Lewis Lewis

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Lewis & Lewis has the statewide contract to provide specialist assessments for the DEECD to determine student’s eligibility to apply for the PSD categories of:

Intellectual Disability

Severe Language Disorder with Critical Educational Needs

The DEECD’s Resource Coordination Group has the responsibility of reading applications and determining eligibility for the PSD

PROGRAM FOR STUDENTS WITH DISABILITIES

The assessments can be for:

New referrals for currently enrolled students not supported by the PSD (annual round)

Students new to government schools, which includes Preps and transfers from other systems

Year 6 (age equivalent) transition reviews

Time-limited funding reviews

PROGRAM FOR STUDENTS WITH DISABILITIES

Intellectual Disability

People with an intellectual disability display significantly below average intelligence (based on an IQ test)

People with an intellectual disability display significant difficulties with everyday living skills (identified before they are 18 years old)

UNDERSTANDING INTELLECTUAL DISABILITY


Definition

intellectual disability is an intellectual, cognitive and developmental disability that profoundly affects an individual’s functioning and adaptation to everyday life

lifelong learning is affected


Attention

Perception

Thought processing

Memory

Generalisation

Communication

Students with an intellectual disability will be slower to learn because they have difficulties with:


Definition

it is not a medical disease or a psychiatric illness but may coexist with these and other conditions

functioning and competency are specific to one’s environment


Terminology

Mental retardation

Intellectual impairment

Mental deficiency

Mental handicap

Mental sub-normality


Terminology: Labelling

Labels have a function in professional language and for management of resources within schools, but:

labels can be traumatic for families and damaging to individuals

label does not define the student


The following terminology is often used by specialists but can be misleading:

developmental delay global developmental delay – suggests that

children will ‘grow out’ of problems learning disability – used for people who have

specific issues with reading or literacy etc


Terminology: Diagnosis

significantly below average intelligence

significant difficulties with everyday living

deficits are present prior to 18 years of age

American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders. (4th ed.). (Text rev.). Washington, DC: Author. (p. 41)


Diagnosis

some children are diagnosed soon after birth

those with a mild intellectual disability may not be recognised until they begin preschool or later


Diagnosis

Intellect refers to:

mental ability or capacity thought processes the ability to reason the ability to solve problems


Measuring intelligence

measured by a standardised instrument which compares abilities to same age peers

DEECD require Wechsler tests for assessment consistency

WPPSI-III (4 – 7.3 years) WISC-IV (7.4 – 16.11 years)


Normal Curve


Degrees of severity

Category Wechsler IQ Range

Mild

Moderate

Severe

Profound

69 – 55

54 – 40

39 – 29

<25

39 – 29

<25

Not

as

sess

able

89 %

6 %

3.5 %

1.5%Sattler, J.M. (2001). Assessment of Children: Cognitive Applications. (4th ed.)


Adaptive functioning

how well a person copes with everyday tasks

how well a person meets the standards of independence expected of someone their age (in similar cultural and geographical contexts)



usually measured with a standardised questionnaire

DEECD require Vineland Adaptive Behaviour Scales – Teacher Rating Form

3 – 18.11 years



Leisure skills Communication Social skills Health and safety Self direction

Home living Self-care Work skills Functional academics Use of community

resources

25%

30%

10%

15%

20%

5%

est 40 - 50 51 – 60 61 - 70 71 - 80 81 - 90 91 - 100 > 100 ne

...0

STATEWIDE DISTRIBUTION OF IQ SCORES FOR STUDENTS REFERRED FOR ID ASSESSMENT- 2010

2009

25%

30%

10%

15%

20%

5%

est 40 - 50 51 – 60 61 - 70 71 - 80 81 - 90 91 - 100 > 100 ne

...0

2008

THREE YEAR COMPARISON OF IQ DISTRIBUTION

50%

60%

20%

30%

40%

10%

WISC-IV WPPSI-III

55%

...0

43%

COMPARISON OF WISC AND WPPSI ASSESSMENTS WHICH PROCEED TO APPLICATION

90%

70%

80%

5 Criteria to account for

a) Language Assessment

b) Elimination of confounding factors

c) History and Evidence

d) Intelligence Testing

e) Critical Educational Needs


Issues with referring

Students may be diagnosed with a language disorder but not be eligible for the SLD-CEN program

Only a very small cohort of students throughout the state are supported under this program


The majority of students with language disorders are assisted through the Language Support Program (resources in the school’s budget)

Language test results for the SLD-CEN need to be at least 3 standard deviations below the mean



Normal Curve

2sd 1sd

6050

3sd0.13%

In addition to language difficulties students must also demonstrate critical education needs in order to attract at least level three funding


In order to meet CEN criteria, the student must demonstrate high ratings on several scales listed on the Educational Needs Questionnaire. Supporting evidence can include:

Current descriptive reports from the teacher outlining support or modifications required in specific areas of difficulty such as learning needs, mobility or fine motor skills

Examples of incidences that have or are occurring during the day relating to behaviour or safety concerns


Support programs (e.g. Psychology intervention for behaviour) and/or Individual Learning Plans currently in place

Details of supervision or assistance the student requires in specific areas such as self care

Current reports from specialists such as Speech Pathologists, Psychologists, Occupational Therapists, Physiotherapists, Medical specialists, Mental Health Workers, Psychiatrists, Audiologists etc


CAS in children may be known by various names: Developmental Verbal Dyspraxia; Verbal Apraxia; Apraxia of Speech; Apraxia

CAS is a childhood speech sound disorder in which children have difficulty programming, sequencing and initiating movements required to make speech sounds.

Although characteristics may overlap, CAS is a motor speech planning disorder and should not be confused with other speech sound disorders. Due to the complexity of its nature diagnosing CAS can be very difficult and requires a very detailed assessment that includes analysing speech movements, sounds, patterns and rhythms

CHILDHOOD APRAXIA OF SPEECH - DYSPRAXIA

REFERRAL ISSUES

Screening for appropriate referrals

Due to the increase in inappropriate referrals to Lewis & Lewis in 2010 the DEECD is encouraging more rigorous screening of referrals in 2011

REFERRAL ISSUES

Common referral reasons

“Sarah was tested two years ago and there has been no progress. It’s time for her to be tested again”

“It’s been two years since John’s last assessment, he just missed out last time, we want to have another go”

REFERRAL ISSUES


“My SSSO has been through the files and there are three students who are all due for an assessment”

“I know that Chris is not going to be eligible but the teacher/parents want an assessment anyway”

REFERRAL ISSUES


“I just want to rule out ID”

“Jaihden failed reading recovery so we need an assessment”

REFERRAL ISSUES


“The speechie has done an assessment and has recommended a cognitive assessment”

The paediatrician has recommended a cognitive assessment

The student has siblings with an ID Our SSSO has done a KBIT/Ravens and the

students score was in the extremely low range

REFERRAL ISSUES

Completion of referral forms

All referral forms are expected to be completed and signed

Before allocation to a psychologist or speech pathologist we will be looking for evidence of ongoing ‘severe difficulties’

REFERRAL ISSUES


Forms with ‘no’ or ‘n/a’ or ‘fine’ written in questions asking about a students adaptive ability do not support an intellectual disability and in the absence of supporting documentation may be screened out

Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties

REFERRAL ISSUES


Lewis & Lewis does not have access to DEECD files

Please always attach copies of all previous assessment reports

At busy times of the year, anything that delays the process will hold up your assessment

REFERRAL ISSUES

Completion parental consent form

It is important that parents are aware of the true purpose of the referral to Lewis & Lewis and the potential outcome of diagnosing their child with a disability

Lewis & Lewis through their contract with the DEECD do not conduct assessments for learning disabilities

REFERRAL ISSUES

Completion of the Vineland

Must be completed by a teacher only

Teacher must know the student well

Is a professional assessment tool and needs to be completed responsibly

REFERRAL ISSUES

Completion of the Vineland

Is not just a screening tool. Is required for the diagnosis of an intellectual disability

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REFERRALS RECEIVED PER WEEK THROUGHOUT 2010

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REFERRALS RECEIVED PER WEEK THROUGHOUT 2010

REFERRAL PROCEDURE

Ring Lewis & Lewis

Discuss referral

If accepted Lewis &

Lewis will send

referral pack

www.lewisandlewis.com.au

MAIN POINTS

Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only

To make a referral, call us

When you call, make sure you know the student and their relevant details

MAIN POINTS

Diagnosing a student with a disability is significant

Last year the number of inappropriate referrals increased

This year we are aiming for better screening of referrals

9380 5742 9380 6883 [email protected] www.lewisandlewis.com.au

Documents

Lewis Lewis