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

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  • 1. 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.
  • 2. 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?”
  • 3. Assessment: Why?
    • 1. intelligence : mentally retarded (Downs syndrome), gifted, borderline IQ
  • 4. Intelligence: The Bell Curve
    • Above 130 = gifted
    • 115-130 = superior
    • 85-115 = average
    • 70-85 = borderline or
    • slow learner
    • Below 70 mentally
    • retarded
  • 5. Assessment: Why?
    • 2. language ability, communication skills
    • 3. achievement level
  • 6. Assessment: Why?
    • 4. social interactions :
    • Feels isolated
    • Is a bully
    • Is a victim
    • Difficulty relating appropriately to others
    • Too aggressive
    • Too shy, timid
  • 7. Assessment: Why?
    • Social interactions (cont.) :
    • Loneliness, isolation,
    • Low self-esteem
  • 8. Assessment (Boehm, Unit II)
    • Teachers are the primary assessors of children – not tests!
  • 9. 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
  • 10. 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
  • 11. Formal testing
  • 12. 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
  • 13. Testing Guidelines
    • 3. If testing is to be done, children must be tested in their native language.
  • 14. Informal Assessment
    • 2. Informal assessment :
    • done by teachers; used much more than formal methods.
    • Based on observations, checklists, rating scales, parent interviews
  • 15. Additional Informal Assessments
    • 10 Alternatives to Standardized tests :
    • 1. Developmental checklists :
    • art, language, math, scientific thinking, music, physical development, social studies
  • 16. 2. Work Samples
  • 17. Work samples
  • 18. 3. Displays of Children’s Work Projects
  • 19. Informal Assessments
    • 4. Interviews
    • 5. Conferences with parents
  • 20.  
  • 21. Informal Assessments
    • 6. Performances:
    • anecdotal records
  • 22. Informal Assessments
    • 7. Audio, video tapes or photos
    • 8. Portfolios of children’s work
    • 9. Anecdotal records
    • 10. Summary reports
  • 23.  
  • 24.  
  • 25. 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.
  • 26. 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.
  • 27. 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.
  • 28. 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
  • 29. 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
  • 30. 1. Internalizing Disorders:
    • Anxiety, depression, sadness, eating Dx
  • 31. Anxiety, worry and children
  • 32. Depression, anxiety in children
  • 33. Anger, Anxiety, & Depression
  • 34. 2. Disruptive behavioral Disorders
    • ADHD=
    • Attention Deficit Hyperactivity Disorder
    • Inattentive, can’t concentrate
    • Impulsive
    • Hyperactive, restless, on-the-go
  • 35. Mental Health Assessment
    • 2. D isruptive behavioral Dx: oppositional- defiant, conduct Dx, substance use
  • 36. Mental Health Assessment
    • 2. D isruptive behavioral Dx: oppositional defiant, conduct Dx, substance use
  • 37. Mental Health Assessment
    • 2. D isruptive behavioral Dx: oppositional defiant, conduct Dx, substance use
  • 38. Mental Health Assessment
  • 39. Mental Health Assessment
    • Conduct Disorder that develops in childhood can become an Antisocial disorder (psychopath) after age 18
  • 40. 3. Developmentally delayed disorders
    • Autism, Asperger’s:
    • A. severe impairment in social interaction; failure to develop peer relationships at appropriate developmental level
  • 41. Mental Health Assessment
    • Autism, Asperger’s (cont.):
    • B. Restricted, repetitive behaviors, interests, activities
  • 42. Mental Health Assessment
    • C. In autism, impairment in language, verbal & nonverbal
  • 43. Mental Health Assessment
    • D. L earning disabilities : example, dyslexia
  • 44. Mental Health Assessment
    • O ther at-risk children: sexual/physical/
    • emotional abuse, neglect, domestic violence, child custody in divorce proceedings
  • 45. Examples of mental health assessments with children from my private practice
  • 46. THE END
  • 47. 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.
  • 48. Assessment: Why?
    • Mental retardation: Down’s syndrome in children & newborn
  • 49. Performances
  • 50.  

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