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Strengthen the Evidence for Maternal and Child Health Programs

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Geller N. 2016. DSM-5 and IDEA: From Prescription pad to the classroom. [Richmond, VA: Virginia Commonwealth University], 36 pp.

Annotation: This presentation highlights essential objectives for understanding and navigating the distinctions between clinical diagnosis and educational disability determination. It provides a comparative analysis of the roles of mental health professionals—such as psychiatrists and counselors—with their counterparts in school settings, including school psychologists and social workers. The presentation emphasizes the different tools utilized in each setting, contrasting clinical interviews used in the medical model with IQ tests, achievement measures, and behavioral observations employed in the educational model. The presentation also covers two critical components of an Individualized Education Program (IEP): Present Level of Performance (PLOP), describing how a student’s disability affects their involvement and progress in the general education curriculum, as well as in specific areas of need; and Writing a Behavioral Objective (a Behavioral Objective articulates a specific educational outcome expected from students and consists of three key elements: student behavior, conditions of performance, and performance criteria). The presentation also provides examples of individualized behavioral observations and goal-setting, particularly for modifying the behavior of children on the autism spectrum. These components ensure that behavioral objectives are clear, measurable, and aligned with the student’s educational goals within the IEP.

Contact: Association of Maternal and Child Health Programs, 1825 K Street, N.W., Suite 250, Washington, DC 20006-1202, Telephone: (202) 775-0436 Fax: (202) 478-5120 E-mail: [email protected] Web Site: http://www.amchp.org

Keywords: Autism, State CSHCN programs, Education, Educational policy
   

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