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.
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?”
Assessment: Why?
• 1. intelligence: mentally retarded (Downs syndrome), gifted, borderline IQ
Intelligence: The Bell Curve
• Above 130 = gifted• 115-130 = superior• 85-115 = average• 70-85 = borderline or
slow learner• Below 70 mentally
retarded
Assessment: Why?
• 2. language ability, communication skills
3. achievement level
Assessment: Why?• 4. social
interactions:• Feels isolated• Is a bully• Is a victim• Difficulty
relating appropriately to others
• Too aggressive• Too shy, timid
Assessment: Why?
• Social interactions (cont.):
• Loneliness, isolation,• Low self-esteem
Assessment(Boehm, Unit II)
• Teachers are the primary assessors of children – not tests!
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
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
Formal testing
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
Testing Guidelines
• 3. If testing is to be done, children must be tested in their native language.
Informal Assessment
• 2. Informal assessment:
done by teachers; used much more than formal methods.
• Based on observations, checklists, rating scales, parent interviews
Additional Informal Assessments
• 10 Alternatives to Standardized tests:
• 1. Developmental checklists:
• art, language, math, scientific thinking, music, physical development, social studies
2. Work Samples
Work samples
3. Displays of Children’s Work Projects
Informal Assessments
• 4. Interviews• 5. Conferences
with parents
Informal Assessments
• 6. Performances:
anecdotal records
Informal Assessments
• 7. Audio, video tapes or photos
• 8. Portfolios of children’s work
• 9. Anecdotal records
• 10. Summary reports
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.
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.
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.
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
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
1. Internalizing Disorders:
• Anxiety, depression, sadness, eating Dx
Anxiety, worry and children
Depression, anxiety in children
Anger, Anxiety, & Depression
2. Disruptive behavioral Disorders
ADHD=• Attention Deficit
Hyperactivity Disorder• Inattentive, can’t
concentrate• Impulsive• Hyperactive, restless,
on-the-go
Mental Health Assessment
• 2. Disruptive behavioral Dx: oppositional- defiant, conduct Dx, substance use
Mental Health Assessment
• 2. Disruptive behavioral Dx: oppositional defiant, conduct Dx, substance use
Mental Health Assessment
• 2. Disruptive behavioral Dx: oppositional defiant, conduct Dx, substance use
Mental Health Assessment
Mental Health Assessment
• Conduct Disorder that develops in childhood can become an Antisocial disorder (psychopath) after age 18
3. Developmentally delayed disorders
• Autism, Asperger’s: • A. severe impairment
in social interaction; failure to develop peer relationships at appropriate developmental level
Mental Health Assessment
• Autism, Asperger’s (cont.):
• B. Restricted, repetitive behaviors, interests, activities
Mental Health Assessment
• C. In autism, impairment in language, verbal & nonverbal
Mental Health Assessment
D. Learning disabilities: example, dyslexia
Mental Health Assessment
Other at-risk children: sexual/physical/
emotional abuse, neglect, domestic violence, child custody in divorce proceedings
Examples of mental health assessments with children from my
private practice
THE END
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.
Assessment: Why?
• Mental retardation: Down’s syndrome in children & newborn
Performances