Theses and Dissertations
ORCID
https://orcid.org/0009-0007-8367-6549
Advisor
McCleon, Tawny E.
Committee Member
Elder, Anastasia
Committee Member
McKinney, Cliff
Committee Member
Wildmon, Mark
Date of Degree
5-16-2025
Original embargo terms
Immediate Worldwide Access
Document Type
Dissertation - Open Access
Major
Educational Psychology (School Psychology)
Degree Name
Doctor of Philosophy (Ph.D.)
College
College of Education
Department
Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations
Abstract
Emotional Disturbance (EmD) remains one of the most inconsistently defined and assessed categories under the Individuals with Disabilities Education Act (IDEA), leading to widespread misidentification that disproportionately affects minority students. This study investigates systemic biases in EmD assessment practices, highlighting how subjective criteria and a heavy reliance on clinical judgment perpetuate disparities in identifying African American and Latino students in special education. To better understand these biases, the study sought to identify which assessment components school psychologists most frequently utilized when making eligibility determinations for EmD. Quantitative analysis revealed that while race was not a statistically significant predictor of EmD eligibility, African American students were assessed using behavioral referrals nearly twice as often as Latino or White students. Overall, participants identified standardized assessment components, such as IQ tests and behavior rating scales, as the most frequently used tools in determining EmD eligibility. However, the disproportionate reliance on behavioral assessments for African American students underscores the influence of clinical judgment in driving bias, echoing existing literature that points to the limitations of non-standardized evaluation practices. The study’s limited generalizability, due to a relatively small sample size, calls for future research to engage larger, more diverse populations to validate and expand upon these findings. Despite this limitation, the research strongly advocates for the development of standardized, culturally competent assessment tools that ensure fair and equitable identification of EmD.
Recommended Citation
Jackson, Danielle Chanell, "Over and under identification of Emotional Disturbance (EmD) in minority students: Implications for best practices in EmD assessment" (2025). Theses and Dissertations. 6509.
https://scholarsjunction.msstate.edu/td/6509
