From Assessment to Intervention
Part II: What Do We Assess, and
How Do We Help After
Assessment?
By
Mike McCall, M.A. School Psychology
School Psychologist/Learning Specialist
&
Sheara Fernando, M.A. School Psychology
School Psychologist/Learning Specialist
Presentation Outline
• Background information on psychological
assessment
• Criteria for Assessments for Various Disabilities
• Description of the Parts of a Psychological
Assessment report
• Using the Psychological Assessment to Help
Students
• Case Studies of Psychoeducational Assessments
• Questions and Discussion
Purpose of Psychological Assessment
• The goal of psychological assessment is to
describe the client’s functioning in order to do
design interventions tailored to the students
needs
• Part of the goal is to sort students, but that is
not enough
• Effective assessment guides intervention
Purpose of Psychological Assessment
Kinds of assessment (Sattler, 2001)
- Screening – brief to determine a second course of
action
- Problem solving – focus on a skill or one area of
functioning
- Diagnostic – surveys strengths and weaknesses across
cognitive, academic, language, and social functioning
- Counseling/Rehabilitation – completing daily
responsibility
- Progress evaluation – monitors intervention success
Purpose of Psychological Assessment
• 4 Pillars of Assessment (Sattler, 2001)
– Norm referenced tests
– Interviews
– Observations
– Informal Assessment Procedures
• Good assessment relies on information from
all 4 pillars
Types of Psychological Assessment
• Norm-Referenced Tests
– Assess intelligence, achievement, behavior, and
social-emotional functioning
– Goal – assign a numerical value to client’s
functioning
– See strengths and weaknesses within the client
and compared to peers
Types of Psychological Assessment
• Interviews
– Questioning the client and key individuals who
play a role the client’s functioning
– Goal – helps determine what to assess by letting
us know what the problem behaviors are
– May use unstructured, semi-structured, and
structured formats
Types of Psychological Assessment
• Observations
– Viewing the client as the behave during testing
and in natural settings
– Goal – assess behavior as it relates to the client’s
skills (e.g. frustration, reaction to failure,
persistence, etc.)
– If psychologist cannot or will not observe the
client, you can complete observation to give to the
psychologist
Types of Psychological Assessment
• Informal assessment
– Getting client to engage in naturalistic tasks to
further understand strengths and limitations
– Goal – better understand the client’s functioning,
test intervention strategies
– Supplying test scores (e.g. ACT, SAT), GPA, class
grades, writing samples
Facts of Psychological Assessment
• Cost
– $100 to $250 dollars per hour
– Full assessments take 6-8 hours with the client if
done correctly
– Reports are going to take 2-4 hours of work
– 1 hour of review of the report
– Total $1,000 to over $2,000 for a full disability
assessment
– ADHD screenings cost $300 to $600 dollars
Determining Who Needs Assessment
• Reevaluation – if a student has had services in
the past, his/her testing may be out of date if
the testing was over 3 years old
• ADHD testing – many students self-refer, if
student has trouble completing assignments
or staying on task, seems to have average or
better skill, coaches notice inattention,
repeatedly miss appointments
Determining Who Needs Assessment
• Specific Learning Disability – if student has
average cognitive ability but below average
reading, writing, math, or communication
skills
• Social/Emotional Disability – student has
anxiety, depression, bi-polar, schizophrenia, or
any other disorder that negatively impacts
academic functioning
Determining Who Needs Assessment
• For everyone who will be newly diagnosed, refer to
your disability office’s requirements for services
• LD assessments will need less to be less than 3 years
old and on adult measures
• ADHD – if just wanting to intervene with counseling
and medication, student needs an ADHD screening,
but disability services may require a full psychological
assessment along with a medical doctor’s assessment
(testing may need to be only a year old)
• Social/Emotional disorders – just recognize the
student has dysfunction that seems to be emotional
LD Guidelines
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Current documentation is defined as three years old or less.
Documentation older than this can still be submitted but may not be
adequate to determine eligibility for accommodations.
Must be typed, on letterhead
Must include the summary of a comprehensive interview
Comprehensive assessment of aptitude using adult scales.
Comprehensive academic achievement battery using adult scales.
An assessment of specific areas of information processing using adult
scales.
Detailed description of how this impairment significantly limits a major
life activity in an academic setting.
Report of explanations for academic problems that were ruled out, such
as emotional problems, poor study skills, etc.
Should include a detailed description of the disability, including a DSMIV-TR code.
Should include description of severity and longevity of the condition
The evaluator should include any recommendations he/she has for
appropriate accommodations for the student’s specific learning deficits
within the context of the university environment.
ADHD Guidelines
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Current documentation is defined as three years old or less. Documentation older
than this can still be submitted but may not be adequate to determine eligibility
for accommodations.
Must include 2 parts:
Letter from MD with qualifications listed
Diagnostic interview (should include any evidence of early impairment, evidence
of current impairment, developmental history, family history of ADHD, relevant
medical/medication history, description of current educational limitations)
Ruling out of alternative diagnosis (mood, neurological, other disorders)
Any prescribed medications for ADD/ADHD and the specific symptoms they help
to control or manage for the student (i.e., inattention, hyperactivity, etc.)
Specific DSM-IV-TR diagnosis and code
Detailed description of how this impairment significantly limits a major life
activity in an academic setting
Suitable rating scales that might be included in the report are: Wender Utah
Rating Scale, Brown Attention-Activation Disorder Scale, Beck Anxiety Inventory,
Hamilton’s Depression Rating Scale, Connor’s Parent/Teacher Rating Scales
Suitable tests of attention including: Continuous Performance Test (such as
Connor’s or IVA), Test of Variables of Attention (TOVA), STROOP, Trailmaking Test
Tests should be completed using adult scales/versions.
ADHD Guidelines Continued
• Psychoeducational evaluation
– Evaluation conducted by a psychologist or other
appropriately credentialed psychoeducational professional
– Should include any recommendations for accommodations
in the classroom setting
– Suitable tests for the Aptitude portion include: WJ-III Tests
of Cognitive Ability, WAIS-III, or Kaufman Adolescent and
Adult Intelligence Test
– Suitable tests for the Achievement portion include:
Subtests from the WIAT, WJ Tests of Achievement, or
Detroit Tests of Learning Aptitude-03 (or DTLA-A).
– Tests should be completed using adult scales/versions.
Social Emotional Disorders
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Current documentation for psychiatric disabilities is defined as 6 months old
or less due to the nature of psychiatric disabilities and medications for
psychiatric disabilities. Documentation older than this can still be
submitted by may not be adequate to determine eligibility for
accommodations.
Must state qualifications of doctor
Must state the disability including a DSM-IV-TR code. Your doctor will be
familiar with this. Should also include the date of diagnosis.
Must describe how this impairment significantly limits a major life
activity/activities in general and in an academic setting.
Must include a detailed description of the disability.
Must include a DETAILED description of the student’s current condition and
how this condition interferes with or impacts the ability to participate in the
educational process.
If applicable, should include medical information relating to the impact of
medication and/or treatment on the student’s ability to participate in all
aspects (classroom, extracurricular activities, dorm life) of the academic
environment
The doctor should include any recommendations he/she has for appropriate
accommodations within the context of the university environment.
Process of Referral
• Use one or a few psychologists who are
trusted by disability services
• Using the same people consistently can help
build a working relationship so assessments
happen in a timely fashion and are useful
• Ideally, programs may need to hire services of
a licensed professional at least on a part time
basis
Process of Referral
• Expect full assessments to take 4-8 hours of face
time
• ADHD assessments may take 1-2 hours of face
time
• Students will get better results early in the day
when they are not exhausted
• May need to find psychologist who can assess on
weekends
• Reports take several hours to write, so there may
be a week to a month delay from testing to when
the report is ready
Athletic Department’s Role
• Send a packet of screening data to the
psychologist
• Write a description of the student’s behaviors
that you are concerned about
• Give a copy of the university’s disability criteria to
the psychologist
• Make sure the student agrees to complete the
testing
• Send a list of services that disability services and
your office can provide
Description of the Assessment Parts
• The report should be understandable to a
parent, advisor, disability services, and most
importantly the student
• The report should have objective data, but
should also include subjective discussion of
what may help the student
• There are 9 essential parts to the assessment
Description of the Assessment Parts
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Identifying Information
List of Assessment Instruments
Reason for Referral
Background Information
Observations During the Assessment
Assessment Results and Clinical Impressions
Summary
Recommendations
Signature
Description of the Assessment Parts
• Identifying information
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Name
Date of assessment
Date of birth
Age
Sex
Year in school
Names of anyone who contributes to the report (e.g.
interviews, observations, ratings scale data)
– Name/Contact information of place sponsoring the testing
– Examiner’s contact information
Description of the Assessment Parts
• List of instruments for the assessment
– Formal and informal assessments should be listed
– The list is important so that readers can know exactly
what was completed with the child in one quick look
• Reason for Referral
– Who referred and why
– A description of problem behaviors and screening data
that warrant testing
– Goal of the assessment
Description of the Assessment Parts
• Background information
– Interview information from student, parents, coaches, or
anyone else who may speak to the psychologist regarding
the student’s difficulties
– Previous testing results
– High school grades and standardized scores
– Demographic information about high school and home
town
– Description of family life and history of parents and siblings
– Medical history as relevant (e.g. concussions or
hospitalizations)
– Statement of current functioning
Description of the Assessment Parts
• Observations during an assessment
– Description of the student’s effort
– Description of students reaction to challenges
– Discussion of language usage, rapport, and
attitude to self
– Statement of the validity of the results
Description of the Assessment Parts
• Assessment Results and Clinical Impressions
– Describes test results in relation to peers and to
ability to function in current environment
– IQ is based on age
– Achievement should be compared to college peers
(since they function in a college environment)
– Description of strengths and weaknesses
– Diagnostic impressions
Description of the Assessment Parts
• Summary
– Reviews and integrates the important information
from the results and should lead to recommendations
– It is the big point(s) from each test and any relevant
background information
• Recommendations
– Statement of diagnosis (if there is one)
– Statement of intervention strategies
– Who should be involved with carrying out the
interventions
Using the Report to Help a Student
• If they qualify for disability services, you need
the report to register them, but disability
services won’t be enough
• Many students need more than extra time and
books on tape or note takers
• Use the recommendations of interventions
such as alternative study strategies, memory
strategies, reading comprehension strategies
Using the Report to Help a Student
• Slow processing speed – help students better estimate
and manage time so they can finish their work
• Weak working memory – train students in various
memory strategies (e.g. flash cards, elaboration,
schemas, mnemonics)
• Weak verbal skills – practice vocabulary, practice
describing, have students discuss problem solving
aloud, use visual aids to pair with verbal descriptions
• Weak perceptual skills – pair pictures and diagrams
with words
Using the Report to Help a Student
• Weak decoding and fluency skills – practice phonics
and phonemic awareness skills, practice reading aloud,
reread passage to reduce errors, practice reading fun
material, train key vocabulary words to become sight
words so they will recognize them on the test
• Weak comprehension – auditory and visual
presentation of reading (e.g. Kurzweil), teaching
students how to create questions to answer while
reading, teaching to read small parts and then reflect
on the part, create visual representations of the
material
Using the Report to Help a Student
• Weak writing – practice brainstorming, teach
outlining, practice describing, have students talk
aloud about what to write, use word processors,
programs that record oral language in word
processing programs, review grammar skills,
journal writing, have students read good writing
• Weak Math – use calculators, review math facts
and processes, teach them to write out steps of
problem solving, verbally and visually describe
the problems
Using the Report to Help a Student
• ADHD – segment student time into smaller
segments that are less taxing to focus, teach
use of a planner, organize notebooks and
folders, teach student how to find a good
study environment, teach student how to
monitor their own behavior
Using the Report to Help a Student
• These are just some strategies to help
students with various problems
• If the report indicates a weakness, the
psychologist should recommend a solution
• If the psychologist does not recommend an
intervention, call them and consult with them
• A psychologist’s responsibility is to assess and
design interventions, which involves
consultation
Questions & Discussion
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RTI on the horizon
Communication with Disability Services
Working with a Psychologist
Others?
References
• Sattler, J. (2001). Assessment of children:
Cognitive applications (4th ed.). La Mesa, CA
US: Jerome M Sattler Publisher.
Presenter Contact Information
• Mike McCall , School Psychologist/Learning
Specialist
mccallmw@sc.edu
803 – 777 - 3581
• Sheara Fernando, School
Psychologist/Learning Specialist
fernando@mailbox.sc.edu
803 – 777 - 3581
DSM-IV-TR (2000) Criteria for Students with
Learning Disabilities
Diagnostic Criteria for 315.00 Reading Disorder
A) Reading achievement, as measured by individually
administered standardized tests of reading accuracy or
comprehension, is substantially below that expected
given the person’s chronological age, measured
intelligence, and age-appropriate education.
B) The disturbance in Criterion A significantly interferes
with academic achievement or activities of daily living
that require reading skills.
C) If a sensory deficit is present, the reading difficulties
are in excess of those usually associated with it.
Characteristics of Attention-Deficit/Hyperactivity
Disorder (ADHD)
• Three subtypes
- Combined (314.01)
- Predominantly Inattentive type (314.00)
- Predominantly Hyperactive-Impulsive Type
(314.01)
• Inattention manifests across situations (e.g.
school, practice, free time, etc.)
Characteristics of Attention-Deficit/Hyperactivity
Disorder (ADHD)
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Diagnostic criteria for Attention-Deficit/Hyperactivity Disorder
Either (1) or (2):
– six (or more) of the following symptoms of inattention have persisted for at least 6 months to
a degree that is maladaptive and inconsistent with developmental level:
Inattention
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often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other
activities
often has difficulty sustaining attention in tasks or play activities
often does not seem to listen when spoken to directly
often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the
workplace (not due to oppositional behavior or failure to understand instructions)
often has difficulty organizing tasks and activities
often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as
schoolwork or homework)
often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or
tools)
is often easily distracted by extraneous stimuli
is often forgetful in daily activities
Characteristics of Attention-Deficit/Hyperactivity
Disorder (ADHD)
 six (or more) of the following symptoms of hyperactivity-impulsivity
have persisted for at least 6 months to a degree that is maladaptive
and inconsistent with developmental level:
Hyperactivity
often fidgets with hands or feet or squirms in seat
○ often leaves seat in classroom or in other situations in which remaining seated is
expected
○ often runs about or climbs excessively in situations in which it is inappropriate
(in adolescents or adults, may be limited to subjective feelings of restlessness)
○ often has difficulty playing or engaging in leisure activities quietly
○ is often "on the go" or often acts as if "driven by a motor"
○ often talks excessively
 Impulsivity (g) often blurts out answers before questions have been
completed(h) often has difficulty awaiting turn(i) often interrupts or
intrudes on others (e.g., butts into conversations or games)
Characteristics of Attention-Deficit/Hyperactivity
Disorder (ADHD)
• Some hyperactive-impulsive or inattentive symptoms that
caused impairment were present before age 7 years.
• Some impairment from the symptoms is present in two or
more settings (e.g., at school [or work] and at home).
• There must be clear evidence of clinically significant
impairment in social, academic, or occupational
functioning.
• The symptoms do not occur exclusively during the course
of a Pervasive Developmental Disorder, Schizophrenia, or
other Psychotic Disorder and are not better accounted for
by another mental disorder (e.g., Mood Disorder, Anxiety
Disorder, Dissociative Disorder, or a Personality Disorder).
Interpretation of Discrepancy and
Disability