The Use of Assessment Instruments in School Social Work: Looking Beyond Grades, Discipline Referrals and Attendance Developed by Faculty and Staff of: The University of Maryland School of Medicine Department of Psychiatry Center for School Mental Health

Rational for Using Assessment Instruments Qualitative Quantitative

Eligibility for Services School Based – Enrolment – Discharge Community Based – Non Public – Residential

Assessment DSM Disorders – Mood Disorders – Disruptive Behavior Disorders – Language Based Learning Disabilities – Cognitive Ability Treatment Planning – Data Driven – Specific, Realistic, Quantifiable Goals Progress – Pre/Post Testing – Treatment Planning

Progress Re-Assessment – Set Intervals Treatment Planning Interdisciplinary Communication

Treatment and Program Evaluation Pre/Post Testing – Group Protocols – Individual Protocols Aggregates of Client Progress Overtime – Program Sustainability – Investment of Team Members to Collaborate

Response to Intervention (RTI) Useful in Three Tier Model – Early Mental Health Intervention – Targeted Intervention Services – Identify Individuals Who Require Intensive Support Supports the Ecological and Systemic Models – Biopsychosocial Needs Assessment – Identifies Protective and Risk Factors in Clients Environment – Evaluates student progress specific to behavioral, emotional, and mental health concerns and the effect on academic progress. Team Collaboration – Data Driven Guide to Decision Making – Aides in Team Understanding of Identification and Chosen Interventions

Challenges Cost Time Missing Data Integrity of Instruments Culture Competency Confidentiality

Challenges Continued Unethical Usage or Pigeon Holing Difference in Educational and Psychological Coding Abandoning Traditional Qualitative Interviewing Assessment Knowledge and Comfort

How to Select an Instrument Purpose – Functionality – Symptomology – Risk – Climate – Program Evaluation

Credentials – Licensed Clinical Psychologist – Masters Degree in Mental Health/Health Field Under Supervision if Unlicensed – No Educational Prerequisites

Certification Site Licensure Train the Trainer One Time Training With Periodic Boosters One time Training None

Cost Introduction Packet ($99 - $500) Individual Packets of 25 ($25 - $125) Individual Scoring Sheets of 25 ($25 - $125) Clinician Instruction Manual With Reprintable Forms ($25 - $130) Public Domain Free Assessments Including Tool and Scoring Instructions

Instrument Integrity Reliability – Speaks to the stability of the test and/or administrator Test Retest - Same data each time Interrater – Two administrators will score similarly Internal Consistency – Divided into parts, there is still a likeness in responses – (.70) and Above Optimal

Validity – Does the Instrument Measure What it Claim Face - Looks as though is measures the construct Criterion - Correlates well with present or future results Construct - When compared to other instruments deemed valid it correlates as expected – Convergent - Strong correlation with instrument measuring the same construct – Discriminant - Less Strong correlation with an instrument measuring a different construct – (.60) an Above Optimal Integrity Continued

Norms – The Numbers of Participants and Population Tested Standardized – Giving the Same Instrument, the Same Way, in the Same Conditions

Resources Buros Institute – – Test in Print (TIP) – Mental Measurements Year Book (MMY) Center or School Mental Health (CSMH) – – Locate Instruments and Information For a Fee ($15)

Overview of Instruments Functionality Risk Symptomology Climate Program Evaluation

Functionality Child and Adolescent Functionality Assessment Scale (CAFAS) – Emotional, Behavioral, Psychological, Psychiatric, Substance Abuse Home, Community, School, Relationships, Justice System – Separate Caregiver Scale – Ages (PECFAS for younger clients) – Reliability.73+, Validity reported as acceptable – Train the Trainer Model and Boosters (Fee) – Materials (Fee) – 15 Minutes – Kay Hodges, Author

Functionality Continued Child and Adolescent Needs and Strengths Assessment (CANS) – Six Areas of Functioning Problem Presentation Risk Functioning Care Intensity Caregiver Capacity Strengths – Certification Training and Booster (Fee) – Materials (Unknown) – 35 Minutes – John S. Lyons, Ph.D.

Risk Global Clinical Impairment Scales (CGI) – Administered at Set Intervals – Response Client Clinician Parent Teacher

Symptomology Center for Epidemiological Studies Depression Scale for Children (CES-DC) – Client Response – 20 Items – Range From – Ages – Cut off score of 15 – Public Domain (Free) Spence Children Anxiety Scale (SCAS) – Client response – 45 Items – Ages 7 – 18 – Public Domain (Free)

Symptomology Continued NIHQ Vanderbilt Assessment Scales – ADHD and Oppositional Symptoms – 55 items – Ages – Response Parent Teacher

Climate School as a Caring Community Profile – II (SCCP-II) – 42 Items – Response Students Adults

Lets Practice!

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