Basics of Psychological Assessments for School-Aged Children
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A psychological assessment for a school-aged child may be requested if classroom interventions are not helping with a child's learning or development obstacles. The assessment is performed by a child psychologist and can take place at the child's school. It involves tests, interviews, and observations to analyze the root cause of academic issues. Once analyzed, the psychologist will share results with parents and help develop a support plan if a disorder is found.
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The document discusses Individualized Education Programs (IEPs). An IEP defines individualized educational objectives for a student who has been identified as having a disability. It is intended to help students reach educational goals more easily than they otherwise would. The IEP is produced by a team that includes parents, teachers, and other specialists. At an IEP meeting, the team discusses the student's strengths and needs, progress made on goals, and any changes needed to the IEP. The overall purpose is to ensure the IEP is effectively supporting the student's learning.
PSY615 Week Three School Psychologist-Based Personality and B.docx
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Johnson Middle School)
Jane Smith Date of Evaluation: 10/12/2013
Grade: 8
Age: 14
PURPOSE FOR EVALUATION:
Jane was recommended for evaluation by the school psychologist due to recent behavior problems and
declining academic performance.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
• Mental Status Examination
• Review of School Records
• Review of Prior Medical Records
• Interview and Observation
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-A, the mental health examination, records review,
and interview/observation.
Interpretive results from the MMPI-A are presented below.
Validity Considerations
Jane’s approach to completing the MMPI-A was open and cooperative. The resulting MMPI-A
results appear valid and is probably a good indication of her present level of personality
functioning. Her compliance is a good indicator of positive involvement with this evaluation.
Symptomatic Behavior
This student’s MMPI-A clinical profile indicates multiple serious behavior problems including
explosive behavior, school maladjustment, and adolescent conduct problems. She can be moody,
resentful, and impulsive. Jane also shows signs of adolescent alienation (social isolation), low
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
self-esteem, and depression. She may run away or isolate herself to avoid punishment. Her lack
of good judgment may lead her to inappropriate behavior and get her into trouble.
Her two highest clinical scales, Depression (D) and Psychopathic Deviate Subscales (Pd), are
clearly above the other scales in the measure, and occur at this high a level in less than 1% of the
normative sample (by Pearson Assessments).
An examination of her underlying personality factors on the PSY-5 scales could help explain any
behavior problems she is currently exhibiting. Jane seems to be self-isolating and appears to have
increasing social alienation. She tends to see the world in a negative light, worries to excess, and
may develop more belligerent behavior expressions.
Interpersonal Relations
Jane is an intelligent and likeable person. She seems to make a good initial impression on others,
but seems unable to build deep and lasting relationships. She is empathetic and gets along with
other children younger than her, but seems to have trouble with building positive connections in
her peer group.
The MMPI-A Content Scales profile offers some additional informa ...
Special needs presentation
Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from appropriate norms for one's age, culture or ethnicity and adversely impact educational performance. Approximately 8.3 million or 14% of children ages 4-17 are estimated to have such disorders, though the exact causes are unknown and likely involve biological, environmental, family and school factors. Children with these disorders may exhibit aggression, learning difficulties, withdrawal, immaturity, hyperactivity or other behaviors over time. While no physical symptoms are observable, educational interventions aim to emphasize positive strategies and supports through classroom aids, separate programs or individualized behavior plans.
Behavioural assessment
This document discusses various methods of behavioral assessment, including behavioral rating scales, direct observation, and other indirect methods. Behavioral rating scales can measure the frequency and intensity of behaviors through informant reports. Direct observation involves observing and recording behaviors in natural settings. Other methods discussed include continuous performance tests, which measure attention and executive function, and psychophysiological assessments, which record physical changes in the body. The document provides examples of assessment tools for different populations and contexts.
Ch. 8: Emotional or Behavioral Disorders
The document discusses emotional and behavioral disorders (EBD) in children, including definitions, types, identification, prevalence, causes, characteristics, effects on school performance, and approaches to prevention and treatment. It notes that EBD is difficult to define and identify, can involve externalizing or internalizing behaviors, and disproportionately impacts boys and African American students. Early intervention is important to address problems before they become entrenched patterns.
What Is A School Psychologist Powerpoint
School psychologists play an important role in schools by conducting assessments, providing consultation, implementing prevention and intervention programs, and advocating for students. They work with students, teachers, and families to address issues related to learning, behavior, mental health, and social/emotional development. Some of their key responsibilities include evaluating academic skills and learning difficulties, observing students, designing and implementing interventions, counseling students, and educating teachers and parents. The goal of school psychologists is to promote students' academic achievement, social/emotional well-being, and healthy development.
RSM 550 Research Proposal
This document provides an introduction and theoretical framework for a study on the relationship between parenting styles and academic achievement in high school students. It discusses four parenting styles (authoritative, authoritarian, permissive-indulgent, and permissive-uninvolved) and how they may influence a student's academic achievement. The study will use a non-experimental design, surveying parents of 40 randomly selected high school students to determine parenting style. It will then examine students' academic records to identify which parenting styles are most positively correlated with high academic achievement. The hypothesis is that learning about parenting styles may influence how parents raise their children, potentially improving students' academic success and future opportunities.
Rating scales
Rating scales are used to evaluate student behavior and can measure the degree to which students exhibit certain behaviors. Descriptors provide detailed information about rating scale levels. Rating scales are useful when combined with other assessments like interval recording. Several commonly used rating forms include the Teacher Report Form, Child Behavior Checklist, Youth Self-Report, Behavior Rating Profile-2, and Conners Teacher and Parent Rating Scales. These forms measure behaviors, adaptive functioning, and problems through ratings from teachers, parents, and students. While rating scales can provide useful information, they also have limitations like subjectivity.
Schizophrenia PPT
This document summarizes a study on schizophrenic factors among adolescents in relation to socioeconomic and educational aspects. The study found that male adolescents faced more stress from parents and school environment than females. Adolescents aged 15-17 faced more stress than other age groups. Adolescents whose parents had lower levels of education faced more problems. Family income and private school attendance were also linked to increased stress levels. Tenth and twelfth grade adolescents showed higher levels of schizophrenic factors. The study provides implications to help adolescents, teachers, parents, and administrators address stress and mental health issues.
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PSY615 Week Three School Psychologist-Based Personality and B.docx
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Prepared by Prof. Blessy Thomas MSc Nursing, FNCON, SPN. The tonsils are two small glands that sit on either side of the throat.
In young children, they help to fight germs and act as a barrier against infection.
Tonsils act as filters, trapping germs that could otherwise enter the airways and cause infection.
They also make antibodies to fight infection.
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This can make them swollen and inflamed.
Tonsillitis is an infection of the tonsils, two masses of tissue at the back of the throat.
Tonsillitis is inflammation of the tonsils, two oval-shaped pads of tissue at the back of the throat — one tonsil on each side.
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Benefits:
Linga mudra generates excessive heat within the body and is very useful for dealing with colds.
It also helps in boosting the immune system and makes the body more resistant to colds and similar infections.
The benefits of penis posture also extend to the respiratory system and it can help loosen the phlegm accumulated from the throat.
This posture also helps in weight loss.
Discomfort experienced in an air conditioned room is relieved by this mudra.
Difficulty in breathing can be relieved by this mudra.
Congested nose can be relieved by this mudra immediately and one can get good sleep.
It controls the flow of the menstrual cycle. Performing the Linga mudra with the Sun Mudra gives better results – both 15 minutes each, one after the other.
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Basics of Psychological Assessments for School-Aged Children
- 1. Basics of Psychological Assessments for School-Aged Children By: Rebecca Lowry
- 2. Basics of Psychological Assessments for School-Aged Children Rebecca Lowry, PhD, capitalized on more than 20 years of experience in school leadership and school psychology to lead Westmoreland County Public Schools. After completing a four-year term as the Virginia school district’s superintendent, Dr. Rebecca Lowry resumed work as a child psychologist for Cumberland Therapies, where she performs school-related psychological assessments.
- 3. Basics of Psychological Assessments for School-Aged Children If a child encounters obstacles to his or her learning or development that do not improve with classroom-based interventions, a school or parent may request a psychological assessment to ascertain if the cause is an underlying learning or cognitive disorder. Psychological assessments are performed by qualified child psychologists and may take place at the child’s school.
- 4. Basics of Psychological Assessments for School-Aged Children The assessment may consist of several specific tests, interviews, and observations. Once the results have been analyzed, the psychologist will share his or her findings with the child’s parents. If there are signs that a behavioral or cognitive disorder may be at the root of the child’s academic issues, the psychologist and school staff will develop a plan to support the student.