Neuropsychological & Supplemental — ED Evaluation Battery
Scales for Assessing Emotional Disturbance, 3rd Ed. (SAED-3)
Reference for the SAED-3 — five federal ED characteristics, scaled score interpretation (indicative / highly indicative thresholds), Rating Scale Index, eligibility documentation guidance, and FIE language models for internalizing, externalizing, and mixed ED profiles.
🔬 School Psychologist — Administers & Interprets📋 Diagnostician — Uses as Part of ED Evaluation Team👥 ARD Team — Eligibility Determination
What the SAED-3 Measures
The SAED-3 directly operationalizes the IDEA 2004 federal definition of Emotional Disturbance — each of its five core subscales corresponds to one of the five qualifying characteristics (A–E). This makes it uniquely suited for ED eligibility documentation: rather than inferring eligibility from a general behavior rating scale, the SAED-3 maps data directly onto the federal criteria the ARD committee must consider.
📋 Key Facts
Full name: Scales for Assessing Emotional Disturbance, Third Edition (SAED-3)
Completion time: Approximately 2 minutes per rater
Publisher: PRO-ED
Who administers: School Psychologist in most Texas districts
🏗️ Instrument Structure
Rating Scale — 5 core subscales (10 items each), one per federal ED characteristic:
• (A) Inability to Learn
• (B) Relationship Problems
• (C) Inappropriate Behavior
• (D) Unhappiness or Depression
• (E) Physical Symptoms or Fears
Rating Scale Index (RSI) — composite standard score (mean=100, SD=15) derived from the sum of all five subscale scaled scores
Supplemental forms (not scored here): Observation Form, Developmental/Educational Questionnaire
⚖️ ED Eligibility Context
The IDEA 2004 federal definition of ED requires that a student show one or more of the five characteristics (A–E), and that those characteristics:
1. Exist over a long period of time
2. Are present to a marked degree
3. Adversely affect educational performance
The SAED-3 provides scaled scores and the RSI to help document the degree of each characteristic — but eligibility is always an ARD committee decision based on multiple data sources. The SAED-3 alone does not establish or rule out ED.
⚠️ What the SAED-3 Is NOT
Not a diagnostic instrument: A highly elevated subscale indicates the characteristic is present to a meaningful degree — it does not diagnose a psychiatric condition (e.g., Depression, Anxiety Disorder, ODD).
Not a comprehensive assessment: The SAED-3 is one data source. ED evaluation requires behavioral observations, records review, interviews, academic data, and medical/psychological history.
Not appropriate for Schizophrenia exclusion: The federal definition explicitly excludes students who are socially maladjusted unless they also have ED. The SAED-3 Rating Scale does not include the Socially Maladjusted subscale for scoring toward eligibility.
Federal Definition of Emotional Disturbance — IDEA 2004
Char.
Federal Characteristic
What It Addresses
A
Inability to learn that cannot be explained by intellectual, sensory, or health factors
Academic underperformance driven by emotional/behavioral factors — not cognitive ability or disability
B
Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Social and relational functioning in school; withdrawal, conflict, inability to connect appropriately
C
Inappropriate types of behavior or feelings under normal circumstances
Behavioral and emotional responses that are contextually inappropriate — aggression, disruption, defiance
D
A general pervasive mood of unhappiness or depression
Persistent low mood, hopelessness, withdrawal, loss of interest — internalizing presentation
E
A tendency to develop physical symptoms or fears associated with personal or school problems
Somatic complaints, school avoidance, anxiety-driven physical reactions, phobic responses
Socially Maladjusted vs. ED: The federal definition explicitly states that ED does not apply to students who are socially maladjusted unless they also meet one or more of the five characteristics above. Social maladjustment (conduct-driven, choice-based behavior) must be carefully differentiated from ED. The SAED-3 includes a Socially Maladjusted supplemental subscale that is reported separately and is not scored toward the Rating Scale Index or ED eligibility determination.
Five Core SAED-3 Subscales — Federal ED Characteristics A–E
Each subscale contains 10 items rated by the teacher on a 0–3 scale. Raw scores convert to scaled scores (mean=10, SD=3) using age- and grade-band normative tables. Scaled scores at or above 14 are considered indicative of ED; scores at or above 17 are highly indicative of ED. A student must meet threshold on at least one subscale and have the rating corroborated by other evaluation data for ED eligibility to be supported.
A
Inability to Learn
Cannot be explained by intellectual, sensory, or health factors
What it measures: The degree to which the student fails to make satisfactory academic progress despite adequate instruction — where the learning difficulty is driven by emotional or behavioral factors rather than cognitive ability, sensory impairment, or health conditions. Items reflect classroom learning performance as the teacher observes it.
When elevated, it looks like: Student consistently underperforms academically despite apparent ability; refuses or is unable to complete assignments; performance is highly variable based on emotional state; emotional distress (not ability) is the evident barrier to learning; progress is inconsistent with cognitive testing results and classroom instruction quality.
B
Relationship Problems
Inability to build or maintain satisfactory relationships with peers and teachers
What it measures: The student's ability to form and sustain positive, appropriate relationships with peers and teachers in the school setting. This subscale captures both withdrawal patterns (avoidance, social isolation) and aversive patterns (conflict, hostility, rejection), as well as the quality of teacher-student interactions.
When elevated, it looks like: Student has no stable friendships; is consistently rejected or isolated by peers; conflicts with teachers are frequent and disproportionate; social interactions are marked by aggression, manipulation, or extreme withdrawal; teacher attempts to connect are consistently rebuffed; student is chronically bullied or perpetrates bullying without apparent social awareness.
C
Inappropriate Behavior
Inappropriate types of behavior or feelings under normal circumstances
What it measures: The frequency and severity of behavioral and emotional responses that are contextually inappropriate — meaning they occur in situations where most peers would not exhibit the same response. This subscale focuses on behaviors that are disruptive, aggressive, or emotionally dysregulated relative to normal classroom expectations.
When elevated, it looks like: Student has outbursts, aggression, or extreme emotional reactions to minor frustrations; behavior in routine classroom situations is unpredictable and difficult to manage; emotional responses are grossly disproportionate to events; behavior significantly disrupts the classroom environment; student cannot remain regulated during typical academic or social demands.
D
Unhappiness or Depression
General pervasive mood of unhappiness or depression
What it measures: The degree to which the student presents with a persistent, pervasive mood of sadness, hopelessness, or emotional flatness across settings and over time. This subscale captures internalizing emotional distress as it manifests in observable school behavior — not just self-report. Items reflect what the teacher observes in affect, engagement, and visible emotional state.
When elevated, it looks like: Student appears consistently sad, tearful, or emotionally flat; expresses hopelessness about school or life; withdraws from activities previously enjoyed; makes self-deprecating statements; shows diminished energy or motivation that cannot be attributed to medical or sleep factors; emotional flatness is observable and pervasive across the school day.
E
Physical Symptoms or Fears
Tendency to develop physical symptoms or fears associated with personal or school problems
What it measures: The degree to which the student develops somatic complaints (headaches, stomachaches, nausea) or anxiety-driven fears that are associated with school-related problems or personal stressors — and that are not fully explained by documented medical conditions. This subscale captures the physical manifestation of emotional distress and anxiety-based avoidance patterns.
When elevated, it looks like: Student frequently requests to go to the nurse or leave class; somatic complaints increase around tests, presentations, or transitions; school refusal or avoidance behavior is prominent; student expresses intense, disproportionate fears about specific school situations; physical complaints cannot be confirmed medically but consistently occur in response to identified emotional triggers.
Key interpretation principle: The SAED-3 subscales measure what the teacher observes in the school setting — not a psychiatric determination. A student can show elevated scores on Unhappiness or Depression (Characteristic D) without meeting the full criteria for a depressive disorder. The subscale elevation documents that this characteristic is present to a meaningful degree in the educational setting and adversely affects educational performance — which is the threshold relevant for IDEA eligibility, not a diagnostic threshold.
SAED-3 Score Types and Interpretation
The SAED-3 produces two types of normative scores: scaled scores for each subscale, and a composite Rating Scale Index. Both are compared to age- and grade-band normative samples. Score interpretation uses descriptive terms specific to the SAED-3 — not the generic "Average/Below Average" language used for cognitive batteries.
Subscale Scaled Scores (Mean = 10, SD = 3)
Scaled Score
SAED-3 Descriptive Term
Educational Interpretation
Eligibility Implication
≤13
Not Indicative of ED
This characteristic is not present to a meaningful degree per teacher report in the school setting
Does not support ED eligibility on this characteristic; consider other data sources if referral concerns persist
14–16
Indicative of ED
This characteristic is present to a degree that may be consistent with ED — approximately at or above the 91st percentile
Supports eligibility consideration; must be corroborated by other data (observations, records, interviews); ARD committee determines eligibility
≥17
Highly Indicative of ED
This characteristic is present to a marked degree — at or above approximately the 98th–99th percentile; substantial observable impact on educational functioning
Strongly supports eligibility consideration; represents marked degree of the characteristic as required by IDEA definition
Use SAED-3 descriptive terms — not generic labels: When documenting SAED-3 results in the FIE, always use the instrument's own language: "indicative of ED" or "highly indicative of ED" rather than substituting terms like "elevated," "significant," or "above average." These terms are defined in the manual and tied directly to the federal ED criteria. Using other language weakens the eligibility documentation and may confuse ARD teams.
Rating Scale Index (RSI) — Standard Score (Mean = 100, SD = 15)
The RSI is a composite standard score derived from the sum of all five subscale scaled scores, converted via Table C.1 in the manual. It provides an overall measure of the student's degree of emotional and behavioral problems across all five characteristics combined.
RSI ≥ 115 (84th percentile or above) is considered significant — indicating a large number of problems of most of the five characteristics to a considerable extent. An RSI of 115 or higher may reflect a level of emotional and behavioral problems consistent with ED eligibility consideration.
Important: The federal definition of ED does not require any particular combination of characteristics — a student may qualify on the basis of one or more characteristics. The RSI reflects the overall profile but should not be used in isolation. A student could have a single highly elevated subscale with an RSI below 115 and still have meaningful eligibility support for that one characteristic.
Age/Grade Bands for Normative Comparisons
Band
Grades
Ages
Table
Lower Elementary
K–2
5-0 through 8-11
B.1
Upper Elementary
3–5
9-0 through 11-11
B.2
Middle School
6–8
12-0 through 14-11
B.3
High School
9–12
15-0 through 18-11
B.4
Socially Maladjusted subscale: The SAED-3 includes a separate Socially Maladjusted subscale that is not scored as part of the Rating Scale Index and does not count toward ED eligibility. It is reported separately when meaningful. A student who shows conduct-driven, volitional behavior without one of the five qualifying characteristics may receive an elevated Socially Maladjusted score — and that finding supports the differentiation of social maladjustment from ED rather than supporting ED eligibility.
Multiple Raters
The SAED-3 Rating Scale is teacher-completed only. When more than one teacher rates the student (e.g., multiple content-area teachers in middle or high school), each form is scored and reported separately — scores are not averaged. Discrepancies between raters reflect real differences in the student's presentation across settings and instructional contexts, and should be discussed in the FIE. Consistent elevation across multiple teacher raters strengthens the case for the "long period of time" and "marked degree" criteria under the IDEA definition.
Common SAED-3 Profiles by ED Presentation
No single subscale pattern is definitively diagnostic. These are common profiles associated with different types of ED presentations — they are hypotheses to test against the full evaluation picture, not rules. Many students show mixed profiles. The SAED-3 subscale pattern should always be interpreted alongside behavioral observations, interviews, records review, and academic data.
🌊 Internalizing Profile — Depression / Anxiety
Students with internalizing ED presentations typically show elevation on Characteristic D (Unhappiness or Depression) and/or Characteristic E (Physical Symptoms or Fears), with Characteristic C (Inappropriate Behavior) average or only mildly elevated.
D elevated: Persistent low mood, withdrawal, hopelessness visible in the classroom; teacher observes flat affect and disengagement
E elevated: School avoidance, somatic complaints before high-demand situations, anxiety-driven refusal; nurse visits cluster around identifiable triggers
A elevated: Often co-elevated — learning is disrupted by emotional distress, not cognitive ability
C typically average: Student is not behaviorally disruptive; internalizing distress may be missed if the classroom is not attentive to quiet withdrawal
Key distinguishing feature: In internalizing profiles, the student's distress may be underidentified because they are not disruptive. A teacher with a large class may miss early signs of D and E elevation. FIE documentation should explicitly name the internalizing pattern and address why Characteristic C being average does not rule out ED.
Students with externalizing ED presentations typically show elevation on Characteristic C (Inappropriate Behavior) and Characteristic B (Relationship Problems), with D and E variable.
C elevated: Aggression, disruption, emotional outbursts that are disproportionate to circumstances; chronic behavioral dysregulation not responsive to standard interventions
B elevated: Peer conflict, teacher conflict, inability to maintain any positive relationships in the school setting
A often elevated: Learning is disrupted by the behavioral pattern — inability to remain regulated long enough to access instruction
Social Maladjustment vs. ED: The critical differential is whether behavior is volitional/conduct-driven (social maladjustment) vs. driven by emotional disturbance. Repeated, evidence-based intervention without meaningful response and documented emotional dysregulation beyond conduct supports ED over social maladjustment
Key distinguishing feature: The social maladjustment exclusion must be explicitly addressed in the FIE for externalizing profiles. Document the pattern of emotional dysregulation (not just conduct), the duration and degree of the characteristic, the lack of response to intervention, and the adverse educational effect.
Many students referred for ED evaluation show elevation on two or more characteristics simultaneously. A mixed profile strengthens the case for ED by demonstrating broad emotional and behavioral impact across multiple dimensions.
A + B + C elevated: Learning, social, and behavioral functioning all impacted — comprehensive impairment profile; most consistent with moderate-to-severe ED
D + E elevated together: Co-occurring depressive and somatic symptoms; anxiety with depressive features; school avoidance driven by both mood and physical complaints
C + D elevated together: Emotional dysregulation driving both behavioral difficulties and underlying mood; common in students with trauma histories or complex presentations
Key interpretive note: In mixed profiles, the RSI is likely to be elevated (≥115). Document each characteristic separately in the FIE before discussing the overall profile. The ARD committee needs to understand which specific characteristics are present — not just the composite score.
📚 Learning-Forward Profile — Characteristic A Primary
Some students show primary elevation on Characteristic A (Inability to Learn) with other characteristics average or mildly elevated. This profile is particularly important in distinguishing ED from SLD.
A elevated, cognitive ability average or above: Supports that the learning difficulty is emotion-driven, not ability-driven — important for the "cannot be explained by intellectual factors" qualifier in the federal definition
A elevated with SLD co-occurring: SLD and ED can co-occur; the evaluation must document both and explain how each independently contributes to adverse educational effect
Differential from SLD: In SLD, Characteristics B, C, D, and E are typically average; learning difficulty is directly tied to a specific processing deficit. In ED with learning impact, emotional and behavioral factors — not a phonological or cognitive processing deficit — are the primary explanation for the learning failure
SAED-3 and Other Battery Data — Convergence Patterns
✅ SAED-3 Aligned with BASC / BRIEF-2
When SAED-3 subscale elevations are consistent with BASC-3/4 Internalizing, Externalizing, or BSI elevations — and with BRIEF-2 ERI/BRI elevation — the convergence across multiple raters and instruments strengthens the eligibility documentation. Each instrument captures a different perspective: the SAED-3 maps directly to federal criteria; the BASC provides broader clinical syndrome detail; the BRIEF-2 documents the executive functioning cost of the emotional profile.
⚠️ SAED-3 Elevated, BASC Within Limits
This pattern can occur when a teacher who knows the student well identifies characteristics consistent with ED on the SAED-3 that a more general rating scale misses. The SAED-3's direct alignment to federal criteria means it can be more sensitive to specific characteristics. Document the discrepancy and explain it — the SAED-3's direct federal alignment, the rater's familiarity with the student, and corroborating data from observations and records.
FIE Language Models
Edit all models to reflect actual scores, rater, and context. Always use the SAED-3's own descriptive terms ("indicative of ED," "highly indicative of ED," "not indicative of ED") rather than substituting generic language. Never use "clinically" — use "educationally significant" or describe the functional impact directly. Always name which federal characteristic the subscale corresponds to.
Instrument Introduction
Standard Introduction
Emotional and behavioral functioning was assessed using the Scales for Assessing Emotional Disturbance, Third Edition (SAED-3; Epstein et al., 2020, PRO-ED), completed by [Student]'s classroom teacher. The SAED-3 is a standardized rating scale designed to measure behaviors corresponding to the five qualifying characteristics of the federal Emotional Disturbance (ED) definition under IDEA 2004: (A) Inability to Learn, (B) Relationship Problems, (C) Inappropriate Behavior, (D) Unhappiness or Depression, and (E) Physical Symptoms or Fears. Subscale results are reported as scaled scores (mean = 10, SD = 3); scores of 14–16 are described as indicative of ED and scores of 17 or above are described as highly indicative of ED. The Rating Scale Index (RSI) is a composite standard score (mean = 100, SD = 15) reflecting the overall degree of emotional and behavioral concerns across all five characteristics.
Score Reporting
Single Rater — Full Score Summary
[Student]'s classroom teacher completed the SAED-3 Rating Scale. Results indicated the following subscale scaled scores: Inability to Learn ([score], [descriptor]); Relationship Problems ([score], [descriptor]); Inappropriate Behavior ([score], [descriptor]); Unhappiness or Depression ([score], [descriptor]); and Physical Symptoms or Fears ([score], [descriptor]). The sum of scaled scores yielded a Rating Scale Index of [RSI score], which falls at the [percentile] percentile. The most elevated subscales — [name characteristics] — indicate that [brief description of what was observed] was rated as [indicative/highly indicative] of ED by [Student]'s teacher.
Multiple Raters — Cross-Teacher Summary
The SAED-3 was completed by two of [Student]'s teachers: [Teacher 1 role] and [Teacher 2 role]. [Teacher 1]'s ratings yielded a Rating Scale Index of [score], with [Characteristic(s)] rated as [indicative/highly indicative] of ED. [Teacher 2]'s ratings yielded a Rating Scale Index of [score], with [Characteristic(s)] rated as [indicative/highly indicative] of ED. The consistency of [Characteristic X] elevation across both raters — representing [brief description] — supports the presence of this characteristic across multiple educational settings and adults, which is consistent with the IDEA criteria of a long period of time and a marked degree.
Characteristic-Specific Language
Characteristic A — Inability to Learn (Elevated)
The Inability to Learn subscale (Characteristic A) was rated as [indicative/highly indicative] of ED (scaled score = [##]). This characteristic reflects the degree to which the student fails to make satisfactory academic progress for reasons that cannot be attributed to intellectual, sensory, or health factors. Per teacher report, [Student]'s academic performance is significantly affected by [his/her/their] emotional and behavioral difficulties — [brief description of specific observed pattern, e.g., "emotional distress prevents task initiation, and performance varies dramatically based on emotional state rather than skill level"]. This finding is consistent with [supporting data — cognitive testing, academic scores, observations] and documents an adverse educational effect on learning that is emotionally driven rather than cognitively based.
Characteristic D — Unhappiness or Depression (Elevated)
The Unhappiness or Depression subscale (Characteristic D) was rated as [indicative/highly indicative] of ED (scaled score = [##]). Per teacher report, [Student] demonstrates a pervasive mood of [unhappiness/depression] in the school setting — [describe: e.g., "appearing consistently sad and emotionally flat, withdrawing from peer interactions, and expressing hopelessness about academic tasks"]. This internalizing pattern is observable across multiple parts of the school day and has been present for [duration]. The adverse educational effect of this characteristic includes [specific impact — e.g., disengagement from instruction, reduced work completion, avoidance of academic and social participation].
Social Maladjustment Exclusion Language (When Applicable)
The federal definition of Emotional Disturbance specifies that the category does not apply to students who are socially maladjusted unless they also demonstrate one or more of the five qualifying characteristics. In [Student]'s case, evaluation data were carefully reviewed to determine whether the behavioral concerns represent emotional disturbance or social maladjustment. [Choose appropriate framing: "The pattern of [Student]'s behavior is characterized by [emotional dysregulation / mood disturbance / anxiety-driven avoidance] rather than volitional conduct-driven behavior, and is not adequately explained by social maladjustment alone." OR "While [Student] does display some conduct-related behaviors, the presence of [elevated Characteristic X and Y] on the SAED-3, corroborated by [observation data / records / interview data], documents the presence of emotional disturbance characteristics beyond social maladjustment."] The ARD committee will consider this distinction in the eligibility determination.
Does Not Qualify Language
The SAED-3 Rating Scale was completed by [Student]'s classroom teacher. Subscale results indicated that all five characteristics were rated as not indicative of ED (all scaled scores ≤ 13), yielding a Rating Scale Index of [score] ([percentile] percentile). Per teacher report, emotional and behavioral concerns in the school setting are not present to a degree consistent with the qualifying characteristics of the federal Emotional Disturbance definition. These findings are interpreted in the context of the full evaluation, including [behavioral observations / interview data / records]. The SAED-3 data does not support the presence of the ED characteristics required for eligibility consideration under IDEA 2004.
Reference Note: Subscale descriptions, score interpretations, and eligibility guidance on this page are paraphrased summaries for professional reference by educational diagnosticians. They are paraphrased from the SAED-3 Examiner's Manual (Epstein et al., PRO-ED) and the IDEA 2004 federal definition of Emotional Disturbance — not verbatim reproductions. Always consult the official SAED-3 manual and normative tables for scoring and interpretation. Eligibility determinations must be made by a qualified multidisciplinary ARD team. Barber Sped Hub is an independent diagnostic reference and is not affiliated with or endorsed by PRO-ED or any test publisher.