Practices and Perceptions in Manifestation Determination Reviews

REFERENCES

• Allen, J. P. (2021). The school psychologists’ role in manifestation determination reviews: Recommendations for practice. Journal of Applied School Psychology. Advance online publication. https://doi.org/10.1080/15377903.2021.1895396
   PubMed Web of Science ®Google Scholar
• Bon, S. C., Faircloth, S. C., & LeTendre, G. K. (2006). The school violence dilemma: Protecting the rights of students with disabilities while maintaining teachers’ sense of safety in schools. Journal of Disability Policy Studies, 17(3), 148–157. https://doi.org/10.1177/10442073060170030301
   Google Scholar
• Boutelle v. Board of Education of Las Cruces Public Schools, 2019 WL 3081113 (D.N.M. July 15, 2019).
   Google Scholar
• Brownley, B. (2014, September 22). Handling a manifestation determination review (MDR): A “How To” for attorneys. Wrightslaw. Retrieved from http://www.wrightslaw.com/info/discipl.mdr.strategy.htm
   Google Scholar
• Dailor, A. N., & Jacob, S. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48(6), 619–631. https://doi.org/10.1002/pits.20574
   Web of Science ®Google Scholar
• Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method. John Wiley & Sons.
   Google Scholar
• Erceg-Hurn, D. M., & Mirosevich, V. M. (2008). Modern robust statistical methods: An easy way to maximize the accuracy and power of your research. The American Psychologist, 63(7), 591–601. https://doi.org/10.1037/0003-066X.63.7.591
   PubMed Web of Science ®Google Scholar
• Eysenbach, G. (2004). Improving the quality of web surveys: The Checklist for Reporting Results of Internet E-Surveys (CHERRIES). Journal of Medical Internet Research, 6(3), e34. https://doi.org/10.2196/jmir.6.3.e34
   PubMed Web of Science ®Google Scholar
• Frick, W. C., & Faircloth, S. C. (2007). Acting in the collective and individual “best interest of students”: When ethical imperatives clash with administrative demands. Journal of Special Education Leadership, 20(1), 21–32.
   Google Scholar
• H.R. Conf. Report No. 108-779 (2004). Retrieved from https://www.congress.gov/congressional-report/108th-congress/house-report/779/1
   Google Scholar
• Honig v. Doe, 484 U.S. 305 (1988). Retrieved from https://www.loc.gov/item/usrep484305/
   Google Scholar
• Individuals with Disabilities Education Act Amendments of 1997 (IDEA) (1997). Retrieved from https://www.congress.gov/105/plaws/publ17/PLAW-105publ17.pdf
   Google Scholar
• Individuals with Disabilities Education Act (2004). 20 U.S.C. §§ 1415 et seq. Retrieved from https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim
   Google Scholar
• JASP Team. (2020). JASP (Version 0.14) [Computer software]. Retrieved from https://jasp-stats.org/
   Google Scholar
• J.H. by and through L.H. v. Rose Tree Media School District, 2018 WL 4405890 (E.D. Pa. Sept. 17, 2018). Retrieved from https://www.govinfo.gov/app/details/USCOURTS-paed-2_17-cv-04766/USCOURTS-paed-2_17-cv-04766-2/context
   Google Scholar
• Kass, R. E., & Raftery, A. E. (1995). Bayes factors. Journal of the American Statistical Association, 90(430), 773–795. https://doi.org/10.1080/01621459.1995.10476572
   Web of Science ®Google Scholar
• Katsiyannis, A., & Maag, J. W. (2001). Manifestation determination as a golden fleece. Exceptional Children, 68(1), 85–96. https://doi.org/10.1177/001440290106800105
   Web of Science ®Google Scholar
• Keselman, H. J., Algina, J., Lix, L. M., Wilcox, R. R., & Deering, K. (2008). A generally robust approach for testing hypotheses and setting confidence intervals for effect sizes. Psychological Methods, 13(2), 110–129. https://doi.org/10.1037/1082-989X.13.2.110
   PubMed Web of Science ®Google Scholar
• Krewson, T. (2016). The conflict between preserving the rights of students with disabilities and promoting safe schools – Will the procedural safeguards of the Individuals with Disabilities Education act survive the era of school violence? University of Toledo Law Review, 47, 515–552.
   Google Scholar
• Ksinan, A. J., Vazsonyi, A. T., Ksinan Jiskrova, G., & Peugh, J. L. (2019). National ethnic and racial disparities in disciplinary practices: A contextual analysis in American secondary schools. Journal of School Psychology, 74, 106–125. https://doi.org/10.1016/j.jsp.2019.05.003
   PubMed Web of Science ®Google Scholar
• Lacoe, J., & Steinberg, M. P. (2019). Do suspensions affect student outcomes? Educational Evaluation and Policy Analysis, 41(1), 34–62. https://doi.org/10.3102/0162373718794897
   Web of Science ®Google Scholar
• Lewis, M. M. (2017). Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance. Education Policy Analysis Archives, 25(50), 50. https://doi.org/10.14507/epaa.25.2880
   Google Scholar
• Lewis, M. M. (2018). Navigating the gray area: A school district’s documentation of the relationship between disability and misconduct. Teachers College Record, 120(10), 1–30.
   Web of Science ®Google Scholar
• MacSuga-Gage, A. S., Gage, N. A., Katsiyannis, A., Hirsch, S. E., & Kisner, H. (2020). Disproportionate corporal punishment of students with disabilities and Black and Hispanic students. Journal of Disability Policy Studies. Advanced Online Publication. https://doi.org/10.1177/1044207320949960
   Web of Science ®Google Scholar
• Manifestation determination review (MDR), 34 C.F.R. § 300.523 (2004).
   Google Scholar
• McCarthy, M. R., & Soodak, L. C. (2007). The politics of discipline: Balancing school safety and rights of students with disabilities. Exceptional Children, 73(4), 456–474. https://doi.org/10.1177/001440290707300404
   Web of Science ®Google Scholar
• Mills v. Board of Education of District of Columbia, 348 F.Supp. 866 (D.C. 1972).
   Google Scholar
• M.V. v. Conroe Independent School District, 2019 WL 193923 (S.D.Tex. 2019). https://www.govinfo.gov/app/details/USCOURTS-txsd-4_18-cv-00401/USCOURTS-txsd-4_18-cv-00401-1
   Google Scholar
• Noltemeyer, A. L., Ward, R. M., & Mcloughlin, C. (2015). Relationship between school suspension and student outcomes: A meta-analysis. School Psychology Review, 44(2), 224–240. https://doi.org/10.17105/spr-14-0008.1
   Web of Science ®Google Scholar
• Pennsylvania Association of Retarded Children [PARC] v. Commonwealth of Pennsylvania, 343 F. Supp. 279 (Pa. 1972).
   Google Scholar
• Sullivan, A. L., Sadeh, S., & Houri, A. K. (2019). Are school psychologists’ special education eligibility decisions reliable and unbiased? A multi-study experimental investigation. Journal of School Psychology, 77, 90–109. https://doi.org/10.1016/j.jsp.2019.10.006
   PubMed Web of Science ®Google Scholar
• van Doorn, J., van den Bergh, D., Böhm, U., Dablander, F., Derks, K., Draws, T., Etz, A., Evans, N. J., Gronau, Q. F., Haaf, J. M., Hinne, M., Kucharský, Š., Ly, A., Matzke, D., Komarlu Narendra Gupta, A. R., Sarafoglou, A., Stefan, A., Voelkel, J. G., & Wagenmakers, E.-J. (2020). The JASP guidelines for conducting and reporting a Bayesian analysis. Psychonomic Bulletin & Review. Advance online publication. https://doi.org/10.3758/s13423-020-01798-5
   Web of Science ®Google Scholar
• Walcott, C. M., & Hyson, D. (2018). Results from the NASP 2015 membership survey, part one: Demographics and employment conditions [Research report]. National Association of School Psychologists. https://www.nasponline.org/research-and-policy/nasp-research-center/member-surveys
   Google Scholar
• Walker, J. D., & Brigham, F. J. (2017). Manifestation determination decisions and students with emotional/behavioral disorders. Journal of Emotional and Behavioral Disorders, 25(2), 107–118. https://doi.org/10.1177/1063426616628819
   Web of Science ®Google Scholar
• Westfall, P. H., Johnson, W. O., & Utts, J. M. (1997). A Bayesian perspective on the Bonferroni adjustment. Biometrika, 84(2), 419–427. https://doi.org/10.1093/biomet/84.2.419
   Web of Science ®Google Scholar
• Zilz, W. A. (2006). Manifestation determination: Rulings of the courts. Education and the Law, 18(2–3), 193–206. https://doi.org/10.1080/09539960600919928
   Google Scholar
• Zirkel, P. A. (2018, Spring). Manifestation determinations under the IDEA: The latest case law. The School Psychologist, 72(1), 14–22.
   Google Scholar
• Zirkel, P. A. (2020). The substantive “Yes” and “No” manifestations under the IDEA: An updated case law analysis. Communiqué, 48(5), 26–29. https://www.nasponline.org/publications/periodicals/communique/issues/volume-48-issue-5/the-substantive-yes-and-no-manifestation-determinations-under-the-idea-an-updated-case-law-analysis
   Google Scholar