history, principles and laws of psycho educational assessment

1. Analuz A.Fuentebella
MAED MA-SPED
MASE 414A
Submitted to: Dr. Aida S.Damian Ed D
University of Perpetual Help System Dalta
Psycho educational
assessment

2. Psycho educational Assessment
A psycho-educational assessment is an evaluation
conducted by a psychologist to determine
whether a child or teenager has developmental
and/or learning challenges. This assessment
provides an in-depth exploration of a child’s
strengths and weaknesses compared with their
peers, allowing parents to gauge their child’s
development.

3. Ourpsychologistsutilizeavarietyof
psychometric assessments. The
tools used in each assessment are
customised to the needs of your
child. We can cater to requests for
specifictestswithpriornotice.

4.  A psycho-educational assessment is recommended:
• when you are concerned about your child’s cognitive, language,
communication and/or social-emotional development.
• when you want to find out if your child has a developmental or
learning disorder.
• when it is requested as part of a school application process.
• when your child has commenced school and there are concerns
about their learning, academic progress and/or attention.
• during your child’s schooling to monitor a known learning disability
or to gain further understanding on the difficulties encountered at
school.

5.  You will be given a child history form to be completed prior to the
assessment day.
 The assessment is conducted by a psychologist.
 The assessment typically assesses:
• cognitive abilities(ability to acquire knowledge and
understanding).
• adaptive behaviour (ability to perform daily activities
required for personal and social sufficiency).
• general emotional and behavioural development.
• academic achievement (if appropriate).
• social and communication development (if appropriate).

6. You will receive preliminary results verbally on
the day of the assessment.
You will receive a full report approximately two
weeks after the assessment.
After receiving the report, you can schedule a
parent meeting for a more detailed discussion of
the assessment results.

7. ***History***
The concept of psychoeducation was first noted in the
medical literature, in an article by John E. Donley
"Psychotherapy and re-education" in The Journal of
Abnormal Psychology, published in 1911. It wasn't until 30
years later that the first use of the word psychoeducation
appeared in the medical literature in title of the book The
psychoeducational clinic by Brian E. Tomlinson. New York, NY,
US: MacMillan Co. This book was published in 1941. In
French, the first instance of the term psychoéducation is in
the thesis "La stabilité du comportement" published in 1962.

8. ***History***
The popularization and development of the term psychoeducation
into its current form is widely attributed to the American researcher
C.M. Anderson in 1980 in the context of the treatment of
schizophrenia. Her research concentrated on educating relatives
concerning the symptoms and the process of the schizophrenia. Also,
her research focused on the stabilization of social authority and on
the improvement in handling of the family members among
themselves. Finally, C.M. Anderson's research included more effective
stress management techniques. Psychoeducation in behavior therapy
has its origin in the patient's relearning of emotional and social skills.
In the last few years increasingly systematic group programs have
been developed, in order to make the knowledge more
understandable to patients and their families.

9. The standards described are based on ethical principles
pertaining to psycho-educational assessment that have
been developed by various professional associations,
and are considered vital to assessment practices by
Alberta Education. Ethical principles represent the
underlying concepts guiding psycho-educational
assessment and serve as a basis for the standards.
Standards serve to operationalize the ethical principles,
and are statements of expectations for psycho-
educational assessments.
Principles of Psychoeducational
Assessment

10. • Testing v. Assessment
A test is a tool that may be used to gather information as part of
the assessment process. Assessment is a broader term that
means the gathering of information pertinent to a
psychoeducational concern.
The ecological perspective (as compared to a medical model) takes
into account the multiple factors that affect learning and
behavior, including classroom variables, teacher and
instructional variables, characteristics of the referred student,
and support available from the home for school achievement.
Legal issues and laws

11. • Informed Consent
Ethically, “…school psychologists seek parent consent (or
the consent of an adult student) prior to establishing a
school-psychologist client relationship for the purpose of
psychological diagnosis, assessment of eligibility for special
educationordisabilityaccommodations…”

12. • Parent Consent
Under IDEA 2004, written consent of the parent is needed
for the initial pre-special education placement eligibility
evaluation. Parent consent also is required for subsequent
reevaluations, unless the school can demonstrate that it
has taken reasonable measures to obtain consent and the
child’s parent failed to respond. Informed consent also is
required prior to evaluation to determine whether a child
has a disability within the meaning of Section 504/ADAA.

13. • Over-ride of Parent Refusal to Consent
Under IDEA 2004, if the parent fails to provide consent for an
initial evaluation of a child with a suspected disability, the school
may use mediation and other due process procedures (e.g., a
hearing by an impartial hearing officer) to pursue evaluation of a
child without parental consent in an effort to over-rule parent
failure to consent.
However, schools are not required to pursue an initial evaluation
of a child with a suspected disability if the parent fails to provide
consent to do so. Furthermore, parents have “the final say”
regarding whether their child will receive special education.

14. • Assessment of Minors
According to the Standards and consistent with IDEA, the parent
granting permission for the diagnostic evaluation should be made
aware of the reasons for the assessment, the type of tests and
evaluation procedures to be used, what the assessment results
will be used for, and who will have access to the results.
Practitioners should not solicit a child’s assent if refusal will not
be honored (NASP-PPE I.1.4). However, they seek the child's
active cooperation; inform child about why he or she is being
assessed, what will be done with results, and the limits of
confidentiality.

15. Psychoeducational assessment of a child
with a suspected disability must be based
on a variety of different types of
information from different sources. No
decisions should be made on the basis of a
single test score.