Psychology Question

Instructions

Background

This is an opportunity for you to create your first psychoeducational Specific Learning Disability report using the Discrepancy Model. You will use the data gained thus far in this course as well as the prior assessment course and incorporate the four pillars of assessment to provide a report about a given student. There are several data points to consider in this report and it is important to consider how all the different aspects interact with each other.In this case, you will notice that the videos do not contain the same individual (it is very difficult to find examples of these types of tests being administered using the same individual online). For the purposes of this exercise pretend the individual is the same person.This activity will take you several hours to complete, so plan accordingly.It is recommended you do one section at a time. Make sure to proof-read your report before turning it in.

Use this to support your report.

You will create an SLD assessment report using the discrepancy model. You will add to the report developed in the Cognitive Assessment Course for Albert Adams. This report was already submitted for a grade and feedback from the instructor was provided. Make sure to review feedback provided by your course instructor and adjust the report (based on the feedback) into this report to maximize your score. The cognitive battery used for Albert Adams in the course will be used (and provided below if you are unable to locate your previous work). You can use the report you developed in the course (this is not considered plagiarism of your own work as you are building the work).You will add the following test batteries to your existing Albert Adams report. This report will include the CTOPP-2, and WJ-IV ACH results provided below.The report will follow the format of the report submitted in Cognitive Assessment Course and will add the additional test batteries (test descriptions, assessment findings, tables, and interpretation of the data).

NOTE: The data used to develop this report MAYor may NOT support SLD eligibility. If the data support eligibility, make sure to indicate what the processing deficit/s is/are and the academic area where the discrepancy exists. Regardless of whether they do or do not support eligibility, make sure to include recommendations (based on the assessment data) to support Albert in the general education setting.

I strongly suggest referring to the rubric below as you write the report to ensure you are covering all relevant areas.

Instructions

Use the data below to develop your report.

Demographics

The report includes the following demographics:

1. Students name Albert Adams

1. Student’s gender

1. Student’s grade level

School name

1. Student’s date of birth

1. Student’s chronological age

1. Date of assessment

1. Name of assessor

Name of teacher

1. Language spoken by student English is the primary language spoken at home

1. Report date

1. Student’s ethnicity – Albert Adams is Non-Hispanic/Asian Indian.

Reason for Referral

Mr. Adams and Mr. Barker (Alberts fathers) have expressed their concern with Alberts learning. They are most concerned with his ability to perform in math. He struggles considerably with this subject matter. They shared that they have hired a tutor and it has not been helping.The teacher recommended that Albert receive math intervention(detailed below), which he has been receiving for six months now, and yet he has exhibited minimal improvement. His parents are requesting assessment so they can better understand Albert’s learning profile.

History: School History, Interventions, and Report Cards

School History

• Kindergarten: Peppermint Patty Elementary School
• First Grade: Peppermint Patty Elementary School
• Second Grade: Charlie Brown Elementary School
• Third Grade: Charlie Brown Elementary School
• Fourth Grade: Charlie Brown Elementary School
• Fifth Grade: Charlie Brown Elementary School

Intervention

Albert has had the following interventions:

• Parents have provided a math tutor one day per week for 50 minutes, but parents report minimal progress.
• Albert hasbeen receiving math intervention at school for two days per week for 30 minutes each session for six months, but his teacher reports minimal progress.
• The teacher has provided Albert with a separate setting to complete math tests/quizzes (which is free from distractions), and he is provided additional time-150% of the time offered to others).This has been in place for the last four months and he is completing the work in the same time frame as his peers.He complains about completing his work in a different setting and has asked to take his tests and quizzes in the classroom with his peers.
• Parents have shared that they have incentives at home for earning 75% or higher on math work. Albert rarely is able to access the incentives because his grades are typically below 75%.

Theteacher has paired Albert with a math buddy who supports him when they complete group work.

With these interventions, Alberts math skills remain stagnant as they are about a year and a half behind his peers.

Report Cards/School Attendance

Please review the to include in the report.

Developmental History

Information provided by parent and school nurse: please review .pdf to include in your report. It is easiest to separate the content into sections, such as Prenatal through Delivery, Developmental Milestones, Family History, Responsibilities, etc.

Assessment Instruments/Procedures

Make sure to include all data points used for the assessment process (usually a list is sufficient).

Current Health/Attendance/Behavior Assessment and Home Constellation

• Please review the .pdf for information about Alberts current vision, hearing, and overall health.
• Albert has had 6 absences and 3 tardies so far this academic year.
• Behavior as of this time: there are zero behavioral incidents recorded for this academic year.
• The members of the home include Mr. Adams (father), Mr. Baker (father), a younger sister and a younger brother. They also have two dogs and one cat.

Interviews

Teacher Interview (Mr. Markson):

Teacher interview with Mr. Markson:

Please click on this link to access the teacher interview information.

Link:

Secondary Note: Sometimes when teachers and parents provide information about academic strengths and weaknesses, sometimes the data do not align with the assessment data obtained through assessment.

Parent Interview (Mr. Barker and Mr. Adams):

Albert is the oldest. Albert has always been a boy who goes to the “beat of his own drum.” He likes things to go his way and when they don’t fights can happen with his siblings. We recently got married and Albert was “The Best Man” for both of us. It was a fantastic day for all of us. Albert seems to really enjoy his time with our two dogs and one cat. Taking care of our “furry kingdom” is one of Albert’s chores. Albert really likes playing video games, and it is almost impossible to get him to stop once he starts. Albert does not like math, and we can’t get him to do any homework. We can’t fight with him about these things, or it will ruin the entire night for the whole family. We would really like Albert to focus more on his studies and be kinder to his siblings.

Note: Write this up in a way that is professional and informative.

Student Interview (Albert):

Use this to see a quick interview (it is the first 90 seconds or so of the clip). Use the information provided by the student in this video to include in your report about the student.

Observations

• Use to view a video of an assessment; you will use this information to describe the testing observation. (It is a video of a student taking a different test.) Review the Sattler text for what to notice while you are assessing.
• Here is a clip to watch of Albert in his classroom during Math. You will complete a write-up of the behavior you observe of Albert in the classroom during this classroom observation.Albert is the student with jeans and a black sweatshirt in the front of the class; there is a red circle around him in the image below. Note the following:
  • • classroom description
    • class activity
    • target student behavior
    • percentage of on-task behavior

Cognitive Battery

Provide an overview of the assessment tool including the following:

• Note if it is a valid and reliable tool.
• Explain the score ranges (8-12 scaled scores are average, etc.) and ALL scores you plan to provide (e.g., scaled scores, index scores, percentiles, etc.).
• Provide an explanation of what each subtest measures.
• Provide Alberts score and interpret the score so that the reader understands if Alberts skills are well-developed, developed, less developed, or under-developed. If scores are consistent in a given broad band, make note of that and if they are divergent/non-cohesive, then note that and provide additional information about what the data means and the next steps you took or will take based on the inconsistent scores.
  • You must report each and every subtest you administer and the corresponding score. It is best to organize the subtests by their composite/index score sections (e.g., Verbal Comprehension is made up of Similarities and Vocabulary, etc. Tables and Charts can provide an easy way to review the information (for yourself, parents, teachers, providers.

Use the data from the completed protocols below for Albert Adams cord form protocol AND Symbol Search and Coding

• .pdf

Academic Assessment Data

Use the data from the WJ-IV ACH score report for Albert Adams (provided in class on the first Saturday (and linked below).

• • Academic scores to be included in the report:

Auditory Processing Data

Use the data from the CTOPP-2 scores (provided on the first Saturday and scored in class and linked below).

.pdf

Eligibility

• Provide a clear explanation of the eligibility criteria.
• Discrepancy SLD criteria is explained, data related to this criterion is provided and a clear indication is made if the student is eligible with a SLD which includes which processing deficit is identified and which academic area was identified. (If student is not eligible, you can still identify which processing area/s and academic area/s are developed/less-developed). If the data does not support SLD eligibility, it must be clearly explained why the eligibility criteria have not been met.

Eligibility Form

All of the items listed below are complete and correct on the form.

1. Student name

2. Date of birth

3. IEP date (list it as the due date for the assignment-even if you turn it in early)

4. School name

5. Check initial (not 3-year re-eval)

6. If the data supports eligibility, check the A box in Section I; If the data does not support eligibility leave Section I blank.

7. If the data supports eligibility, select the correct academic area that aligns with the assessment findings (e.g., oral expression, basic reading, etc.). If the data does not support eligibility leave this section blank.

8. Section II: Check yes or no to align with the assessment findings. If you check yes, then select the correct processing area/s; if you check no, leave the processing areas blank.

9.Section III: Mark the exclusionary factors yes or no for all items.

10. Section IV: Check the first box to indicate the psychoeducational evaluation (your report) is what is being used to come to the eligibility determination; leave the other box (other) blank.

11. Section V: Summarize the behavior noted through the classroom observation and testing session (summarize in 1-2 sentences).

12.Section VI: List if there are any diagnosis noted for the student; if none, write NA.

13.Section VII: Check yes or no for the two questions (to align with the assessment findings). If the data does not support eligibility, mark no on both of these boxes.

14. Sign your name and title (School Psychology Student) and include the date you signed it.

Summary

This section provides the reader with a brief overview of the content provided in the report. It should include the reason for referral, an overview/summary of report cards grades, school history and any relevant health information. The interviews should be summarized with a synthesis of themes. The observations (assessment and classroom) should be reflected on. The majority of the summary should be focused on the cognitive battery reviews. What areas were developed or relative strengths for the student and what areas were noted to be less-developed? No new information should be provided in this section.

Recommendations

This section should be a bulleted area where recommendations are provided that are directly linked to the cognitive weaknesses discovered in the assessment. Recommendations can be developed based on the concerns expressed by the parent, teacher or student. The recommendations should include strategies to assist the student, environmental recommendations (seating position in class, word wall, etc.), instruction materials, and possible classroom instruction recommendations. The recommendations should NOT include providing additional people to support the student as special education services and resources are decided on as a team at the Individualized Education Program (IEP) meeting.

• Include information about Special Education Eligibility-does the data support SLD eligibility?

Signature

Include your name and title (school psychology student). Include date of report and another signature line for School Psychology Student Supervisor. Make sure to list your course instructor as the School Psychologist at the end of the report.

Note: This report will be used again in the other assessment courses, please hold on to this report as well as make adjustments to this report once you have turned it in and received instructor feedback.

Last Step

You must also complete the IEP document Form. If you are able to type onto it, do so, if not, you have a copy of this form from the first in-class session in the documents you were provided. Complete the form and attach this document into the assignment as a separate document. It is also located here: form.

Grading

For more specifics on how this will be graded, refer to the rubric below.

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