Interpreting Assessment for Educational Intervention

1. Interpreting Assessment for Educational Intervention • The regulations of the 1997 IDEA require that assessment data be interpreted and used to develop educational and behavioral interpretations. • Tharinger and Lambert (1990) suggest the following holistic guidelines: • A child is depended on the environment to fulfill basic physiological and psychological needs. • A child’s family is the most active shaper of her or his environment. • A child is also an active shaper of his or her environment. • A child’s functioning is multiply and transactionally determined

2. Conti… 5. A child strives to adapt to her environment regardless of the health of the environment. 6. A child’s motivations for his or her behavior might not be conscious. 7. A child’s attachments, separations, and losses are very significant factors in his or her psychological development. 8. A child’s current functioning must be evaluated in light of her his past functioning. 9. A child’s behavior can only be understood in relation to current context and influence of pas contexts. 10. As a child develops, conflicts, tensions and problems are inevitable and necessary. The important factor for assessment is how the child and significant others respond to these conflicts 11. If the child’s thoughts, behaviors, or feelings appear atypical, it is important to consider where, under what circumstances, and at what developmental level this thought pattern, behavior, or emotional expression would make sense. !2. Both the child and the child and her significant environments (i.e., school and home) need to be assessed.

3. Procedures for evaluating the student and interpreting results: • Parental Permission –a must • Screen for sensory impairments or physical problems – before any pschoeducational evaluation (vision, hearing, health) • Parent interview development and progress • Intellectual and Academic assessment. Diagnose, cognitive, achievement, observe • Behavioral Assessment – if behavioral , emotional or attention problems, school psychologist can be useful in providing a profile • Test interpretation • Rule out any sensory acuity – consult with medical if physical problems • Determine if there are home conflicts –refer to psychologist or counsellor • Consider previous educational experiences’ impact – moving, parent’s education, hoe long in the US • Any language factor? • Where do problems occur • Compare ability on intellectual, academic or adaptive behavior measures

4. Cont… • Are the discrepancies in functioning? Do perceptual or motor deficits appear to influence ability in specific academic areas? Is the student functioning higher in some areas more than in others? How do formal test results compare to classroom assessment? • Do emotional/behavioral problems exist?, relationships/ • Any speech/ language problems?