Abstract
Students presenting with complex patterns of emotional and behavioral difficulties occur with a degree of frequency in school settings – particularly in light of the Surgeon General’s Report on Mental Health (US Department of Health and Human Services, 1999) which indicated that approximately 20% of children and adolescents demonstrate symptoms qualifying them for diagnoses under the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV; APA, 2000). For a student to be diagnosed with early onset schizophrenia (EOS), s/he must demonstrate a degree of functional impairment; thus, the school psychologist may already be aware of the needs of the student. This is particularly true if the student is in an active phase of the illness with ongoing delusions and hallucinations. It is not necessarily the responsibility of school personnel to make the diagnosis of EOS, yet all school psychologists should be able to conduct the psychoeducational evaluation of students with schizophrenia and other psychotic spectrum disorders.
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Li, H., Pearrow, M., Jimerson, S.R. (2010). Psychoeducational Assessment. In: Identifying, Assessing, and Treating Early Onset Schizophrenia at School. Developmental Psychopathology at School. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-6272-0_6
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