In school, the response to intervention (RTI) system is used to identify students for special education and related services. Students are provided with interventions to support their educational success before the student’s eligibility for special education services has been determined. Educators and clinicians use multiple measures to determine whether a student has an emotional or behavioral disorder. Data collection may include observations, behavior rating scales, and behavior assessment systems (Smiley et al., 2022). Outside of school, clinical psychologists and psychiatrists will use the diagnostic criteria included in the DSM to determine whether a student has an emotional or behavioral disorder.
Observation
Observation may be used to document the type, frequency, and duration of problem behaviors. Observational data provides valuable information that helps educators and clinicians make eligibility decisions. Observations are also used when conducting a functional behavior assessment (FBA). An FBA is used to determine the function of a behavior. FBAs help teachers and clinicians understand the reasons (i.e., the functions) for a student’s behavior. The teacher or clinician documents what happened immediately before the behavior (i.e., antecedents) and what happened immediately after the behavior (i.e., consequences) to develop a hypothesis about the function of the behavior. Teachers and clinicians can then use this information to design an appropriate intervention for the student. This information also contributes to the evidence required to make an eligibility decision as part of the RTI process (Smiley et al., 2022).
Behavior Rating Scales
Behavior rating scales are used to document the nature and severity of certain observable behaviors. Behavior rating scales include a list of behaviors such as “has temper tantrums” and “argues a lot” that are grouped together to measure different emotional and behavior problems, such as aggressive behavior. Each item is rated using a scale. For example, the behavior never, occasionally, or frequently occurs. The Devereux Behavior Rating Scale (DBRS-SF) is an example of a behavior rating scale. The DBRS-SF has two forms, one for ages 5 to 12 and one for ages 13 to 18. It may be used by educators, school psychologists, guidance counselors, or other clinicians and includes 40 items grouped according to four factors: interpersonal problems, inappropriate behaviors/feelings, depression, and physical symptoms/fears. These are the same areas included in the IDEA definition (Smiley et al., 2022).
Behavior Assessment Systems
Behavior rating scales may also be used as part of a behavior assessment system. For example, behavior assessment systems might include an educator rating scale, a parent/guardian rating scale, a peer rating scale, a self-report scale, an observational component, and an interview component. The advantage of behavior assessment systems is that they provide ratings of the student from multiple people who are familiar with the student’s behavior in different settings. Frequently used behavior assessment systems include the Achenbach System of Empirically Based Assessment (ASEBA) and the Behavior Assessment System for Children–Third Edition (BASC-3). The ASEBA measures areas such as anxiety and depression, thought problems, and aggression. The BASC-3 includes areas such as depression, interpersonal relations, and attention problems (Smiley et al., 2022).
In addition to the RTI system, the school may engage additional services from mental health professionals (e.g., psychiatrists) in their community to provide additional evidence that may be used to determine a student’s eligibility for special education and related services. School social workers may also connect students and their families to additional community resources to support the health of the family as a whole (e.g., family counseling).
Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.
