Psycho-Educational Assessments of Children and Adolescents: Practical Suggestions for Teachers, Parents and Students

by PhD Joseph Nii Abekar Mensah

Overview

This book is intended to help school administrators, teachers, counsellors, support staff, parents, and other professionals to read and understand psychoeducational reports and to work as a team to help alleviate the student?s difficulties. Furthermore, this book is aimed as sensitizing the school personnel to the elements of a quality psychoeducational assessment to make them informed consumers who are able to understand good quality report so as to apply the information contained in the report effectively in the schools.

Product Details

ISBN-13:	9781524697310
Publisher:	AuthorHouse
Publication date:	07/31/2017
Pages:	146
Product dimensions:	6.00(w) x 9.00(h) x 0.31(d)

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CHAPTER 1

PREPARING THE CHILD FOR PSYCHOEDUCATIONAL EVALUATION

Psycho-educational assessments and their results can generate feelings of confusion, despair or relief in parents. These various and rigorous tools are the means by which a determination is made finally after a period of parental frustration about the child's performance in school. Psycho-educational evaluations enable parents to take an important step towards determining the root causes of the child's learning and/or emotional difficulties and finding ways to help the child. Despite the fact that psycho-educational reports can be intimidating to parents and teachers, these reports detail a great deal about the child's strengths and weaknesses, neurological development, and at times, the child's emotional-behaviour problems.

Most parents and some teachers do not really comprehend what the psycho-educational evaluations say about their children other than knowing that the child has been diagnosed for learning problems and/or behavioural-emotional issues. This is deplorable, because a comprehensive psycho-educational testing battery provide so much information about the child which may be used to help the child than a label. It seems to me; therefore, testing is meaningless if parents, teachers and others who work with the child are unable to comprehend the psych-educational test results.

Psycho-educational test results generally detailed important information about the child's natural learning style, detailed by specific strengths and weaknesses. The test administrator, who is generally a registered/certified psychologist may be able to explain to the parent and teachers that the child may have average or better intelligence and has potential to succeed in school. However, the child may have problem with memory, attending and concentration; and that with proper educational programming and support the child will be able to overcome those difficulties and succeed in school. After many months or years of frustration by the parent and the child, it is reassuring for the parent hear the Psychologist reinforce that the child is bright and capable, which is supported by the test results. There may be neuropsychological and/or neurological basis for the challenges confronting the child which, are misunderstood and construed as "laziness" or "unmotivated." It is important to note that no single test can be used to diagnose a child's problem; and no single test score can stand alone to suggest a specific strength or weakness. Rather the psychologist looks for a pattern of strengths and weaknesses that can emerge across several tests.

Preparing The Child For Testing

Having the child undergo psycho-educational assessment for learning difficulties and/or emotional/behavioural problems diagnosis can be complex and confusing process for a lot of parents as well as some teachers. Most parents do not know where to find clear information about psycho-educational testing, what the tests entail and how to understand and interpret the often complicated test scores. What is needed, therefore is to make the psycho-educational process as clear as possible for the benefit of parents and teachers

What is meant by psycho-educational testing has been explained earlier. Let me briefly explain the process again. Simply put, psychoeducational evaluation refers to psychological tests used by a duly certified or trained psychologist to analyse the mental processes that underlie a student's performance in school. Achievement and other tests may also be administered by the psychologist in the process.

There are so many psycho-educational tests available. Generally, the higher the validity and reliability coefficients of the tests, the better the tests are. Other factors such as ease of administration of the test, time it takes to administer the test, etc. may considered when selecting the tests to be used. A current version of Burrows Mental Measurement Year Book may help the psychologist to select appropriate tests for the psycho-educational evaluation. Briefly explained, validity refers to the question as to whether the test is measuring what it is supposed to measure while the term "reliability" implies whether the test is consistent. In view of the fact that these tests may be used to understand the nature and severity of the child's underlying disorders, it is absolutely important that teachers and parents should make every effort to understand what these tests mean.

Parents should make every effort to prepare the child for psychoeducational testing so as to reduce anxiety and encourage cooperation when the psychologist is administering battery of tests. One way to achieve such cooperation is for the parent to introduce discussion of the pending tests by the number of days as the child is old. For example, if the child is ten years old, the parent should discuss the subject with the child at least ten days in advance of the evaluation.

The parent should assure the child that the intent of the testing, that he or she is struggling in school in spite of efforts being made the teachers, the parent and the child for him/her to do well. Also, the parent should explain to the child that the tests will contain different types of questions, puzzles, drawings, and games; and that tests are not painful and it is not mean that he or she (the child) is crazy. Parents should reassure the child that the test will help find out as to how best he or she can be helped in school to succeed. Parent should respond to all questions that the child asks truthfully.

Parents should realize that the psychologist conducting the tests has been trained and certified/registered in his/her jurisdiction to manage children with a history of academic, behavioural/emotional difficulties, etc. Also, the psychologist do their very best to make children comfortable during testing. Parents should not expect their child to be aware of his/her performance. In order to maintain the integrity of the test, correct answers are not given to the child by the examiner. The most important thing is to make the examinee relax, comfortable and encouraged to him/her to make best effort.

The following suggestions are offered to parents and teachers:

Testing should be scheduled during the time of the day when the child functions best. Efforts should be made by the teacher to retain the child's classes or activities so that testing will not be a negative experience for the child. The child should be well rested and not hungry. If the parent decides to be at the school during the testing process he or she must plan to engage in some activity while the testing is in progress; and he/should not interfere with the testing in any way. Children normally feel better knowing that someone familiar is nearby while the testing is going on.

Generally, children will want to know about what is going to happen. The intent of the testing and the role of the psychologist conducting the tests should be clearly explained to the student. If the testing is to be conducted outside the school, it is suggested that the parent should visit the test site with the student before the first day of testing. When scheduling the testing session, the parent may try and find out about the expected type of questions, testing methods and the time it will take to complete each testing session. The examiner should explain to the parents and teachers all the student needs to know to complete testing successfully. It is also the role of the parent to take the child to the test site on time and in a state of mind that will enable the child to put forth his/her best effort during testing.

Observations of the child's behaviour during the sessions are important. For example, tests of skills increasingly present difficult problems or tasks until the child fails three or more. The psychologist will note the situation causing frustration, fatigue or delayed responses. This is all part of the psycho-educational evaluation process. The test administrator should encourage the child to do his or her best and not give up or be discouraged. Every effort should be made by the test administrator to get the child remain calm and comfortable during the testing. The psychologist should permit breaks when needed by the child.

Consideration for Psycho-educational Assessment

The most important question parent should ask themselves is when he/she should consider a psycho-educational evaluation for his/her the child. There are various ways by which the child could be tested,

School teachers or the school counsellor refer a child with learning and/emotional behaviour problems for testing. Sometimes parents themselves suspect that the child may be experiencing academic and/or emotional/behaviour problems. The parent then requests the school to have the child tested. Some parents think that their children have good or above average intelligence and do not understand or are frustrated as the why the child may be experiencing academic failures or unsatisfactory academic performance. In numerous instances, at times, both the parent and the teacher agree that the child works hard; and that something is wrong that is preventing the child from doing well. But they don't know what the problem is. There are also times when a teacher or a parent may be suspicious that the child's behaviour difficulties may stem from frustration resulting from his/ her poor academic performance.

It should be noted that learning difficulties in school do not suddenly appear and may impact other areas. In fact, it is possible to trace the child's learning problems back several years. It makes sense for a parent to document what the parent may be observing over a period of time. This will enable the teacher and the parent to ascertain if there is a pattern of difficulty.

However, not all students with academic difficulties need to be given psycho-educational evaluation. Before psycho-educational evaluation may be considered, the parent and the teacher may work together to consider alternative learning strategies for the child. Based on the child's responses to these intervention strategies, the parent and the teacher can gain some insight as to whether or not formal psycho-educational assessment is warranted. Sometimes a little bit of help from the Resource Room teacher is all the child needs to overcome his/her specific learning issue. When the child continues to struggle with his school work despite the alternative intervention strategies and/or extra resource room assistance, then a neurologically-based learning disability may be considered, and the child may require thorough formal psycho-educational evaluation by a duly qualified or certified psychologist.

The following are some common academic problems children experience by children in school:

1. Poor attention span, and excessive daydreaming in class.

2. Poor concentration skills

3. Poor performance in one specific subject or area.

4. Difficulty in expressing thoughts in writing

5. Difficulty with math skills

6. Difficulty with short-term or long-term memory

7. Difficulty with speech.

8. Difficulty with receptive and/or expressive vocabulary.

9. Poor spelling skills

10. Poor comprehension skills

11. Unable to remember basic math facts.

12. Unable to sit still.

13. Poor organization skill

14. Difficulty finishing assignments or tests in the time allotted.

15. Poor performance despite working hard.

16. Class work is very messy or untidy.

In general, parents tend to have reservations about school's request to test their children. This may be attributed, in part, to negative experiences some parents may have had a child in school. Some tend to think that the test results may be reflection on their parenting skills or neglect. However, common concerns of parents include fear of having the child labelled; some are of the view that they may be pressured to have the child put on medication. Other parents demonstrate concern about negative stigma that may be attached to the child following diagnosis. Still in a lot of cases, the parent simply does have sufficient time to process the idea that the child is to be evaluated as a result of academic failure. Others need to know the intent and the nature of the assessment to be thoroughly explained in simple language and not the often confusing professional jargons.

Despite the reservations some parents may have about testing their child/children, tremendous benefit can be derived from the psychoeducational evaluation. For example, poor academic performance can impact the child's self-esteem as well as his/her relationship with friends and family. Many of these issues affecting the child can be addressed successfully if an assessment is conducted and appropriate intervention is identified and implemented.]

Severe Disabling Conditions.

In addition to some of the common academic problems described above some severe disabling conditions and definitions are adapted by many school jurisdictions. These include the followings:

1. Severe Cognitive Disability:

A student with severe mental disability is one who:

a) Has severe delays in all or most areas of development.

b) Frequently has other disabilities including physical, sensory, medical and/or behavioural.

c) Requires constant assistance and/or supervision in all areas of functioning including daily living skills and may require assistive technology.

d) Should have a standardized assessment which indicates functioning in the severe to profound range (standard score of 30+5 or less).. Functional assessments by a qualified professional will be considered in cases where the disabilities of the student preclude standardized assessment;

e) and has scores equivalent to the severe to profound level on an adaptive behavioural scale, e.g. AAMR

Adaptive Behavioural Scale or the Vineland Adaptive Behavior Scales, Scales of Independent Behaviour.

Note: Assessment by a Psychiatrist, Certified/Registered/ or Developmental Paediatrician or Registered Psychologist is required in nearly all jurisdictions in North America in all the cases described above.

2. Severe Emotional/Behavioural Disability

A student with a severe emotional/behavioural disorder is one who:

a) Displays chronic, extreme and pervasive behaviours which require close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviours significantly interfere with both the learning and safety of the student and other students; and

b) Has a diagnosis of psychosis including schizophrenia, bipolar disorder, obsessive/compulsive disorders, or severe chronic clinical depression; and may display a self-abusive or aphasic behaviour and/or

c) Is dangerously aggressive, destructive, and has violent and impulsive behaviours toward self and/or others such as Conduct Disorder. In the most extreme and pervasive instances severe Oppositional Defiant Disorders may qualify.

A clinical diagnosis by a Psychiatrist, Certified/Register or Chartered Psychologist or developmental Paediatrician is required, in addition to extensive documentation of the nature, frequency, and severity of the disorder by the teacher and/or other school authorities. The effects of the disability on the student's functioning in the educational setting should be described. An ongoing treatment plan/behavioural plan should be available and efforts should be made to ensure that the student has access to appropriate mental health and therapeutic services.

(Continues…)

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Excerpted from "Psycho-Educational Assessments of Children and Adolescents"
by .
Copyright © 2017 Joseph Nii Abekar Mensah, PhD.
Excerpted by permission of AuthorHouse.
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Table of Contents

Dedication, v,
Acknowledgements, vii,
About The Author, ix,
Preface, xi,
Introduction, xiii,
CHAPTER 1, 1,
Preparing The Child For Testing, 2,
Referral Question:, 14,
Background Information, 14,
Assessment Procedure, 14,
General Observation – Test Behaviour, 15,
Test Results, 16,
Interpretation of the Test Results, 16,
Summary and Recommendations, 24,
References, 27,
CHAPTER II, 29,
Behaviour Disorders In Schools, 29,
Definition of Behaviour Disorders, 31,
Identification, Assessment, and Program Planning for the Behaviourally Disordred Child, 37,
References, 41,
CHAPTER III, 44,
Corrective Strategies For Behaviour Disorders In School, 44,
CHAPTER IV, 48,
How To Deal With Youths At Risk, 48,
Strategies For Rescuing At-risk Students, 51,
The Decision Making Process, 60,
Developmental and Learning Disorders, 62,
References, 74,
CHAPTER V, 76,
Special Education Services, 76,
Task-Oriented Teaching Behaviours For Special Needs Students, 80,
References, 84,
CHAPTER VI, 86,
Learning And Developmental Disorders, 86,
Attention Deficit Disorders, 91,
Attention Deficit Disorder With Hyperactivity, 96,
Language Problems Language Problems, 100,
CHAPTER VII, 116,
Education Of Ethnic Minorities; Developing Community Support, 116,
REFERENCE, 122,
About the Author, 127,