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

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

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

    • 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. D isruptive behavioral Dx: oppositional- defiant, conduct Dx, substance use
    • Mental Health Assessment
      • 2. D isruptive behavioral Dx: oppositional defiant, conduct Dx, substance use
    • Mental Health Assessment
      • 2. D isruptive 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. L earning disabilities : example, dyslexia
    • Mental Health Assessment
      • O ther 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
    •