Guidelines for custody evaluations recommend multiple ways for assessing the parent-child relationship and outline appropriate means of assessing special issues such as domestic violence, child abuse, and substance use. However, little is known about the implementation of these guidelines in practice. This study examines 60% of custody evaluations in one circuit court over a 2-year period. Custody evaluations were examined for adherence to guidelines and for differences based on evaluator training. This analysis suggests much variety in techniques used and a lack of consistency between guidelines and clinical practice. The findings suggest a need for more standardized approaches to conducting custody evaluations as well as the assessment of domestic violence, child abuse, and substance abuse.

In the current study, 206 special education teachers in Kentucky completed a one-page survey examining the amount of time and effort required on that state's alternate assessment. Additional questions on the survey addressed teaching experience, score, student involvement, and other factors relating to the Alternate Portfolio. The results of this research revealed that teachers spend a significant number of hours outside of class time completing one portfolio. However, teacher hours are only minimally related to students' scores on the portfolio. Instead, instructional variables (student involvement, extent to which portfolio items are embedded into instruction, and teacher's perceived benefit of the portfolio to the student) are strongly related to student scores. Finally, we present implications of these findings for practice and teacher preparation.

A summary of the most frequent controversies in report writing is covered. These include length, readability, acknowledging use of poorly validated measures, use of computer-based narratives, inclusion of test scores, degree of integration, inclusion of client strengths, and development of a feedback report. Available research is summarized along with suggestions for future research.

The literature indicates that witnessing domestic violence is harmful to children, that them is a high overlap between domestic violence and child abuse, and that safety is an important issue for separating women because separation from abusive partners is a particularly dangerous time for victims of domestic violence. Further, child custody is often a contentious issue in domestic violence cases. Child custody evaluations are typically used to assist courts in deciding custody when custody is disputed and when the best interests of the child are unclear. The concept of "best interests of the child" does not specify evaluation techniques or approaches, however, and while custody evaluation standards generally address the best interests of the child, they offer little guidance in high-risk situations such as parental domestic violence. In addition, there has been limited research focused on understanding the custody evaluation process or the degree to which practitioners differ in their procedures and reporting for cases with and without parental domestic violence. This study is one of the first to examine characteristics of disputed custody cases and their custody evaluation reports differences between domestic violence and non-domestic violence cases. This study selected a 60% random sample of cases with custody evaluations in Fiscal Year 1998 and 1999 (n = 82 cases). Out of the 82 cases, 56% (n = 46) met criteria for classification into the domestic violence group and 44% (n = 36) did not. In general, results indicated that although there were some important differences in court records between cases with and without domestic violence, there were only minor differences between custody evaluation reported process and recommendations for the two groups. Implications for research and practice are discussed.