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In this chapter, we examined issues related to research design and research management as applied to scientific research conducted in applied school settings. In terms of research design, randomized controlled trials (RCTs) have an important role to play in advancing a scientific agenda for school-based research. However, given their enormous cost and complexity, it is important to carefully time their implementation in the development cycle. We suggested that the use of RCTs is most appropriate in the later stages of the development cycle when the focus is on demonstrating the efficacy and/or effectiveness of an intervention and establishing its generalizability under the real world conditions of schooling. We also recommended establishing a hierarchy of evidence for an intervention that involves implementing a cost-efficient mix of single case, quasi-experimental, and true experimental designs where appropriate and feasible. In examining issues related to the management of research and the implementation of a knowledge development agenda for schools, it has become apparent that treatment integrity is a keystone variable. We discussed the importance of treatment integrity, with attention to the impact on internal and external validity. Finally, we offered practical considerations to support high-quality, respectful school-based inquiry.

Problems and issues surrounding the use of discrepancy in identifying learning disability are reviewed. Since 1976, discrepancy has been the primary criterion for defining learning disability in practice. In a psychometric and statistical sense, however, issues about the best means for calculating a discrepancy remain unresolved. Another problem involves divergent findings about how systematically and rigorously the discrepancy criterion has been applied in practice. The problems and issues have resulted in questions about the status of learning disability as an independent category of special education. It is possible, however, to demonstrate that learning disability can be reliably differentiated from other conditions and that discrepancy is a major factor in demonstrating the differences. Consequently, it is concluded that discrepancy is a legitimate theoretical concept and should be considered as a necessary criterion for the identification of learning disability.

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED). ¹ Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential.