Student Diversity in Development and Learning

 Student Diversity in Development and Learning “School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs” (NASP, 2006).

 Clinic Observation of a blind 7 year old boy Born premature Twin Diagnosed at a previous time as Autistic Parents wanted a better understanding of his cognitive ability Seemingly supportive parents Interesting school history – severe impairment v. moderate impairment

 What cognitive assessment would be appropriate? We must consider the individual child Nothing may be perfect Assessments may not be standardized with visually impaired or blind populations Could items be modified? (not standardized)

 The assessment used was the Slosson Intelligence Test Revised, Third Edition (SIT-R3) Brief Valid and reliable instrument Used to measure verbal intelligence Includes norms for the visually impaired and blind SIT-R3 derived standard scores usually fall within 3-4 points of the WISC-IV and the SB-V

 What took place during assessment? A lot of rapport building, specific to the needs of the particular child Musical activities and song Items that could be administered verbally and answered verbally Items that had visual components were altered to have tactile components “Incorrect” answers were reconsidered for qualitative information  Example: what is a car  Example: what is a clock

 What will be included in the report? Qualitative observations Description of alterations to items and omission of items Description of performance on tasks Strengths Recommendations

 Tentative Conclusions Autism diagnosis is probably not accurate Cognitive Impairment is likely Learning through music may be helpful

 What subtests on any cognitive measures can you think of that would be appropriate to administer to this particular child?

 Article (chapter 3)  Bradley-Johnson, S. (1994). Psychoeducational assessment of students who are visually impaired or blind. Austin: Pro-Ed, Inc.  Issues to consider before testing  Issues to consider during testing  Issues to consider after testing

 Issues to consider before testing Timed tests  Reading Braille take 2-2 ½ times longer  Visually impaired that use large print may take longer or experience greater fatigue Special equipment  Magnification devices  Book stand Establishing rapport  May take extended time  Offer assistance when going to the testing room  When talking to a student, first say their name so that they know you are speaking to them  Allow time for the student to become oriented in the room  Help the student by describing and guiding The testing room  Consider visual (if the student has some sight) and auditory distractions

 Issue to consider during testing Examiner should describe what he or she is doing to minimize anxiety for the examinee Explain if you are handing the student an object Verbal directions should be specific Verbalize appropriate praise and encouragement Watch for fatigue

 Issues to consider after testing Document difficulties encountered during testing In reports, if validity of results is questionable, explain why

 References Bradley-Johnson, S. (1994). Psychoeducational assessment of students who are visually impaired or blind. Austin, TX: Pro-Ed, Inc. Slosson, R. L., Nicholson, C. L., & Hibpshman, T. L. (2002). Slosson Intelligence Test – Revised (3 rd ed.). East Aurora, NY: Slosson Educational Publications.