Research that Compares Standard Mental Health Crisis Assessments with Specialized of Disability Informed Approaches

Unfortunately there is an increasing practice of mental health referrals for children with disabilities occurring in public schools. Professionals with no background in special education or working with individuals affected by disabilities are carrying these out.

Families raising children with disabilities already carry an extraordinary emotional, physical, and financial load. Their daily lives often revolve around managing appointments, therapies, medication, behavioral supports, and educational meetings — all while advocating for their child’s right to be understood, not judged.

When schools respond to disability-related behaviors with disciplinary measures, crisis referrals, or dismissive attitudes instead of individualized supports, it amplifies that stress.

What could have been a collaborative problem-solving opportunity becomes a source of trauma — for both the child and their family.

Each unnecessary crisis referral, each delayed response, each instance of blame instead of support chips away at a family’s trust in a system that was designed to protect them.

Key scholarly research that compares standard mental health crisis assessments with specialized or disability-informed approaches for children with behavioral or developmental challenges. Each study below includes publication details, a concise summary, and data-supported findings emphasizing why specialized assessment protocols improve outcomes for this population.

Taylor, B.J. et al. (2019). Inpatient psychiatric treatment of serious behavioral problems in c

Source: Journal of Autism and Developmental Disorders

This study used comparative data tables to evaluate specialized versus general inpatient units for children

with ASD. Specialized units demonstrated shorter hospital stays, fewer restraints, and greater parent

satisfaction. The authors highlight that tailored crisis assessment protocols and autism-informed staff training were critical to improved outcomes.

Soenen, B., Volckaert, A., & D'Oosterlinck, F. (2014). The Implementation of Life Space Crisi

Source: Journal of Child and Family Studies

This study evaluated Life Space Crisis Intervention (LSCI) through pre- and post-intervention tables. The

results showed significant reductions in behavioral incidents and disciplinary removals after implementing

LSCI. The research demonstrates that relationship-based, proactive crisis models outperform punitive or

reactive strategies.

Caoili, A. (2024). Evaluation of the START Plan, a Mental Health Crisis Risk Rating Scale for

Source: ProQuest Dissertations & Theses Global

Caoili developed the START Plan, a structured risk assessment scale tailored for individuals with IDD. Tables in the dissertation illustrate how START ratings provide more accurate predictions of crisis escalation

compared to general psychiatric risk tools. The START framework contextualizes risk behaviors within

developmental profiles.

Kennedy, C.H., Jurez, A.P., & Becker, A. (2007). Children with severe developmental disabili

Source: Developmental Medicine & Child Neurology

Through matched-comparison tables, this study showed children with severe developmental disabilities experience higher rates of behavioral crises and healthcare interventions. It supports the use of integrated, cross-disciplinary assessment teams to manage crises effectively.

D'Oosterlinck, F. et al. (2008). Implementation and Effect of Life Space Crisis Intervention in

Source: Journal of Child and Family Studies

Research on Specialized Crisis Assessment in Children with Disabilities

A synthesis of peer-reviewed publications demonstrating the need for tailored crisis assessment approaches

This research provided structured tables comparing outcomes before and after implementing specialized

crisis interventions in special education settings. Students demonstrated better self-regulation, reduced

aggressive incidents, and improved academic stability.

Across all reviewed studies, consistent evidence demonstrates that specialized crisis assessment and

intervention for children with disabilities and behavioral challenges produce better behavioral outcomes, reduced hospitalization, and more accurate risk identification. These studies employ tables and quantitative comparisons similar to the model presented in this handout, confirming the scientific basis for disability-informed crisis evaluation framework. For these reasons outlining the unique and highly individualized assessment requirements for ethical mental health assessments to be completed with fidelity- the need for qualified professionals to begin to refer children with disabilities for mental health assessments is clear. Unqualified professionals that do not work with nor have any background with children affected by disabilities are only causing great harm and risking increased trauma to our most vulnerable children and families by carrying out these referrals.