2.  Lewis & Lewis has the statewide contract to provide specialist assessments for the DEECD to determine student’s eligibility to apply for the PSD categories of: Intellectual Disability Severe Language Disorder with Critical Educational Needs  The DEECD’s Resource Coordination Group has the responsibility of reading applications and determining eligibility for the PSD

3. The assessments can be for:  New referrals for currently enrolled students not supported by the PSD (annual round)  Students new to government schools, which includes Preps and transfers from other systems  Year 6 (age equivalent) transition reviews  Time-limited funding reviews

5. Definition  intellectual disability is an intellectual, cognitive and developmental disability that profoundly affects an individual’s functioning and adaptation to everyday life  lifelong learning is affected

6.  Attention  Perception  Thought processing  Memory  Generalisation  Communication Students with an intellectual disability will be slower to learn because they have difficulties with:

7. Definition  it is not a medical disease or a psychiatric illness but may coexist with these and other conditions  functioning and competency are specific to one’s environment

8. Terminology  Mental retardation  Intellectual impairment  Mental deficiency  Mental handicap  Mental sub-normality

9. Terminology: Labelling Labels have a function in professional language and for management of resources within schools, but:  labels can be traumatic for families and damaging to individuals  label does not define the student

10. The following terminology is often used by specialists but can be misleading:  developmental delay  global developmental delay – suggests that children will ‘grow out’ of problems  learning disability – used for people who have specific issues with reading or literacy etc

11. Terminology: Diagnosis  significantly below average intelligence  significant difficulties with everyday living  deficits are present prior to 18 years of age American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders. (4th ed.). (Text rev.). Washington, DC: Author. (p. 41)

12. Diagnosis  some children are diagnosed soon after birth  those with a mild intellectual disability may not be recognised until they begin preschool or later

13. Diagnosis Intellect refers to:  mental ability or capacity  thought processes  the ability to reason  the ability to solve problems

14. Measuring intelligence  measured by a standardised instrument which compares abilities to same age peers  DEECD require Wechsler tests for assessment consistency  WPPSI-III (4 – 7.3 years)  WISC-IV(7.4 – 16.11 years)

15. Normal Curve

16. Degrees of severity CategoryWechsler IQ Range Mild Moderate Severe Profound 69 – 55 54 – 40 39 – 29 <25 39 – 29 <25 Not assessable 89 % 6 % 3.5 % 1.5% Sattler, J.M. (2001). Assessment of Children: Cognitive Applications. (4th ed.)

17. Adaptive functioning  how well a person copes with everyday tasks  how well a person meets the standards of independence expected of someone their age (in similar cultural and geographical contexts)

18. Adaptive functioning  usually measured with a standardised questionnaire  DEECD require Vineland Adaptive Behaviour Scales – Teacher Rating Form  3 – 18.11 years

19. Adaptive functioning  Leisure skills  Communication  Social skills  Health and safety  Self direction  Home living  Self-care  Work skills  Functional academics  Use of community resources

20. 25% 30% 10% 15% 20% 5% est40 - 5051 – 6061 - 7071 - 8081 - 9091 - 100> 100ne...0

21. 2009 25% 30% 10% 15% 20% 5% est40 - 5051 – 6061 - 7071 - 8081 - 9091 - 100> 100ne...0 2008

22. 50% 60% 20% 30% 40% 10% WISC-IVWPPSI-III 55%...0 43% 90% 70% 80%

24. Issues with referring  Students may be diagnosed with a language disorder but not be eligible for the SLD-CEN program  Only a very small cohort of students throughout the state are supported under this program

25.  The majority of students with language disorders are assisted through the Language Support Program (resources in the school’s budget)  Language test results for the SLD-CEN need to be at least 3 standard deviations below the mean

26. Normal Curve 2sd1sd 6050 3sd 0.13%

27. In addition to language difficulties students must also demonstrate critical education needs in order to attract at least level three funding

28. In order to meet CEN criteria, the student must demonstrate high ratings on several scales listed on the Educational Needs Questionnaire. Supporting evidence can include:  Current descriptive reports from the teacher outlining support or modifications required in specific areas of difficulty such as learning needs, mobility or fine motor skills  Examples of incidences that have or are occurring during the day relating to behaviour or safety concerns

29.  Support programs (e.g. Psychology intervention for behaviour) and/or Individual Learning Plans currently in place  Details of supervision or assistance the student requires in specific areas such as self care  Current reports from specialists such as Speech Pathologists, Psychologists, Occupational Therapists, Physiotherapists, Medical specialists, Mental Health Workers, Psychiatrists, Audiologists etc

30.  CAS in children may be known by various names: Developmental Verbal Dyspraxia; Verbal Apraxia; Apraxia of Speech; Apraxia  CAS is a childhood speech sound disorder in which children have difficulty programming, sequencing and initiating movements required to make speech sounds.  Although characteristics may overlap, CAS is a motor speech planning disorder and should not be confused with other speech sound disorders. Due to the complexity of its nature diagnosing CAS can be very difficult and requires a very detailed assessment that includes analysing speech movements, sounds, patterns and rhythms

31. Screening for appropriate referrals  Due to the increase in inappropriate referrals to Lewis & Lewis in 2010 the DEECD is encouraging more rigorous screening of referrals in 2011

32. Common referral reasons  “Sarah was tested two years ago and there has been no progress. It’s time for her to be tested again”  “It’s been two years since John’s last assessment, he just missed out last time, we want to have another go”

33. Common referral reasons  “My SSSO has been through the files and there are three students who are all due for an assessment”  “I know that Chris is not going to be eligible but the teacher/parents want an assessment anyway”

34. Common referral reasons  “I just want to rule out ID”  “Jaihden failed reading recovery so we need an assessment”

35. Common referral reasons  “The speechie has done an assessment and has recommended a cognitive assessment”  The paediatrician has recommended a cognitive assessment  The student has siblings with an ID  Our SSSO has done a KBIT/Ravens and the students score was in the extremely low range

36. Completion of referral forms  All referral forms are expected to be completed and signed  Before allocation to a psychologist or speech pathologist we will be looking for evidence of ongoing ‘severe difficulties’

37. Completion of referral forms  Forms with ‘no’ or ‘n/a’ or ‘fine’ written in questions asking about a students adaptive ability do not support an intellectual disability and in the absence of supporting documentation may be screened out  Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties

38. Completion of referral forms  Lewis & Lewis does not have access to DEECD files  Please always attach copies of all previous assessment reports  At busy times of the year, anything that delays the process will hold up your assessment

39. Completion parental consent form  It is important that parents are aware of the true purpose of the referral to Lewis & Lewis and the potential outcome of diagnosing their child with a disability  Lewis & Lewis through their contract with the DEECD do not conduct assessments for learning disabilities

40. Completion of the Vineland  Must be completed by a teacher only  Teacher must know the student well  Is a professional assessment tool and needs to be completed responsibly

41. Completion of the Vineland  Is not just a screening tool. Is required for the diagnosis of an intellectual disability

42. 500 600 700 800 200 300 400 100 3/01/2010 10/01/201017/01/201024/01/201031/01/2010 7/02/2010 14/02/201021/02/201028/02/2010 7/03/2010 14/03/201021/03/201028/03/2010 4/04/2010 11/04/201018/04/201025/04/2010 2/05/20109/05/2010 16/05/201023/05/201030/05/2010 6/06/2010 13/06/201020/06/201027/06/2010 4/07/2010 11/07/201018/07/2010...0

43. 25/07/2010 1/08/20108/08/2010 15/08/201022/08/201029/08/2010 5/09/2010 12/09/201019/09/201026/09/2010 3/10/2010 10/10/201017/10/201024/10/201031/10/2010 7/11/2010 14/11/201021/11/201028/11/2010 100 200 300 400 500 600 700 800...0

44. Ring Lewis & Lewis Discuss referral If accepted Lewis & Lewis will send referral pack

45. www.lewisandlewis.com.au

46.  Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only  To make a referral, call us  When you call, make sure you know the student and their relevant details

47.  Diagnosing a student with a disability is significant  Last year the number of inappropriate referrals increased  This year we are aiming for better screening of referrals

48.  9380 5742  9380 6883  info@lewisandlewis.com.au  www.lewisandlewis.com.au