Emotional Disturbance/Behavioral Disorders and a Delphic Approach to the Future

1985 ◽  
Vol 10 (3) ◽  
pp. 198-210 ◽  
Author(s):  
Robert L. Carpenter
Keyword(s):  
Educational Attainment ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Random Sample ◽  
Behavioral Disorders ◽  
Delphi Technique ◽  
Special Education Administrators ◽  
The Future ◽  
Education Administrators ◽  
Year 2000

This study uses a Delphi technique to estimate the likelihood of a set of change statements concerning emotional disturbance/behavioral disorders. Using a national random sample of 900 teachers, special education administrators, and school psychologists through two rounds of responses, estimates are made regarding the likelihood and the desirability of the condition represented by each statement occurring by the year 2000. Results are compared by variables of experience in the field, occupation, and level of educational attainment. Despite certain significant differences between groups the preponderant conclusion is that there is general agreement among the population surveyed regarding their expectations and sentiments about the future of the field.

Academic Achievement Test Use and Assessment Practices: A National Survey of Special Education Administrators

2021 ◽  
pp. 073428292098429
Author(s):  
Adam B. Lockwood ◽  
Ryan L. Farmer ◽  
Kathy J. Bohan ◽  
Shannon Winans ◽  
Karen Sealander
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
School Psychologists ◽  
The United States ◽  
Achievement Test ◽  
Assessment Practices ◽  
Special Education Administrators ◽  
Special Education Eligibility ◽  
Education Administrators ◽  
Test Use

This study examined current academic achievement test use and assessment practices in the United States. Special education administrators from 725 US school districts were surveyed using an online platform to determine current trends in the use of norm-referenced academic achievement tests (NRTs) and curriculum-based measures (CBMs). Administrators reported that school psychologists most commonly administered the NRTs used to help determine special education eligibility, although special education teachers also fill this role frequently, particularly in Western states. General and special educators are the most likely staff to administer CBMs. A detailed accounting of academic achievement assessment practices is discussed including which tests are used and the differences in assessment roles by region and district locale. Implications of these findings for the training of educators and for research are considered.

Usefulness of Assessment Techniques in Assessing Classification for Emotional Disturbance and Generating Classroom Recommendations

2000 ◽  
Vol 90 (1) ◽  
pp. 250-252 ◽  
Author(s):  
Gail M. Cheramie ◽  
Krystina M. Griffin ◽  
Tina Morgan
Keyword(s):  
Best Practices ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Rating Scales ◽  
Perceived Usefulness ◽  
Direct Link ◽  
Projective Techniques ◽  
Assessment Techniques ◽  
Specialist School

A national survey of specialist school psychologists examined the perceived usefulness of assessment techniques in making decisions regarding eligibility for the educational classification of emotional disturbance and in generating classroom recommendations. Analysis showed measures rated as most useful were interviews with the parent, teacher, and student, observations of the student, and norm-referenced rating scales. Projective techniques were least useful. These findings are important in the context of “best practices” for the multidimensional assessment of emotional disturbance which promotes a more direct link between assessment and intervention.

The Role of External Auditor Responsible in Examining and Assessing the Sustainability Dimensions of the Audited Companies

2021 ◽  
Vol 39 (11) ◽  
Author(s):  
Asaad Mohammed Ali Wahhab
Keyword(s):  
Statistical Analysis ◽  
Random Sample ◽  
Corporate Sustainability ◽  
Professional Responsibility ◽  
Global Reporting Initiative ◽  
External Auditors ◽  
The Future ◽  
Study Population ◽  
External Auditor

The study aims to identify the responsibility of the external auditor in examining and evaluating the dimensions of sustainability information from the perspective of the auditors who are working in Iraqi companies and auditing offices. To achieve this goal, a questionnaire was created and distributed to a random sample of the study population consisting of auditors working in Iraqi companies and auditing offices. 83 questionnaires were retrieved, and all were valid for statistical analysis, which indicates100% of the sample study. The results of the study show that there is awareness among the external auditors in Iraq about their responsibility to examine and evaluate information related to dimensions of economic, environmental and social and the governance rules for sustainability and their application of the standards on the global reporting initiative (GRI). Besides, the presence of high trend among the auditors causing them to be accountable to the society who are the stakeholders, causing problems that can hinder the performance of the auditors in fulfilling their professional responsibility. This study will highlight several pieces of evidence from the works of literature as references of information to the external auditor and the corporate sustainability in Iraq to the future empirical and theoretical researcher.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

The Availability of Program Descriptions among Programs for Seriously Emotionally Disturbed Students

1988 ◽  
Vol 13 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Judith K. Grosenick ◽  
Nancy L. George ◽  
Michael P. George
Keyword(s):  
Emotional Disturbance ◽  
Behavioral Disorders ◽  
Community Involvement ◽  
Emotionally Disturbed ◽  
Field Testing ◽  
Children And Youth ◽  
Student Needs ◽  
Professional Literature ◽  
Quality Programs ◽  
Seriously Emotionally Disturbed Children

This article addresses the value of program descriptions for the field of serious emotional disturbance/behavioral disorders and presents data collected on the availability of written programs for this population of students. The development and field testing of instrumentation used to collect these and other data on the characteristics of district-wide programs for seriously emotionally disturbed children and youth are described. The availability of program descriptions was assessed in eight areas: philosophy, student needs and identification procedures, student and program goals, instructional methods and curriculum, community involvement, program design and operation, exit procedures, and evaluation. Findings indicated that relatively few comprehensive program descriptions are available to program planners and developers in the field of behavioral disorders, leading to a conclusion similar to one drawn by other writers with regard to the availability of program descriptions in the professional literature — while many high quality programs are likely to exist in the field they have not been adequately described on paper.

Assessment in Special Education: Administrators’ Perspectives

Diagnostique ◽  
1984 ◽  
Vol 10 (1-4) ◽  
pp. 161-175
Author(s):  
Virginia L. Dixon ◽  
David E. Greenburg
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Education Administrators

Advocacy for Students with Autism in Music Education

2020 ◽  
pp. 143-160
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Learning Environment ◽  
Music Education ◽  
Special Educators ◽  
Music Educators ◽  
Classroom Teachers ◽  
Special Education Administrators ◽  
Music Learning ◽  
Educational Support ◽  
Students With Autism ◽  
Education Administrators

Music students with autism are frequently placed in music learning environments not conducive to their needs. Music educators must advocate for the most appropriate learning environment for their students. This chapter focuses on establishing relationships with parents, special educators, special education administrators, and classroom teachers to advocate for the most appropriate learning environment. In addition, this chapter focuses on understanding the necessary components of the musical learning environment for students with ASD and reaching out to community organizations for educational support.

The Critical Success Factors in Higher Education

2021 ◽  
pp. 84-108
Author(s):  
Tuncer Asunakutlu ◽  
Kemal Yuce Kutucuoglu
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Success Factor ◽  
Critical Success ◽  
Ranking Systems ◽  
The Future ◽  
The Subject ◽  
Education Administrators ◽  
The University

This study reviews some of the prominent ranking systems with a view to shed more light on what may constitute a critical success factor in the field of higher education. In the first part, the ranking systems are reviewed and the key principles are explained. A brief description of how institutions use ranking information is also included. In the second part of the study, the subject of internationalization in the context of ranking systems is discussed. The main challenges of competitiveness in higher education and the increasing role of internationalization are expressed. The chapter also describes threats and opportunities for the future of higher education. This section also includes suggestions for higher education administrators. In the third part, the subject of ranking with particular focus on the university-industry collaboration and its effects on the future of higher education are discussed. The role of the industry and the changing mission of the universities in the new era are explained.

Common Ethical and Legal Challenges in School Psychology

2010 ◽  
pp. 153-169
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
School Psychology ◽  
Educational Attainment ◽  
Reflective Practice ◽  
School Psychologists ◽  
Ethical Principles ◽  
Ethics Codes ◽  
Legal Challenges

Chapter 10 discusses the ethics codes that school psychologists are expected to follow irrespective of their level of educational attainment. It also explores practice competencies and reflective practice while following ethical principles as well as the requirements of law and regulation.

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