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Evidence-Based Practice in School Mental HealthAddressing DSM-5 Disorders in Schools$
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James C. Raines

Print publication date: 2019

Print ISBN-13: 9780190886578

Published to Oxford Scholarship Online: August 2019

DOI: 10.1093/oso/9780190886578.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 November 2019

Introduction

Introduction

Chapter:
(p.1) 1 Introduction
Source:
Evidence-Based Practice in School Mental Health
Author(s):

James C. Raines

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190886578.003.0001

Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.

Keywords:   DSM-5, Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act (IDEA), multitiered systems of support (MTSS), research domain criteria (RDoC), progress monitoring, school-based mental health providers, Section 504, specialized instructional support personnel (SISP), wrap-around planning

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