Month: January 2019

Last week we talked about some of the essential questions to ask of an assessment:  Questions of An Assessment: Part I.

We emphasized asking fundamental questions first such as:

• Does my child have a problem? (yes or no)
• If there is a problem(s), where does it lie?
• How mild, moderate or severe is the problem?
• With a reading problem, what type is it?
• Do other professionals need to be brought in?

It was emphasized that the first questions need not be, “does my child have dyslexia or ADHD” (or some other syndrome casually tossed around these days) – that there were other essential questions to consider.

Starting with those questions (hopefully being answered by the person who did the evaluation), what are the next set of essential questions?

What do we do next?  I believe that this is a fundamental question that is not easily answered.  What may be easy for one family or situation may not be for another.  Factors such as availability of resources (i.e., both time and money) need to be considered.   For example, tutoring usually involves twice weekly sessions that can be pricey. With “next step thinking” don’t go too far down the road.  What are the best next steps in the realm of reality that can be done over the next four to six months or so?

What is the school’s responsibility?  Again, this is a very complex question and issue.  Just because an outside evaluator identifies issues or areas of concern, does not mean that the school is going to say, “Oh, Dr. Selznick, thank you so much.  We will start program of remediation tomorrow.”  It rarely works that way.  It’s important to emphasize that the school will have specific guidelines as to who is or is not deemed as eligible for services.  That doesn’t mean you should be purely passive and take whatever the school gives you, but you need to understand the realities and the challenges.

What can be done at home?  Parents shouldn’t have to feel that they need to become reading specialists or behavioral interventionists in the home, but there are often very doable activities that can be easily managed by parents in the home and that can have a big impact on a child’s progress.  There are so many basic activities (to be discussed in a later post) that are fun for parents and kids that don’t take a lot of time or experience to implement.   One hint, if you can, get a white board set up in a basement (if you have one).

Beside direct intervention like tutoring, what are ways around the problem?  Sure specialized tutoring is essential but you need to consider how to get around the problem.  These are often referred to as “accommodations.”  They represent simple adjustments that don’t take a lot of time and effort in order to help the child in a particular situation.  There are classic ones that may or may not apply to your child’s needs such as providing the child with extra time, but there may be ones that are not commonly considered that may be more helpful to your child and his/her needs.  An example would be having the teacher come over to the child and preview the “low frequency” (big words) on a worksheet before the child has to do an activity.  That may be more impactful than giving extra time to a child who can’t read the words anyway.

Takeaway Point

 Ask the right questions of the person evaluating your kid and you will come away with a more satisfying experience than if you just focus on the question of label.

In this day and age of ready information at your fingertips, what I find is that parents are frequently armed with confused notions or misinformation that they’ve gotten from all kinds of sources.

For example, there frequently is a great deal of confusion or misguided notions about evaluations or assessments.

To address this, over the next two weeks we are going to cover some of the essential questions you should be asking of an assessment.  These are the questions that should be “knocking around in your head,” when you are having your child evaluated.

As we go through these questions, please keep in mind that I am talking below about testing done outside of the schools with a private clinician (e.g., psychologist) or a learning specialist.

Essential Questions:

Does my kid have a problem or not?  An evaluator should be able to answer in broad terms, “Yes, I concur your child has an issue(s),” or “No, I don’t see any areas of concern.”  It’s a “yes” or “no” proposition.  Notice, the first question is not, does my child have dyslexia? Or is my child ADD?  Those are not the most important first questions to have answered, even though they seem to be front and center most of the time.

Where do the problems lie?  A comprehensive psychological/psychoeducational assessment covers a lot of different areas.  Some of these include:

• Verbal abilities
• Nonverbal thinking skills (like spatial thinking)
• Reasoning/Problem Solving
• Working memory
• Word recognition
• Reading fluency
• Word reading efficiency
• Spelling/Writing.
• A tendency toward distractibility
• Ability to sustain mental effort
• Frustration tolerance
• Anxiety
• Social skills
• Self-esteem

There are many more that can be added to the list, but these are some of the top ones.  The point is that difficulty in any one of these can be causing a child to struggle depending upon the task at hand and what’s being asked of him.

How mild, moderate, severe is the problem(s)?  An evaluator (clinician) will be using a combination of the quantitative and qualitative (observable) results to answer this question. It’s not all the numbers and having a good clinical “eye” in answering this question is essential.  The better clinicians will not solely rely on scores, as it is possible that a child scores adequately (i.e., average) while still showing signs of struggling depending upon how they managed the task or activity.

If it’s a reading problem, what type is it?    I know that there are more scientific people out there who have all kinds of ways of delineating or subdividing the reading process, but that’s not what I have found helpful.  For those who have read my stuff, you know that I have two essential categories of reading difficulty – Type I or Type II.  Type I readers are the ones struggling with decoding, reading fluency, reading efficiency.  The Type II readers have no problems with decoding or reading fluency, but they comprehend poorly.  It is essential to know which type of reading problem your child has, as the interventions are very different for each. (Keep in mind that if you Google “Type I” or “Type II Reading problems” you probably won’t find anything, as it doesn’t exist in the real world – I made it up.)

Do other professionals need to be brought in?  Depending upon where the problem(s) lie, you may need to bring in other disciplines for their input.  For example, if the rating scales and the history are pointing in directions that suggest ADHD/ADD, a consultation with a developmental pediatrician would be a good next step to get additional information. Similarly, there are a number of different specialty areas that might need to be brought in depending upon what the findings indicate.

Takeaway Point:

There’s a lot going on with a good evaluation.  Be ready to ask the right questions.

Next week we will build on these questions to give you a little more understanding of the things that should be knocking around in your head when it comes to an evaluation.