FEBRUARY 4, 2014

B R I A N L L O Y DK R I S T I N E W I N G

EI Eligibility DeterminationBest Practices

Agenda

Intro and OverviewMARSE Criteria for EIIISD EI Eligibility Guideline DocumentMTSS/RTI Practices Within EI Eligibility

DeterminationFBA/BIP Prior To EI Eval – See MARSE R 340.1706

Rule 6 (4)(b)(c)EI Versus Social MaladjustmentDifferentiating EI From Other EligibilitiesAssessments for EI– Recommendations and

SharingHow Do You Come To A Consensus

Intro and Overview

There has been some reported inconsistency of EI eligibility practices in a couple districts.

With the changes in SLD eligibility guidelines and the use of MTSS practices for eligibility determination, it seems like it may just be a matter of time until MTSS practices are explicitly used for EI eligibility determinations.

MARSE Criteria for EI

R 340.1706 Emotional impairment;determination; evaluation report. - Rule 6.

(1) Emotional impairment shall be determinedthrough manifestation of behavioral problemsprimarily in the affective domain, over anextended period of time, which adversely affectthe student’s education to the extent that thestudent cannot profit from learning experienceswithout special education support. The problemsresult in behaviors manifested by 1 or more ofthe following characteristics:

MARSE and IDEA Criteria for EI

(a) Inability to build or maintain satisfactoryinterpersonal relationships within the schoolenvironment.(b) Inappropriate types of behavior orfeelings under normal circumstances.(c) General pervasive mood of unhappinessor depression.(d) Tendency to develop physical symptomsor fears associated with personal or schoolproblems.

MARSE and IDEA Criteria for EI

(2) Emotional impairment also includes studentswho, in addition to the characteristics specifiedin subrule (1) of this rule, exhibit maladaptivebehaviors related to schizophrenia or similardisorders. The term “emotional impairment”does not include persons who are sociallymaladjusted, unless it is determined that thepersons have an emotional impairment.

MARSE and IDEA Criteria for EI

(3) Emotional impairment does not includestudents whose behaviors are primarily theresult of intellectual, sensory, or health factors.

(4) When evaluating a student suspectedof having an emotional impairment, themultidisciplinary evaluation team report shall include documentation of all of the following:(See next slide)

MARSE and IDEA Criteria for EI

(a) The student’s performance in theeducational setting and in other settings,such as adaptive behavior within the broadercommunity.(b) The systematic observation of thebehaviors of primary concern which interferewith educational and social needs.(c) The intervention strategies used toimprove the behaviors and the length of timethe strategies were utilized.(d) Relevant medical information, if any.

MARSE and IDEA Criteria for EI

(5) A determination of impairment shall bebased on data provided by a multidisciplinaryevaluation team, which shall include a full andindividual evaluation by both of the following:(a) A psychologist or psychiatrist.(b) A school social worker.

IISD EI Eligibility Guideline Document

Developed by Lansing School District using source material from other ISDs and adopted by Ingham directors for use county wide in 2007.

Are you using this document to help inform EI evals?

If not, what guidance documents are you using?

TEAM TIME

Let’s break in groups of 4.

Person One in your group reads pages 4-8 of the 2007 EI Eligibility Guideline.

Person Two in your group reads pages 9-13 of the 2007 EI Eligibility Guideline.

Person Three reads Appendix A and B.Person Four reads Appendix C, D, and E.After each team member reads their section, share out

your observations including: Things that my challenge your thinking about EI eligibility. Something that confirms your current practice. Any other highlights and/or points of interest.

MTSS/RTI Practices Within EI Eligibility Determination

Michigan Department of Education has established that FBA/BIP(s) are part of a MTSS/RTI tier 3 system.

http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf

MDE SWPBIS Implementation Guide

How is Tier 3 implemented?The following steps illustrate the general process of Tier 3

implementation:Step 1 Create a process for identifying students in need

of Tier 3 supports.Step 2 Create a team to develop an individualized

behavior support plan.a. Conduct a functional behavior assessment.b. Link functional assessment results to the development of a

behavior intervention plan.Step 3 Allocate resources to implement the behavior

plan.Step 4 Collect data on student interventions.Step 5 Evaluate success and modify the program.

MDE SWPBIS Implementation Guide

Additional criteria for Tier 3 intervention includes:Student receives more than six office

discipline referrals.Tier 2 interventions have been implemented

reliably and been found to be ineffective.

MARSE R 340.1706 Rule 6 (4)(b)(c)

(a) The student’s performance in theeducational setting and in other settings,such as adaptive behavior within the broadercommunity.(b) The systematic observation of thebehaviors of primary concern which interferewith educational and social needs.(c) The intervention strategies used toimprove the behaviors and the length of timethe strategies were utilized.(d) Relevant medical information, if any.

TEAM TIME

Discuss with your earlier group how MTSS and PBIS practices are part of your evaluations for emotional impairments.

Social Maladjustment

Best Practices in Multimodal Assessment of Emotional or Behavioral Disorders – School Psychology Best Practices Volume 5.

http://faculty.unlv.edu/sloe/Courses/EPY%20715/McConaughy%20%26%20Ritter%202002.pdf

Social Maladjustment

Social Maladjustment

Differentiating EI From ASD

Reference Ingham ISD ASD Guidelines for ASD vs. EI (see handout).

Differentiating EI From ADHD

Biederman, Newcorn, and Sprich (1991) Conduct disorder (30%-50%) Oppositional defiant disorder (35%) Anxiety disorders (25%), 60% of children diagnosed with Tourette’s are also diagnosed

with ADHD.Johnstone and Mash (2001) Family and marital functioning Disrupted parent-child relationships Specific patters of parental cognitions about child behavior

and reduced parent self-efficacy Increased levels of parenting stress and parental

psychopathology. This family disruption associated with ADHD is seen as a

possible causal factor in the development of comorbid conduct disorder vulnerability.

Assessments for EI

What assessment do you use to determine:(a) Inability to build or maintain satisfactoryinterpersonal relationships within the schoolenvironment. – SSIS (Social Skills Improvement Scale)(b) Inappropriate types of behavior orfeelings under normal circumstances. CAB – Clinical Assessment for Behavior, Observations(c) General pervasive mood of unhappinessor depression. – CDI, BASC-2, Achenbach CBCL, SAED-2 Scales for Assessing Emotional Disturbance (rating scale for EI and social maladjustment), MMPI (adolscent),(d) Tendency to develop physical symptomsor fears associated with personal or schoolproblems.

Assessments For EI

What assessment do you use to determine:(a) The student’s performance in theeducational setting and in other settings,such as adaptive behavior within the broadercommunity.(b) The systematic observation of thebehaviors of primary concern which interferewith educational and social needs.(c) The intervention strategies used toimprove the behaviors and the length of timethe strategies were utilized.(d) Relevant medical information, if any.

How Do You Come To A Consensus

Pre-METs?

Combined Reports?

See example handout.

Around The Corner…

There is a possibility that a new EI Eligibility Guidelines document may be developed within the next couple/few years.

What would YOU feel would be important to be included in this document?

Have a great day!