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Psychoeducational Assessment of Children (Boehm, Unit II) Definition of assessment : • observing , evaluating , gathering , and recording information about a child in order to make decisions about his or her education.

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Transcript of 200 children%e2%80%99s %20_assessment_shortened1

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Psychoeducational Assessment of Children(Boehm, Unit II)

• Definition of assessment:

• observing, evaluating, gathering, and recording information about a child in order to make decisions about his or her education.

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Assessment: Why?

• Class: Why will you as teachers need to assess children?

• What types of problems or challenges will make you think “This child needs to be evaluated or assessed?”

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Assessment: Why?

• 1. intelligence: mentally retarded (Downs syndrome), gifted, borderline IQ

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Intelligence: The Bell Curve

• Above 130 = gifted• 115-130 = superior• 85-115 = average• 70-85 = borderline or

slow learner• Below 70 mentally

retarded

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Assessment: Why?

• 2. language ability, communication skills

3. achievement level

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Assessment: Why?• 4. social

interactions:• Feels isolated• Is a bully• Is a victim• Difficulty

relating appropriately to others

• Too aggressive• Too shy, timid

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Assessment: Why?

• Social interactions (cont.):

• Loneliness, isolation,• Low self-esteem

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Assessment(Boehm, Unit II)

• Teachers are the primary assessors of children – not tests!

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2 Types of Assessment: Formal & Informal

• 1. Formal:• Standardized tests:• A. Intelligence (IQ Test:

Stanford Binet) administered to identify : mental retardation, learning disabilities, giftedness, placement, & part of a clinical evaluation)

• B. Academic Achievement test to identify what child has learned in a certain grade

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Formal Assessments : tests

• C. Readiness for next grade

• D. Screening for a diagnosis: ex., learning Dx,

• Personality tests• Aptitude tests: to

identify child’s strengths, talents, weak area

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Formal testing

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Testing Guidelines (NAEYC: ages 3-8)

• 1. A test should not be used to determine school entry or readiness

• 2. A test cannot be the only criterion for retaining a child in kindergarten or placing him or her in special education programs

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Testing Guidelines

• 3. If testing is to be done, children must be tested in their native language.

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Informal Assessment

• 2. Informal assessment:

done by teachers; used much more than formal methods.

• Based on observations, checklists, rating scales, parent interviews

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Additional Informal Assessments

• 10 Alternatives to Standardized tests:

• 1. Developmental checklists:

• art, language, math, scientific thinking, music, physical development, social studies

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2. Work Samples

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Work samples

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3. Displays of Children’s Work Projects

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Informal Assessments

• 4. Interviews• 5. Conferences

with parents

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Informal Assessments

• 6. Performances:

anecdotal records

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Informal Assessments

• 7. Audio, video tapes or photos

• 8. Portfolios of children’s work

• 9. Anecdotal records

• 10. Summary reports

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TEACHERS: Being Alert to Indicators of psychosocial & mental health problems:

• Most teachers know which students probably are headed for trouble.

• Teachers do better in identifying high-risk children of any age when they have a systematic way of describing kids’ behavior and know just what to look for.

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Being Alert to Indicators of psychosocial & mental health problems:

• If a student of yours is of significant concern, a request should be made to an appropriate person on the school staff who can do some further screening/ assessment.

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Being Alert to Indicators of psychosocial & mental health problems:

• 1. What is “problem” behavior?

• A child’ actions are considered to be a problem when they adversely affect the child, another child, or the environment.

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Being Alert to Indicators of psychosocial & mental health problems:

• Signs that indicate a referral is necessary:

• 2. Behaviors that :

a. Are too extreme

b. Happen too often

c. Persist too long

d. The number of symptoms is

excessive

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3 categories of childhood disorders:

• 1. Internalizing Dx: depression, anxiety, eating disorders

• 2. Disruptive behavioral Dx: ADHD, oppositional Dx, conduct Dx, substance use

• 3. Developmental Dx: mental retardation, pervasive developmental Dx, learning Dx

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1. Internalizing Disorders:

• Anxiety, depression, sadness, eating Dx

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Anxiety, worry and children

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Depression, anxiety in children

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Anger, Anxiety, & Depression

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2. Disruptive behavioral Disorders

ADHD=• Attention Deficit

Hyperactivity Disorder• Inattentive, can’t

concentrate• Impulsive• Hyperactive, restless,

on-the-go

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Mental Health Assessment

• 2. Disruptive behavioral Dx: oppositional- defiant, conduct Dx, substance use

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Mental Health Assessment

• 2. Disruptive behavioral Dx: oppositional defiant, conduct Dx, substance use

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Mental Health Assessment

• 2. Disruptive behavioral Dx: oppositional defiant, conduct Dx, substance use

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Mental Health Assessment

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Mental Health Assessment

• Conduct Disorder that develops in childhood can become an Antisocial disorder (psychopath) after age 18

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3. Developmentally delayed disorders

• Autism, Asperger’s: • A. severe impairment

in social interaction; failure to develop peer relationships at appropriate developmental level

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Mental Health Assessment

• Autism, Asperger’s (cont.):

• B. Restricted, repetitive behaviors, interests, activities

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Mental Health Assessment

• C. In autism, impairment in language, verbal & nonverbal

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Mental Health Assessment

D. Learning disabilities: example, dyslexia

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Mental Health Assessment

Other at-risk children: sexual/physical/

emotional abuse, neglect, domestic violence, child custody in divorce proceedings

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Examples of mental health assessments with children from my

private practice

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THE END

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Assessment: Formal

• Testing means presenting a child with a set of questions or tasks in order to obtain a measure of performance often represented by a score. The score is intended to help answer questions and produce information about the child tested.

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Assessment: Why?

• Mental retardation: Down’s syndrome in children & newborn

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Performances

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