that is used to exclude students from receiving interventions that would help them and to which they are entitled.
Emotional Disturbance Decision Tree (EDDT)
Bryan Euler, PhD, author of the
as well as the
EDDT Parent Form
and the new
EDDT Self-Report Form
, has a background in clinical and counseling psychology, special education, and rehabilitation counseling. He has 27 years of experience as a school psychologist working in urban and rural settings with multicultural student populations.
PAR: Can you describe the overall benefits of the EDDT system and what makes it unique from other instruments?
BE: The EDDT series was designed to map directly onto the IDEA criteria for emotional disturbance, which are different from and broader than constructs such as depression or conduct. The federal criteria are, some might say, unfortunately wide and “fuzzy,” rather than clean-cut. The EDDT scales are written to address these broad domains thoroughly and help school psychologists apply the unwieldy criteria.
The EDDT also includes a social maladjustment scale (SM). Since students who are only SM are not ED eligible, the EDDT is useful in ruling out these students and in identifying those for whom both conditions may be present. This can be helpful with program decisions, so children or adolescents who are primarily “fragile” are not placed in classrooms with those who have both depression/anxiety and severe aggression.
The EDDT also has an Educational Impact scale, which helps to document that the student’s social-emotional and behavioral issues are having educational effects, which IDEA requires for eligibility. All of the EDDT forms include a Severity scale, which helps to gauge this and guide service design.
The EDDT Parent and Self-Report forms also include Resiliency and Motivation scales, which help to identify a student’s strengths and determine what may most effectively modify his or her behavior. The presence of all these factors in the EDDT scales is intended to facilitate the actual practice of school psychology with ED and related problems.
PAR: Why is it important to have multiple informants as part of an evaluation?
BE: Having multiple informants is, in effect, one way of having multiple data sources. Multiple data sources add incremental validity, or accuracy, to evaluations as well as breadth of perspective. A rough analogy might be to lab tests, which are often done in panels, or multiples, rather than in singles, to help with insight, efficiency, and decisions.
PAR: What are the benefits of having the student perspective as part of an evaluation with multiple informants?
BE: Having a student’s perspective on his or her behavior and social-emotional adjustment is a critical but sometimes overlooked component of assessment, especially for ED and ADHD evaluations. If only teacher anecdotal reports, teacher-completed ratings, and behavior observations are used, this vastly increases the chance that the evaluation will be skewed toward externalized behavior like aggression and rule-breaking. Internal factors such as depression or anxiety, which may be causing the behavior, will be deemphasized, if noted at all. Research corroborates that if teachers rate a student, and ratings are also obtained from the parent and the child, the teacher results tend to highlight difficult, disruptive behavior, while other ratings may result in other insights. Relatedly, in children and adolescents, depression is often primarily manifest in irritability or anger rather than sadness. If there is no observable sadness and only problem behavior, teacher ratings may understandably focus on what stands out to them and complicates classroom management.
Even if students minimize their depression, anxiety, or social problems, they do sometimes rate one or more of these as “at risk.” This can provide a window into subjective emotional pain that may otherwise be obscured. Finally, gathering student-derived data enhances school psychology professional practice. Psychologists who complete child custody or juvenile corrections evaluations gather data directly from the child to facilitate insight, which can also aid in school psychology.
Adolescent Anger Rating Scale (AARS)
Darla DeCarlo, Psy S, has been a clinical assessment consultant with PAR for nine years. She is a licensed mental health counselor and certified school psychologist in the state of Florida.
PAR: Can you speak about your use of the
in ED evaluations?
DD: Within the context of assessing those students referred for behavior-related evaluations, I found the AARS to be a great compliment to the various other instruments I used during the evaluation process. Making an ED determination is a sensitive issue, and I wanted as much hard data as possible to help me make a well-informed decision. The AARS allowed me to assess a student’s level of anger and his or her response to anger through a self-report. Limited instruments are able to give clinicians information that can help them look at the ED/SM issue. The AARS helped me identify students who were at risk for diagnoses of conduct disorder, oppositional defiant disorder, or ADHD. Combine these results with results on the EDDT and other instruments, and I was able to get a good picture (not to mention some hard data) on whether SM factored into the student’s issues.
PAR: What about interventions? Does the AARS help with that in any way?
DD: Anger control, as defined by the AARS, “is a proactive cognitive behavioral method used to respond to reactive and/or instrumental provocations. Adolescents who display high levels of anger control utilize the cognitive processes and skills necessary to manage anger related behaviors.”
What I liked about the instrument is that it qualifies the type of anger the student is displaying and then gives the clinician information about whether or not the student displays anger control or even has the capacity for anger control. As a school psychologist, I needed to know if the student already had the skills to follow through with some of the possible interventions we might put in place or if we needed to teach him or her some skills before attempting the intervention. For example, something as simple as telling a student to count to 10 or walk away when he or she feels anger escalating may seem like an easy task, but not all students recognize the physiological symptoms associated with their outbursts. Therefore, asking them to recognize the symptoms and then act by calming themselves is pointless. I have seen this mistake many times, and have made the mistake myself by suggesting what I thought was a useful and effective intervention, only to find out later that the intervention failed simply because the student did not possess the skills to perform the task. The AARS gave me information that helped guard against making this type mistake.
As with every evaluation, the instruments we choose in our assessments are important, but even the best instrument is useless without the keen skills of well-trained school staff to properly administer and interpret results with accuracy and precision.
Share this post:
Social/Emotional Evaluations: Unraveling the ED/SM Dilemma
This is the first part in a two-part series. Come back next week to learn more from our experts and authors. Katherine is an 8 year old who attends public school. Following a traumatic event, she began to insist on wearing a helmet to school and during class. When school personnel requested she remove the helmet, she adamantly refused, expressing fear that the ceiling would fall and they would all be killed. Her grades have dropped considerably, and she is having problems socializing with peers. Her mother reports similar disruptions at home. Katherine’s grades have dropped to Ds and Fs, and her behavior has become disruptive in class. She cries frequently and has most recently expressed a desire to stay home from school. Jeremy is a fifth grader who currently receives special education services under the category of emotional disturbance (ED) and other health impaired (OHI). One year after his initial ED diagnosis, he was diagnosed with autism spectrum disorder (ASD). His original ED eligibility was based on violent behavior in kindergarten and first grade. Once it became evident that his ...
A Salute to Richard Brummer: Part 2
This week, Richard Brummer, Senior Manager of Quality Assurance will be retiring after 12.5 years with PAR. This is the second part in a series where PAR staff share their memories and well wishes on Richard’s retirement. Did you miss Part 1? Click here. For months, every time I walked into Richard’s office, my eyes were drawn to something strange, and I couldn’t fathom why he had it. Perched beside his monitor is a section of a tree trunk about a foot and a half in length and about six inches in diameter. Glued to this piece of wood is an assortment of brightly-colored plastic bugs. For a long time, I just thought that he really liked the outdoors and it was his alternative to a painting of a tree. I asked about it after a while, and Richard explained that one of his many responsibilities is to find errors and inconsistencies in our digital products during development. Any issue he and the team finds is logged in a central place that is used to communicate with the programmers. Issues are ...
Meet the needs of the many with an SDS Partnership page
Did you know there are many large organizations that use the Self-Directed Search (SDS) on a regular basis? One of the most widely used career interest inventories, the SDS is routinely administered by universities, colleges, school districts, and other large businesses to a diverse base of clients, students, and even job applicants. If you’re part of a large organization that you believe could benefit from the insight the SDS offers, than you may be interested in our SDS Partnership program. The program provides customized access to the SDS and offers predetermined payment options. For any partnership, we can: Customize group access via a partnership web page or custom link that can include your logo and branding and any instructions you wish to provide. This is included as part of the regular SDS Partnership fees. Allow you to designate a supervisor’s or coordinator’s e-mail address where your clients’ or students’ reports can be sent, so you can monitor usage and results. Provide you with a data file of your clients’ or students’ assessment ...
A Salute to Richard Brummer: Part 3
This week, Richard Brummer, Senior Manager of Quality Assurance will be retiring after 12.5 years with PAR. This is the third part in a series where PAR staff share their memories and well wishes on Richard’s retirement. Did you miss Part 1 or Part 2? Catch up now. We will miss you, Richard! The first time I ever met Richard was when I was doing post-hire interviews my first week at PAR. I remember walking into his office and seeing a display case with an electronic tether. I was a little intimidated. I came to find out that he was the project manager of the team that created the electronic tether. I think this may have intimidated me a little bit more, but as I got to know Richard both inside and outside of work, his wisdom, integrity, sense of humor, and caring made him stand out as both an employee and a human being. He quickly became one of my favorite people and I am sad to say that life at PAR will truly not be the same without him! -Rebecca Gerhardstein, ...
Community PARtners Spring Update
The movers and shakers on Team PAR have been very busy, participating in community service projects and supporting causes that are making a real difference! Here are a few highlights of our activities so far this year. The PARty Animals emerged as leader of the pack in raising funds for the Humane Society of Tampa Bay at the annual Bark in the Park event this spring, keeping the trophy in its rightful place—the lobby here at PAR headquarters—for another year! A large contingent from our staff, along with their four-legged friends, joined the happy throng at Cotanchobee Fort Brooke Park to support the Humane Society and its vital work in our community. “Love is Blue,” according to the old song, and that sums up one of Team PAR’s true labors of love: our support for autism awareness and research. But why blue? On World Autism Day each year, the Autism Speaks organization encourages people all over the world to “light it up blue” by wearing blue clothing and displaying blue lights in their homes, schools, and businesses. PAR staff turned out in ...
PAR Celebrates Kay Cunningham's Retirement:
At the end of this year, Kay Cunningham will be retiring after 26 years at PAR. Kay joined PAR in 1991 and is retiring as President and Chief Operating Officer. Kay has been an integral member of the PAR team and will be leaving a lasting impression on everyone who had the honor to work with her. This is the second part in a series where we will be sharing stories, memories, and well wishes as we send Kay on to her next chapter. Kay is an incredible person, and a wonderful leader. I was able to work closer with her when she took over as supervisor of the sales team. I am not sure Kay knows how much we valued her direction, but she offered a new perspective to the team, which put us on the path to a great sales year. She was always helpful, kind and generous of her time and she did all that with a great sense of humor. I feel fortunate and grateful to have had her support and encouragement. You will be missed, ...
About PAR (61)
Community PARtners (28)
Meet the Author (24)
New Products (84)
PAR Author (63)
PAR Staff (38)
Let's talk assessment in our LinkedIn group!
Congrats to the NASP TSP Poster Winners!
New BRIEF-P white paper available!
Join PAR for a super NASP in Atlanta!
We are on the way to INS!
Read More »
career interest inventory
post-traumatic stress disorder