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Psychoeducational Assessment

  • Amanda B. Nickerson
  • Melissa A. Reeves
  • Stephen E. Brock
  • Shane R. Jimerson
Chapter
Part of the Developmental Psychopathology at School book series (DPS, volume 2)

Although a DSM-IV diagnosis of PTSD is valuable, it is not sufficient to determine the educational needs of children in school. For example, not every student who is diagnosed with PTSD automatically qualifies for special education services. As noted in previous chapters, IDEIA (2004) broadly defines 13 disabilities and their unique accompanying diagnostic criteria, which are used in schools. To receive special education and related services within the school, a student must be assessed and classified under one (or more) of these broadly defined eligibility categories and the disability must be impacting their educational and/or social achievement.

Although the DSM-IV-TR and IDEIA have considerable overlap for some disorders, such as autism, the relationship between IDEIA’s definition of Emotional Disturbance (ED), which is most relevant for PTSD, and the DSM-IV-TR’smany emotional and behavioral disorders is poor and unclear (Power & Eiraldi, 2000). The ED category for classification...

Keywords

Emotional Disturbance Educational Performance Special Education Service Behavior Rating Scale Social Support Questionnaire 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Amanda B. Nickerson
    • 1
  • Melissa A. Reeves
    • 2
  • Stephen E. Brock
    • 3
  • Shane R. Jimerson
    • 4
  1. 1.University at Albany - State University of New YorkAlbanyUSA
  2. 2.Winthrop University, Rock Hill, SCHunlersvilleUSA
  3. 3.University of CaliforniaSacramentoUSA
  4. 4.University of CaliforniaSanta BarbaraUSA

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