Assessment Of Multiple Disabilities NASP.k 1 Hourey - Microsoft
ASSESSMENT OF STUDENTS MEETINGMULTIPLE ELIGIBILITIES UNDER IDEIA AND ADASam Goldstein, Ph.D.Assistant Clinical ProfessorUniversity of Utah School of MedicineClinical DirectorNeurology, Learning and behavior Centerwww.samgoldstein.cominfo@samgoldstein.comMy Theory When a person decides that a permanentsolution to their temporary problems is theironly option. When a path to fame can no longer beenvisioned and a path to infamy is embraced.
Disclosure My expenses for this talk are supported by MultiHealth Systems. I have developed tests marketed by Multi- HealthSystems, Pro-Ed and Western PsychologicalServices. I have authored books marketed by Springer, Wiley,Guilford, Double Day, McGraw Hill, Brookes, Kluwerand Specialty Press. I am Editor in Chief of the Journal of AttentionDisorders (Sage) and Co-Editor of the Encyclopediaof Child Development (Springer)Goals for This Session Place our role as evaluators in context. Provide an overview of development, behaviordiagnosis and eligibility. Discuss role of impairment in assessment. Discuss critical variables influencing assessment. Provide a framework for a comprehensiveassessment. Review tools and methods.I Had a Revelation in St.AugustineThe World Operates Along a NormalCurve!
Not surprisingly all but two things we do asschool psychologists are dimensional!DiagnosisEligibility DeterminationThe Disruptive Continuum of DefianceConductDisorderThe Non-disruptive Continuum of BehaviorDepressionTemperament&DevelopmentLearning &SocialProblemsAnxiety
How distinct are these disordersfrom each other?Much less so than makes mecomfortable!Co-MorbidityCo-Morbidity
Co-MorbiditySection 504 is a federal law designed to protect the rights of individuals with disabilities inprograms and activities that receive Federal financial assistance from the U.S. Department ofEducation (ED). Section 504 provides: "No otherwise qualified individual with a disability in theUnited States . . . shall, solely by reason of her or his disability, be excluded from the participationin, be denied the benefits of, or be subjected to discrimination under any program or activityreceiving Federal financial assistance . . . ."The Section 504 regulations require a school district to provide a "free appropriate publiceducation" (FAPE) to each qualified student with a disability who is in the school district'sjurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPEconsists of the provision of regular or special education and related aids and services designed tomeet the student's individual educational needs as adequately as the needs of nondisabledstudents are met.
Section 504 prohibits discrimination on the basis of disability in programs or activities thatreceive Federal financial assistance from the U.S. Department of Education. Title II prohibitsdiscrimination on the basis of disability by state and local governments. The Office of SpecialEducation and Rehabilitative Services (OSERS), also a component of the U.S. Department ofEducation, administers the Individuals with Disabilities Education Act (IDEA), a statute whichfunds special education programs. Each state educational agency is responsible foradministering IDEA within the state and distributing the funds for special education programs.IDEA is a grant statute and attaches many specific conditions to the receipt of Federal IDEAfunds. Section 504 and the ADA are anti discrimination laws and do not provide any type offunding.Six Foundations of IDEA Individualized Education Program Free Appropriate Public Education Least Restrictive Environment Appropriate Evaluation Parent and Teacher Participation Procedural SafeguardsIDEAChildren are placed in special education services through an evaluationprocess. If the evaluation is not appropriately conducted, or does notmonitor the information that is needed to determine placement it is notappropriate.The goal of IDEA’s regulations for evaluation is to help minimize thenumber of misidentifications, to provide a variety of assessment toolsand strategies, to prohibit the use of any single evaluation as the solecriterion of which a student is placed in special education services, andto provide protections against evaluation measures that are racially orculturally discriminatory.Overall, the goal of appropriate evaluation is to get students who needhelp, extra help that is appropriate for the student and helps that specificstudent to reach his or her goals set by the IEP team
Eligibilities Under The School Psychologist’sDirect Consideration Emotional Disturbance (depression/anxietyrelated conditions, social impairments,schizophrenia) Autism Language Intellectual Specific Learning Disorder Other Health Impairment (ADHD)Eligibilities Under The School Psychologist’sIndirect Consideration Other Health Impairment (e.g. diabetes) Orthopedics Hearing VisionDetermining eligibility is an outcome bestunderstood and obtained by a through assessment.
How Shall We Understand, Define andCategorize Mental Illness? By etiology or cause? By emotions, behaviors andthoughts? By impaired function in activities oflife?What is the Goal of a Comprehensive Evaluation? Identify and define symptoms? Identify and define strengths andweaknesses? Appreciate the relationship of a set ofsymptoms to a unitary condition? Meet eligibility criteria? Define limits of functional impairment toset a baseline for intervention?Components of a Thorough Assessment History Broad Spectrum Questionnaires (Parent andTeacher) Narrow Spectrum Questionnaires (Parent andTeacher Self report Questionnaires Ability Assessment Achievement Assessment Clinical Assessment (e.g ASD, personality, etc.) Interview with student
AbilityKnowledgeSkillGeneral Guidelines for a Comprehensive SchoolPsychology Evaluation A distinction should be made between acute vs.chronic problems. Assessment should be strength focused. Test results should be presented in ways that areuseful to consumers (e.g. family, school, etc.). The least amount of assessment needed to answerreferral questions should be completed.Person Attributes Associated WithSuccessful Coping* Affectionate, engaging temperament.Sociable.Autonomous.Above average IQ.Good reading skills.High achievement motivation.Positive self-concept.Impulse control.Internal locus of control.Planning skills.Faith.Humorous.Helpfulness.* Replicated in 2 or more studies
Environmental Factors AssociatedWith Successful Coping* Smaller family size.Maternal competence and mental health.Close bond with primary caregiver.Supportive siblings.Extended family involvement.Living above the poverty level.Friendships.Supportive teachers.Successful school experiences.Involvement in pro-social organizations.*Replicated in 2 or more studies.The pathways that lead to positiveadaptation despite high risk andadversity are complex and greatlyinfluenced by context therefore it isnot likely that we will discover amagic (generic) bullet.Critical IssuesDemographicsSymptoms vs. consequencesCategories vs. dimensionsEligibility vs. diagnosisDevelopmental pathways: accept a moment intime There are no shortcuts Assess the environment
Critical Issues Assess for interventionUnderstand positive and negative predictive powerUnderstand sensitivity vs. specificityBegin with the disruptive/non-disruptive continuumKeep low incidence problems in mindConsider resilience (protective) factorsMeasure impairmentWhy is the assessmentof impairment criticalto a comprehensiveevaluation?An exhaustive review of the literaturedemonstrates that the relationship betweensymptoms and functioning remainsunexpectedly weak and often bidirectional(McKnight and Kashdan, 2009).
Impairment isthe reducedability to meetthe demands oflife because of apsychological,physical, orcognitivecondition.SYMPTOMS VS. IMPAIRMENTImpairment is not the same as symptoms Symptoms are physical, cognitive or behavioralmanifestations of a disorder. Impairments are the functional consequences ofthese symptoms.Difficulty completinghomeworkInattentionSYMPTOMS VS. IMPAIRMENTImpairment can exist absent of formal diagnosis.(Balazs et al., 2013; Wille et al., 2008)In one study 14.2% of a sample of children weresignificantly impaired without a formal diagnosis.(Angold et al., 1999)
Adaptive Behavior vs. ImpairmentSkillvs.uDo yowonktoHOWtido ?PerformanceDo yoACTU uALY do Lit?Adaptive Behavior vs. Impairmentvs.UsingutensilsNot using utensilsto eatChild with a DisabilityIDEIA defines this term as follows: (a) General. (1) Child with a disability means a childevaluated in accordance with §§300.304 through300.311 as having an intellectual disability**, a hearingimpairment (including deafness), a speech or languageimpairment, a visual impairment (including blindness), aserious emotional disturbance (referred to in this part as‘‘emotional disturbance’’), an orthopedic impairment,autism, traumatic brain injury, an other healthimpairment, a specific learning disability, deaf-blindness,or multiple disabilities, and who, by reason thereof,needs special education and related services.
Child with a DisabilityIDEIA defines this term as follows: (2)(i) Subject to paragraph (a)(2)(ii) of thissection, if it is determined, through anappropriate evaluation under §§300.304through 300.311, that a child has one of thedisabilities identified in paragraph (a)(1) of thissection, but only needs a related service andnot special education, the child is not a childwith a disability under this part.Symptoms vs. Impairmentvs.InattentionDifficulty completinghomeworkRating Scale of Impairment (RSI) FormsRSI (5-12 Years)RSI (13-18 Years)ParentFormTeacher FormParentFormTeacherform41 items29 items49 items29 itemsTotal IScalesSchoolSocialMobilityTotal ScoreRSI careRSIScalesSchoolSocialMobility
Relationship Between The RSI And Other MeasuresBegin with history, impairment measure and a broadspectrum rating like the Conners Behavior Rating ScaleContent: Scales & SubscalesEmotional Distress ! Upsetting Thoughts1;Worrying1; Upsetting Thoughts/PhysicalSymptoms2; Social Anxiety2Separation Fears2Defiant/Aggressive BehaviorsHyperactivity5/ImpulsivityAcademic DifficultiesSocial Problems1Perfectionist &Compulsive Behaviors4Physical SymptomsWithin Emotional Distress scale on Conners CBRS-P; 2 Within Emotional Distress scale on Conners CBRS-T; 3 Subscale of AcademicDifficulties scale; 4Scale on Conners CBRS-P & CBRS-T forms only; 5Scale on Conners CBRS-T form only.1
DSM ScalesADHD InattentiveADHD HyperactiveImpulsiveMajor DepressiveDisorderGeneralizedAnxiety DisorderManic EpisodeSeparationAnxiety DisorderMixed EpisodeSocial PhobiaADHD CombinedConduct DisorderOppositional DefiantDisorderAutism on Conners CBRS-P & CBRS-T forms only.Other Clinical Indicators1Bullying PerpetrationPica2Bullying VictimizationPost-Traumatic Stress DisorderEnuresis/Encopresis1Specific PhobiaPanic AttackTicsPervasive DevelopmentalDisorder3TrichotillomaniaScale Conners CBRS-P & CBRS-T forms only; 2 Scales on Conners CBRS-P & CBRS-SR forms only; 3 Scales on Conners CBRS-SR form only.Obtain a Thorough History Immediate and extended family risks.Pregnancy and deliveryInfancy and toddlerhood (temperament)Preschool and school historySocializationFamily relationsSleep, appetite and hygienePast treatments or educational servicesDisciplineSituational problems
Decide on Narrow Spectrum Questionnaires AnxietyDepressionAutism SpectrumResilienceExecutive FunctioningPersonalityAutism SpectrumAutism Rating ScalesDSM 551
ASRS Validity for ages 2-5 ParentsASD byParents &Teachers8070ClinicalGen Pop605040Total ScoreDSM-IV-TR ScaleSocial/ Emoqonal Reciprocity Behavioral Rigidity52ASRS Validity: Ages 6-18 Parents80ASD70ADHDClinical 60Gen Pop504053Total ScoreSelf-RegulaqonAdult SocializaqonStereotypyAnxietyArenqon
MASC-2 ScalesTotal ScoreSeparationAnxiety/ PhobiasSocial AnxietyGAD IndexAnxietyProbability ScoreObsession exMASC 2 ScalesDepressionHarm Avoidance
Scale Structure: Parent and TeacherTotal ScoreParent: 17 itemsTeacher: 12itemsEmotionalProblemsParent: 9 itemsTeacher: 5 itemsFunctionalProblemsParent: 8 itemsTeacher: 7 items4-point Likert-type rating: 0 “Not at All” ; 3 “Much orMost of the Time”Scale Structure: Self-Report (FullLength)Total Score(all 28 items)EmotionalProblems(15 items)Negative Mood/PhysicalSymptoms(9 items)NegativeSelf-Esteem(6 items)FunctionalProblems(13 items)InterpersonalProblems(5 items)Ineffectiveness(8 items)CDI-2 Self-ReportEach sentence is giveneither 0,1, or 2 points
CDI ProfileExecutive FunctioningCEFI ScalesEach formyields a FullScale scoreand 9separatecontent scaleswhich containitems asfollows 63
Group Differences: ADHD(Naglieri & Goldstein, Report64Group Differences: ASD(Naglieri & Goldstein, 2013)100General Population959085ASD80ParentTeacher65Group Differences: Learning Disabilities(Naglieri & Goldstein, port66
Group Differences: Mood Disorders(Naglieri & Goldstein, Report67ResilienceEfforts to Measure Resilience in ClinicalPractice Devereux Elementary Student StrengthAssessment (81 item rating scale). Devereux Early Childhood Assessment. (45items). Resiliency Scales for Children and Adolescents(60 item rating scales). Psychological Resilience Scale (25 items).
Ability and AchievementPASS Theory PASS theory is a modern way to define ‘ability’based on measuring neurocognitive abilities Planning THINKING ABOUT THINKINGAttention BEING ALERTSimultaneous GETTING THE BIG PICTURESuccessive FOLLOWING A SEQUENCE71The Brain as PASSPASS: A neuropsychological approach to the Brainbased on three Functional Units described by A.R. Luria (1972)72
PASS Theory: Planning! Planning is a neurocognitive ability that aperson uses to determine, select, and useefficient solutions to problems– problem solving– developing plans and using strategies– retrieval of knowledge– impulse control and self-control– control of processing73Knowledge and Planning Learning Curves Learning depends upon instruction and intelligence (PASS) At first, PASS plays a major role in learningWhen a new task is learned and practiced it becomes a skill andexecution requires less PASSRole of Knowledge andSkillsRole of PlanningMaximumUseMinimumUseNovel TaskWell Learned TaskOver time and with experiencePASS Theory! Attention is a basic neurocognitive abilitywe use to selectively attend to some stimuliand ignores others– focused cognitiveactivity– selective attention– resistance todistractionNo ResponseResponseNo Response75
PASS Theory Simultaneous processing is a basicneurocognitive ability which we use tointegrate stimuli into groups and solveproblems – Stimuli are seen as a whole– Each piece must be related to the others76PASS Theory: Successive! Successive processing is a basic neurocognitiveability which we use to manage stimuli in aspecific serial order– Stimuli form a chain-like progression– Stimuli are not inter-relatedCowWallCarGirl77Ability ProfilesADHDASDSLD
Organizing the Data A day in the life. Ability/Knowledge/Skill Protective factors Determining eligibility Suggesting possible diagnoses Recommending needs Considering continuum of servicesMultiple Handicap or Primary/Secondary?ADOPT A LEARNING TO SWIM MINDSET!
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Scale Structure: Parent and Teacher Total Score Parent: 17 items Teacher: 12 items Emotional Problems Parent: 9 items Teacher: 5 items Functional Problems Parent: 8 items Teacher: 7 items 4-point Likert-type rating: 0 "Not at All" ; 3 "Much or Most of the Time" Scale Structure: Self-Report (Full Length) Total Score (all 28 items) Emotional
1.2.7.3. Safety Orientation and shooting of bows and arrows on a NASP range. 1.2.8. After-school-only archery programs or clubs for traditional or nontraditional schools are ineligible. 1.3. Divisions within NASP Schools: NASP Divisions are defined as . Elementary School division, grades 4 and 5. Middle School division, grades 6, 7, and 8.
1.1.7.2. String Bow used to teach Eleven Steps to Archery Success 1.1.7.3. Safety Orientation and shooting of bows and arrows on a NASP range. 1.1.8. After-school-only archery programs or clubs are ineligible. 1.2. Definition of NASP School - A NASP school i
1.1.7.2. String Bow used to teach Eleven Steps to Archery Success 1.1.7.3. Safety Orientation and shooting of bows and arrows on a NASP range. 1.1.8. After-school-only archery programs or clubs are ineligible. 1.2. Definition of NASP School - A NASP school i
NASP /IBO Eastern National: Louisville, KY, May 11 - 13, 2022 NASP /IBO Open and Championship: Kentucky Fair and Exposition Center, Louisville, KY, June 23 - 25, 2022 IBO Outdoor World Championship: Location to be Announced at later date: August 11-13, 2022 The Archery Way Competing with Honesty and Integrity
the NASP Program Accreditation Board and respond to Standards judged as Not Met and Elements judged as Marginal and Not Acceptable. What if my program was Not Approved? Programs not approved have two opportunities to submit a revised report; follow instructions in the most recent decision letter sent by the NASP Program Accreditation Board 3 4
If people dying with learning disabilities status 'not known' included the same proportion with learning disabilities as those for whom a status was recorded, there would have been 651 deaths of adults with learning disabilities, giving a rate of 254 per 100,000 population, 4 times the rate for adults without learning disabilities.
The Center for Disabilities is part of a national network of University Centers of Excellence in Developmental Disabilities Education, Research and Service (UCEDD), authorized by the Developmental Disabilities Assistance and Bill of Rights Act. The Center for Disabilities supports the independence, productivity, and inclusion of individuals with
2. A team and its members must be in grades 4-12. While some elementary schools and colleges use NASP instruction and equipment, the tournament only allows for those participants in grades 4-12. See Appendix A under "Tournament Rules" to see exceptions. 3. 1st place teams in Elementary (grades 4 -6), Middle (7 8), and High School from
