ART AND SCIENCE OF PSYCHO-EDUCATIONAL TESTING-REVISED

Toby Greco, M.S.

Michael F. Dencker, Ph.D.

September 4, 2012

GOAL OF PSYCHO-EDUCATIONAL TESTING: MAKING EFFECTIVE DECISIONS ABOUT CHILDREN

WITH SPECIAL NEEDS

Sources•Child•Parents•Teachers•Other family members•Other informants•Child’s records and previous evaluations

Assessment Methods

•Norm-referenced tests•Interviews•Observations•Informal assessment procedures

Areas Assessed•Intelligence•Memory•Achievement•Visual skills•Auditory skills•Motor skills•Oral language•Adaptive behavior•Social-emotional personality functioning

ResultsClinical ImpressionsRecommendation

SELECT AN APPROPRIATE ASSESSMENT BATTERY (DEL ADMIN CODE 925)

“Assessed in all areas related to the suspected disability, including if appropriate health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.”

“The evaluation is sufficiently comprehensive to identify all of the child’s special education and related service needs, whether or not commonly linked to the disability category in which the child has been classified.”

Procedures for determining eligibility and educational need: “Draw upon information from a variety of sources including as

appropriate aptitude and achievement tests, information acquired from response to intervention processes, parent input, and teacher recommendations as well as information about the child’s physical condition, social or cultural background, and adaptive behavior; and ensure that information obtained from all of these sources is documented and carefully considered.”

ASSESSMENT METHODS

Interviews Child-

Family History- members living in the home, genogram Adverse Childhood Experiences- (JAMA, 2001, adult

suicide) emotional, physical, sexual abuse, battered mother, household SA and mental illness, parental separation/divorce, incarceration

Medical- illnesses and head injuries Mental Health- hx of ADHD, sex offending, firesetting, SI/HI,

cruelty to animals, trouble with anger, aggression toward mother/ others

Education- hard to stay focused, get bored, easily frustrated

Legal-

ASSESSMENT METHODS

Interviews Parent

Family History- members living in the home, genogram Adverse Childhood Experiences- DFS, emotional, physical,

sexual abuse, domestic violence, homelessness, shelters, household SA and mental illness, parental separation/divorce, incarceration, other trauma

Developmental/Medical- pregnancy, delivery, post natal care, milestones, toilet training, illnesses, head injuries

Mental Health- sex offending, firesetting, SI/HI, aggression toward mother, psychiatric, etc.

Education- Legal-

ASSESSMENT METHODS: OBSERVE AND EVALUATE BEHAVIOR OBJECTIVELY

Classroom Observations:

Interval Recording- Behavior occurred during an a timeed interval

Time Sampling- At particular time points behavior occurred or did not, eg, end of every 10 seconds

Event Recording- Number of occurrences, eg, 15 talkouts in 30 minutes (permanent products)

Duration Recording- Length or duration of behavior, eg, out of seat for 20 minutes

Latency Recording- Length of time between antecedent and behavior, eg, Jim returned to his chair 16 minutes after he was told to sit down

COGNITIVE ASSESSMENTS

The Wechsler Intelligence TestsStanford-BinetWoodcock-Johnson III Test of

Cognitive AbilitiesTest of Non-Verbal Intelligence

ASSESSMENT METHODS: WECHSLER INTELLIGENCE TEST

The Wechsler Intelligence Scale for Children- Fourth Edition Mental Abilities TestsVerbal Comprehension Index

Similarities- Vocabulary- Comprehension-

Perceptual Reasoning Index Block Design- Picture Concepts- Matrix Reasoning-

ASSESSMENT METHODS: WECHSLER INTELLIGENCE TEST

The Wechsler Intelligence Scale for Children- Fourth Edition

Working Memory Index Digit Span- Letter-Number Sequence-

Processing Speed Index Coding- Symbol Search-

BASIC PSYCHOLOGICAL PROCESSES (FACTOR-ANALYTIC STUDIES)

Cattell-Horn-Carroll Theory of Cognitive Abilities (1993)

Crystallized Intelligence Gc-Comprehension-Knowledge- One’s breadth and depth of acquired knowledge of the language and culture

Fluid Intelligence Gf-Fluid Reasoning- Solve novel problems, drawing inferences, identifying relationships (Note: RQ-Quantitative reasoning)

Broad Visual Perception Gv-Visual-Spatial Thinking- Ability to generate, store, retrieve, and transform visual images and sensations

Broad Auditory Perception Ga-Auditory Processing- Ability to perceive, analyze, and synthesize patterns among auditory stimuli, discriminate subtle nuances in sound patterns

Broad Retrieval Ability Glr-Long-Term Retrieval- Ability to store and consolidate new information in long-term memory and later retrieve

General Memory and Learning Gsm-Short-Term Memory- Ability to apprehend and hold information in immediate awareness, then use it within a few seconds

Processing Speed Gs-Processing Speed- Ability to automatically and fluently perform relatively easy or over-learned elementary cognitive tasks, attention and focused concentration

5.2

9.0

8

13

SUMMARY OF RELATIONS BETWEEN CHC ABILITIES AND PROCESSES AND ACADEMIC ACHIEVEMENT (FLANAGAN, ORTIZ, ALFONSO, & MASCOLO, 2006)

SEE ALSO KEVIN MCGREW’S WEBSITE: WWW.IAPSYCH.COM

CHC Ability

Reading Achievement

Math Achievement

Writing Achievement

Gf Inductive (I) and general sequential reasoning (RG) abilities play a moderate role in reading comprehension.

Inductive (I) and general sequential (RG) reasoning abilities are consistently very important at all ages.

Inductive (I) and general sequential reasoning abilities is related to basic writing skills primarily during the elementary school years (e.g., 6 to 13) and consistently related to written expression at all ages.

Gc Language development (LD), lexical knowledge

(VL), and listening ability (LS) are important at all ages. These abilities become increasingly more important with age.

Language development (LD), lexical knowledge (VL), and listening abilities (LS) are important at all ages. These abilities become increasingly more important with age.

Language development (LD), lexical knowledge (VL), and general information (K0) are important primarily after age 7. These abilities become increasingly more important with age.

Gsm Memory span (MS) is important especially when

evaluated within the context of working memory.

Memory span (MS) is important especially when evaluated within the context of working memory.

Memory span (MS) is important to writing, especially spelling skills whereas working memory has shown relations with advanced writing skills (e.g., written expression).

Gv Orthographic Processing May be important primarily for higher level or

advanced mathematics (e.g., geometry, calculus).

Ga Phonetic coding (PC) or “phonological

awareness/processing” is very important during the elementary school years.

Phonetic coding (PC) or “phonological awareness/processing” is very important during the elementary school years for both basic writing skills and written expression (primarily before age 11).

Glr Naming facility (NA) or “rapid automatic

naming” is very important during the elementary school years. Associative memory (MA) may be somewhat important at select ages (e.g., age 6).

Naming Facility (NA); Associative Memory (MA) Naming facility (NA) or “rapid automatic naming” has demonstrated relations with written expression, primarily the fluency aspect of writing.

Gs Perceptual speed (P) abilities are important

during all school years, particularly the elementary school years.

Perceptual speed (P) abilities are important during all school years, particularly the elementary school years.

Perceptual speed (P) abilities are important during all school years for basic writing and related to all ages for written expression.

ASSESSMENT METHODS: ACHIEVEMENT TESTING

Academic Achievement Tests

Wechsler Individual Achievement Test IIWide Range Achievement TestWoodcock-Johnson Test of Achievement

ASSESSMENT METHODS:

Visual-Motor Tests

Beery-Buktenica Developmental Test of Visual-Motor Integration

Bender Visual-Motor Gestalt Test- Second Edition- administer 11 to 13 cards with designs Copy Phase Recall Phase

ASSESSMENT METHODS: Adaptive Behavioral Tests

Measure of personal competence and adaptive functioning

Intellectual Disability- Requires significant limitations in 2 or more areas of adaptive behavior, including communication, self care, home and school living, social and interpersonal, community use, self direction and coping, health and safety, functional academics, leisure, play and work

Norm-referenced

Raters- Parents, teachers

Ages- 1 month to 89 years

Skill Areas vary according to age and rater

Domains General Adaptive Composite (Conceptual, Social,

Practical)

ASSESSMENT METHODS:

The Adaptive Behavior Assessment System- Second Edition Parent Form, Ages 5-21

Conceptual Domain

Communication

Skills needed to communicate verbally and non-verbally and initiate conversations

Functional Academics

Skills needed for daily, independent functioning in reading, writing, and math, telling time, measuring, writing

Self-Direction Skills needed for independent and responsible self-control in starting tasks, and following daily routines

ASSESSMENT METHODS:

The Adaptive Behavior Assessment System- Second Edition Parent Form, Ages 5-21

Social Domain

Leisure Skills needed to engage in activities either alone or with others in games and recreational activities

Social Skills needed to interact appropriately with peers, expressing affection, having friends, assisting others, using manners

ASSESSMENT METHODS:

The Adaptive Behavior Assessment System- Second Edition

Practical Domain

Self-Care Skills needed for personal care and grooming

Home Living Skills needed for housecleaning and housekeeping activities, and care of personal possessions

Community Use

Skills needed to get around in the community, shopping, and using community resources

Health and Safety

Skills needed to follow safety rules using medicine, showing caution, keeping out of physical danger

ASSESSMENT METHODS: RATING SCALES

BASC-2 (Behavior Assessment System for Children- Second Edition)

Measure of symptoms associated with various Social and Emotional problems (DSM-IV) including Adaptive Behaviors

Norm-referenced (various deviant and non-deviant population) Does Rob have a problem with depression? How does Mary’s hyperactivity compare to other girls? How severe is Sam’s psychoticism compared to others dx with

mental health problems?

Mean=50, Standard Deviation=10 Informants include Parent/Teacher /Self-report found to have

predictive validity and reliability

ASSESSMENT METHODS: BASC-II

Areas of Functional Impairment Internalizing - Self-report- Atypical, Locus of Control, Social Stress,

Anxiety, Depression, Sense of Inadequacy; Parent/Teacher -Anxiety, Depression, Somatization (Both share- Anxiety and Depression)

Externalizing (parent and teacher only)-Hyperactivity, Aggression, Conduct Problems

Inattention/Hyperactivity (self-report only)- 2 scales

Emotional Symptoms Index (self-report only)- 6 scales

Behavioral Symptoms Index (teacher and parent only)- 7 scales

School Problems – Self-report-Attitude to School, Attitude to Teachers ; Teacher- Learning Problems, Attention Problems

ASSESSMENT METHODS: BASC-II Index of Validity and Response Set (Self/Parent/Teacher)

F-Index- Respondent is overly negative response set (L-Index- faking good for self-report only)

Response Pattern Index- Respondent was inattentive to item content, e.g., identical response, alternating/cyclical pattern

Consistency Index- Respondent frequently answered very similar items differently

Severity of Impairment Clinically Significant Problems

2 Standard Deviations= T-Score= +70 (98%ile)

At-Risk Problems 1 Standard Deviation=T-score= 60-69 (84-98%ile)

ASSESSMENT METHODS: BASC-II

Areas of Positive Adjustment (High scores indicate positive behavior)

Adaptive Skills (parent and teacher only)- Adaptability, Social Skills, Functional Communication, Leadership, Study Skills

Personal Adjustment (self-report only)- Relations with Parents, Interpersonal Relations, Self-Esteem, Self-Reliance

INTERPRET ASSESSMENT RESULTS

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

General:

Cannot determined a child has a disability if due to: Lack of appropriate instruction in reading, math, or limited English proficiency

If IEP team determines eligible under more than one disability classification, the primary disability is recorded first on the IEP.

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Intellectual Disability

Mild Intellectual Disability: IQ= 50 to 70 +/to 5 points

Moderate Intellectual Disability: IQ= 35 to 50 +/to 5 points

Severe Intellectual Disability: IQ= below 35; and

Significant limitations in 2 or more areas of adaptive behavior, including communication, self care, home and school living, social and interpersonal, community use, self direction and coping, health and safety, functional academics, leisure, play and work.

Additional requirements: “Written documentation that the child’s response to scientific, research based intervention was assessed in accordance with 12.0 (RTI).”

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Emotional Disturbance: A condition exhibiting one or more of the following

characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or health factors;

Inability to build or maintain satisfactory interpersonal relationships with peers and teacher;

Inappropriate types of behavior or feelings under normal circumstance;

A general pervasive mood of unhappiness or depression; or

A tendency to develop physical symptoms or fears associated with personal or school problems (DEL Admin Code 922)

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Emotional Disturbance:

Shall consider documentation of the manifestation of the clusters or patterns of behavior associated with emotional disturbance and documentation from multiple assessment procedures

Evaluation by psychologist or licensed psychiatrist, classroom observations by teacher and one other member of the IEP team; review of records; standardized rating scales, and child interviews

Includes schizophrenia, not apply to children who are socially maladjusted, unless it is determined they have emotional disturbance

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Other Health Impairment: ADD and ADHD14 DE Admin. Code 925.6.14

Written documentation from the formative intervention process…and

Medical records documenting the health impairment “or in the case of students with ADD and ADHD, medical or psychological records documenting that a child has such health impairment and determination by a school team of qualified evaluators, or, in the case of re-evaluation the IEP team, including the school psychologist, that the child exhibits the criteria listed in 4.11.2.” (or 6.14.2.1 which lists symptoms, 6 inattention symptoms or 6 hyperactive/impulsive symptoms), and

Before age 7, across a variety of people, tasks, and settings, clinically significant impairment, and not better accounted for by another mental disorder.

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Other Health Impairment (General): 14 DE Admin Code 922.3.0

Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, or heart condition, hemophilia, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, and Tourette syndrome, and adversely affects a child’s educational performance.

Documentation from physician that child has a chronic or acute health problem

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Learning Disability: Federal IDEA

“Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations including condition such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.”

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Learning Disability: Delaware DOE

Elimination of the discrepancy model (between achievement and intellectual ability) to determine eligibility

“Assessments of intellectual functioning should generally be reserved for students suspected of having intellectual disability” or IST or other group and “parent determines such tests are relevant.”

“Lack of Achievement: The child does not achieve adequately for the child’s age or to meet State approved grade level standards in one or more of the following areas: Oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, math calculations and problem solving; and

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Learning Disability: Insufficient Progress: The child does not make sufficient

progress to meet age or State approved grade level standards in

one or more of the areas when using a process based on RTI; or Pattern of Strengths and Weaknesses: The child exhibits a

pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards or intellectual development

Models for using a pattern of strengths and weaknesses (PSW) in identifying students with specific learning disabilities are based on the following:

Research showing links between various cognitive processes and academic achievement (i.e., Berninger, V.W., Abbott, R., Thomson, J., Wagner, R., Swanson, H.L., Wijsman, E., & Raskind, W., 2006; McGrew & Wendling, 2009, Semrud-Clikeman, 2005; Woodrich & Schmitt, 2006).

Recognition that specific learning disabilities are …“characterized by neurologically-based deficits in cognitive processes” (NASP 2007).

The definition of a specific learning disability as representing unexpected underachievement for a given student, and

The value of a comprehensive evaluation to the understanding of and educational planning for a student.

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Learning Disability:

Rule out other conditions: Visual, hearing, or motor disability Intellectual Disability Emotional Disturbance Cultural Factors Environmental or economical disadvantage; or Limited English proficiency

DELAWARE DOE CLASSIFICATIONS:ELIGIBILITY CRITERIA

Learning Disability:

To ensure underachievement related to a specific learning disability is not due to lack of appropriate instruction consider data that student was provided appropriate instruction in regular education setting, delivered by qualified personnel and consider documentation of repeated assessments of achievement reflecting formal assessment which was provided to the child's parents.

Observation: Child must be observed in the learning environment (including the regular classroom setting) to document the child's academic performance and behavior in the areas of difficulty.

May include observations prior to the referral or after child was referred for an evaluation