School Psychologist Blog Files

Teacher's Role in a Successful Behavior Plan

2011-12-31T05:42:00.001-08:00

Over the last few years I have been very busy working with teachers to create individualized behavior plans for several different elementary school students. There have been amazingly successful plans where some of the most significant behavior problems in the school have turned it around. Children who made daily trips to the office are only there now to receive praise from the administration. Teachers previously brought to tears from the behaviors have stopped me in the hall to say "Oh my goodness, he's like a different kid!" Students who were close to being sent to a day placement school are now succeeding in a regular classroom. It's very encouraging if I focus on those students. However, there have also been some plans that have been revised and revised and revised and the student is still struggling and the teacher is still severely frustrated. I have been reflecting on why some behavior plans work and others don't. Of course one of the biggest factors is the student. All students are different and the motivation for the misbehavior or lacking skill is different in each student. While this is important to consider, this particular article does not focus on this. I'm going to focus today on the teacher's role in making the behavior plan successful.

Focus on the Positive!!! The behavior plans that have had the most dramatic success are plans that allow the teacher to focus on the positive. Classroom consequences are still in place, but are not connected to the plan. Here is an example: Johnny's teachers will offer positive reinforcement frequently in the classroom by giving Johnny a “warm fuzzy” pom pom when he is caught engaging in a desired behavior. Johnny will chose the bag to keep the “warm fuzzies” in and carry the bag with him to every class. Once the bag is full, he receives an immediate reward. There is no limit to how many “warm fuzzies” he can earn in a day. He does not loose “warm fuzzies” that he has already earned. All teachers and staff who work with Johnny can give him “warm fuzzies” for his bag. This plan works because Johnny who was used to receiving a lot of negative feedback, is now getting positive attention frequently throughout the day. He receives something tangible (the warm fuzzy) that he can put into his bag. This begins to change his perception of himself, which changes his behavior, which changes his teacher's perception of him, which can potentially change his future. Plans that offer positive rewards completely separate from the classroom consequences seem to have the most significant effects.

Be Consistent. Teachers who are able to be consistent and are able to follow through every time have the most success with the plan. Oppositional children are excellent at pushing limits to see how far they can push. Consistent teachers have more success because they don't offer the wiggle room.

Be Flexible. This is not the opposite of being consistent. This is having flexibility in your expectations and stating them upfront. If the student was able to behave like everyone else in the class she would be. She may need some flexibility in some areas. For example you may need to have area for her to work in the classroom for times she needs to cool down and get away from a stimulus. The teacher may need to allow her extra time to finish projects if it is the transition that sets her off. Being flexible and willing to make acceptable changes for the student sets everyone up for success.

Remember that all students are different. The behaviors may be exactly the same as a student you had two years ago. However, that doesn't mean that the motivation for the behavior or the lacking skills are the same. What works for one student may not work for the next. That is the reason for the individualized plan. I strongly recommend doing a formal Functional Behavioral Assessment and a Behavior Intervention Plan.

Teachers have a HUGE part in making the Behavior Plan sucessful. It is the teacher who has to follow through and implement it consistently every day. It is the teacher who has to push forward even when it appears it isn't working at first. It is the teacher who has a tremendous positive impact on the student when the behavior starts turning around. It is the teacher who does the work to change lives!

Reminders

2011-01-19T07:10:00.000-08:00

1. Vote in the poll
It's on the left side of the page. I haven't had many voters yet, but the more I get, the more informative it will be for all of us. I plan to write an article about our responses. It will be hard to do that unless I hear from as many of you as possible. I think about 0.5% of my readers or less have voted so far. I was hoping for 20-30% or more.

2. Sign up for the Monthly Newsletter
Sign up on the right side of the page. It's far from Spam, I don't even get one out every month. Most months I send one email that highlights any new information or articles. It keeps you updated on new articles that may be helpful to you or others. I will never sell or share my email list. If you don't want to keep getting it, you can have your email removed easily.

3. Email me article ideas
I want to know what you are looking for. Sometimes, I have writers block. Sending me your ideas will help me tailor my information to my regular readers.

Thanks

Do You Understand Test Scores?

2011-01-15T10:59:00.000-08:00

Do you understand the scores from cognitive assessments, academic assessments, and behavior rating scales? Understanding the basics of these assessments and what the test scores mean is extremely important when your child has been evaluated for special education. If you are like most parents and have lots of questions, I've written up the basics and compiled them onto one page. Read all about Understanding Test Scores at School Psychologist Files.

Do I Have to Sign?

2011-01-03T10:00:00.000-08:00

Parents are asked to sign paperwork when services begin, when changes are made, and if services end. Let's not stop there. Parents must sign before any assessments begin. Parents must sign that they attended meetings. Parents sign that they received a copy of special education rights. The reasoning is to protect everyone involved. It gives documentation to show who attended the meetings, shows parental consent for what is outlined in the plan, and documents what has occurred at the meeting.

Should I sign if I don't agree?

You do not have to sign what you do not agree with. That being said- if you attended the meeting, please sign where it says to sign that you attended the meeting. If you received paperwork, please sign that you received it. If you do not agree with the findings or do not agree with the services offered, then do not sign where it asks if you are in agreement. There may also be an area to sign that you do not agree with the findings and you may have an opportunity to write a dissenting opinion.

What will happen if I don't sign?

In general, the answer is nothing. Literally nothing will happen if you don't sign. Services can not begin until the parent signs. Changes can not take place until the parents sign. Services can not end (in most states) until the parent signs. In most cases if the parent refuses to sign, everything will remain basically the same. Laws vary between states on this issue, so make sure to check your own state laws.

Is it okay to think about it overnight before signing?

Absolutely. If you aren't sure, take some time to think things over or check in with an advocate. However, please do so in a timely manner, for the sake of everyone involved.

What if we do not come to an agreement?

There are times when parents and the school system do not agree. Usually, when all parties stop and listen to each other, an agreement can be made that is in the best interest of the child. Remember that schools have very strict guidelines that must be followed and there are restrictions to what a school can do.

Think about exactly what it is you disagree with. If you do not agree with the guidelines the school is following, then there is not much that can be done unless you are willing to go through an expensive and drawn out process in court that will still likely amount to no changes. In this case, it would be my best advice to work with the school to determine what can be done for your child within the guidelines.

If you disagree because you feel the school is not following state or federal guidelines, there are steps you can take. Start by discussing the area you feel is not being followed with the school or the special education administrator. Usually a resolution can be made by providing a second opinion at the cost of the school system or through the use of a mediator.

What is Erin's advice?

Try to reach an agreement, where you can feel comfortable signing as quickly as possible. You don't want to leave this open. If you need time to take it in to discuss it and then suggest some changes, that is within your right. However, I do not suggest refusing to sign for long periods of time. Those battles rarely end well for parents, the school, or the child.

How Much of Your Child's Special Education Meeting Did You Understand?

2010-12-28T06:43:00.000-08:00

As a School Psychologist- I attend numerous Special Education Meetings weekly. There are Child Study Meetings, where we discuss interventions and may decide to complete an evaluation. There are eligibility meetings, where we determine if a student is eligible for special education services. There are IEP meetings where we develop a plan for a student who is eligible for special education. Additionally, there are Manifestation Determination meetings, Functional Behavioral Assessments, Behavior Intervention Plans, and 504 Meetings.

I may attend around 5-10 meetings a week and I only work part time. Special education teachers, administrators, and a few others will attend these meetings as well. We are VERY used to the process and the terminology. That being said, we constantly have to remind ourselves that parents are often not used to any of it. We went to school for years to learn this, and we've been living it out in our careers. It's second nature to many of us. Parents often come in understanding very little. I try to be conscious of explaining what we are doing to the parents. However, it's a lot of information that gets thrown out very quickly.

I want to know how many of the readers feel that you understood what transpired in the meetings you attended? Did you feel rushed? Did you feel supported? Share your comments and please vote in the poll. I'll leave it open through January and then discuss the results.

Support for ADHD in the Schools

2010-12-18T05:13:00.000-08:00

Penny Williams from A Mom's view of ADHD and I decided to join forces this month in an attempt to reach more people through our blogs. I believe that many of my readers would find her blog helpful and I also felt that I could offer some insight into the school perspective to her readers. Penny wrote Make Homework Routin e a few weeks ago. If you found that helpful, check out her blog full of more strategies! A Mom's View of ADHD is an excellent resource for parents of children with ADHD. It's written from by a parent going through it and provides excellent insight and strategies. I highly recommend it as a place for parents to go to connect and gain support.

Be sure to check out my article, Support for ADHD in the Schools. I discussed the options available for receiving support in the schools for ADHD such as an IEP or a 504 Plan.

A Personal Challenge to All Parents

2010-12-09T06:33:00.000-08:00

Confession time. I tend to write this blog with my professional hat on, keeping my personal life, personal. Today, I am writing as a mother of two very dear, but very spirited children. People tend to think since I am a School Psychologist, that I know exactly what to do in my own family, and that I should have it all together. The reality is that I have struggles just like everyone else. Sometimes, my kids just don't listen. Sometimes, I feel overwhelmed too. Sometimes, I don't respond in the most positive manner.

Sometimes it can be very difficult to be positive. I know this from experience. While I'm usually an optimistic person, who tends to find good in situations (at least eventually), I sometimes struggle in the heat of the moment. Especially, when I am running late or stressed about something, I have much less tolerance for resistance and disobedience from my children.

In the last few weeks I've really been having a difficult time with the morning routine. There are a lot of procedures that need to occur efficiently in order for everyone to get to work and school on time. I do not like that I have turned into a Drill Sargent with very little patience for any deviation from the schedule. There are mornings that I tell my children to get dressed multiple times and am ignored multiple times. As the clock ticks and it's time to rush out the door with two children (age 5 and 3) who haven't gotten dressed yet, I become more and more negative. By the time we get to the daily "Yes you are wearing a coat- it's 25 degrees outside!" argument with the second child, I have lost all patience. When they walk to the car, I'm behind carrying everything and making sure the door shuts, and have been known to yell "RUN!, RUN TO THE CAR, RUN!" and eventually pick up the meandering child and put her in the car at my own pace. How's that for a start to one's day? I don't feel very good about those days.

Thankfully, not every morning is like that. There are also days that everyone is calm and everyone got ready (although hurriedly), but we got to school/work on time and in good spirits. Specifically I think of a day earlier this week that I handed all the clothes to my five year old and asked him to get himself dressed and see if he could help his little sister a little bit. He helped her step by step, and was extremely proud of himself. I enthusiastically praised him for his help and everyone went to school and work happy that day.

So what is the difference between the crazy mornings and the relatively calm mornings? I want to say- "my kids." I want to say "some mornings they choose to focus on getting dressed and I don't have to argue with them, so we are happy." And while they do play a small part, the biggest factor is ME. I'm the difference. When I am more calm, I have the mindset to be more positive and encouraging, which the children actually respond to. When I am frantic, I think they retreat and are much more prone to act out or start throwing their own fits (about coats or shoes). Yes, there are days that my kids don't listen the first time. However, they are 3 and 5 years old. Also, they don't care if I am late, it means nothing to them. So, what is the main thing I can do to change our crazy mornings. It's not a magic cure to make my kids get ready in a hurried and frantic manner that will get everyone out the door on time. The answer is getting myself up earlier, so I am not stressing about my tardiness and I can focus on helping everyone else get ready.

So here's the challenge to all parents- Take a look at a part of your day that is prone to go poorly with your kids. Think about what you can do yourself to help change the situation. I don't mean what your children could or should do or what you need to do to change your child. Let's take a hard look at yourself first, and see what you can do to yourself to make a positive change in a situation. For my mornings- it's pretty obvious- like it or not, I need to wake up earlier. I'm always saying I should wake up earlier, but that snooze button is quite tempting every morning. Since I'm blogging about it, I now have many people out there to keep me accountable. I'm thinking that if I were not rushed and frantic, then I would be more patient with my kids and able to start using more positive methods for getting them to get ready. While there is an issue that I'm being ignored sometimes- right now I'm just going to focus on making a change to myself. I'm guessing it will spill into everyone else.

Let's all find one small thing we can do ourselves that will help be a blessing for our entire family.

Make Homework Routine

2010-12-04T10:34:00.000-08:00

By Guest Blogger, Penny Williams of {a mom’s view of ADHD}

ADHD children do better with routine. It’s a proven fact. In a brain characteristically in chaos, the order routine provides is soothing. They need to know what to expect in advance and have time to make the mental transition as well.

Everything goes more smoothly for my son when he knows what’s coming and when, and everything falls apart when our schedule changes unexpectedly. As parents of neurologically different children, we make their world more comfortable by publicizing the family schedule and sticking to a routine as much as a family can. We have a routine for getting up and ready for school in the morning. We have a bedtime routine. We even have an {unpopular} dinnertime routine. Why should homework time be any different?

It has taken me two years to establish a fairly comfortable homework routine for Luke, my 8-year-old, third grade son who has ADHD and sensory integration issues. Two years of a lot of trial and error. And we aren’t set yet, nor do I predict we will be for many years. As the full extent of Luke’s written expression disorder has been revealed this year, the homework routine has changed quite a bit, but for the better.

Like Clockwork

I’ve experimented quite a bit with the time of day that we do homework. It was quickly apparent that waiting until after dinner (and after medications had worn off) was not going to work for Luke (or for me). We then tried right after school and at 4 pm, which is about 30 minutes after we arrive home from school. I liked the idea of some free time for Luke to unwind and a break from schoolwork that the 4 pm schedule offered. However, it hasn’t always worked out. In 30 minutes time he can get engrossed in something fun and then it’s a battle to get him to stop and do homework. I feel a little like a schoolmarm making him do homework the minute we get home, but he does his best work at that time.

Now sure we don’t always come straight home from school. Sometimes I’m working and grandma picks him up. Sometimes we have afterschool activities or just need to run to the grocery store. But Luke knows that we do homework when we return home from school, whatever time that may read on the clock. He has come to expect it.

Even Homework Needs a Home

Give homework papers and supplies a home and keep them in the same spot. When I say, “time to do homework,” Luke immediately goes to his homework spot. Well, not immediately. Even the best laid plan will not cure the typical resistance to homework. We keep Luke’s homework folder, pencils, etc. on his end of the snack bar. Up until a month or so ago, he sat there or just behind at the dining table to do his homework. We kept all needs there so he wouldn’t have the distraction of getting up to fetch something.

____________________________________________

Consider a Homework Toolkit: The toolkit will be some sort of box or desktop organizer, even an actual toolbox, with every single item necessary to complete homework, prepped and ready to go:

pencils (sharpened -- sharpening pencils is a favorite procrastination technique of children),
pencil sharpener (in case it breaks),
pencil grips (if used),
markers,
colored pencils (sharpened),
appropriate scissors,
notebook paper,
construction paper or blank copy paper,
calculator,
ruler,
dictionary,
index cards,
highlighter,
tape,
glue stick,
post-it notes,
clip board (if not working at a table or desktop),
anything else your child may use for homework

____________________________________________

Now that Luke has some technological accommodations for his written expression disability, he does his spelling homework on the computer. When I announce “homework time,” he gets his folder off the snack bar and brings it to my desk to work on my computer. (I am looking for a good place in my office to create a new homework spot now that things have changed.) He’s great with technology, and typing is so much easier for him than hand writing assignments was, so this change has actually allowed me to stop standing over him, constantly nagging, during homework for the first time since he started school. It’s wonderful!

He finishes his spelling assignment and then takes his book to the sofa and I set the timer for reading. If you don’t have a timer or don’t use one with your ADHD child, I super-strongly recommend its implementation. My favorite is the Time Timer, but any household timer will work. When the timer sounds at the end of his 15 minutes, he jumps up, completes his homework log, and then puts the homework folder back in its home on the snack back (with a little prodding and a lot of reminders).

Don’t Make Them Bite Off More Than They can Chew

Homework is designed to prove to a teacher that a child has mastered the subject matter and is sometimes an exercise in repetition for knowledge retention. Every child in the class is given the same homework, regardless of their differences, unless there’s already an IEP or 504 Plan to the contrary. It’s your duty as your child’s advocate and #1 cheerleader to be sure the homework is appropriate for your child. Yes, this is negotiable, either through teamwork with the teacher or through a formal IEP or 504 Plan.

Scaling the amount of homework to your child’s differences and needs is a crucial element in the success of the homework routine. For example, Luke reads for 15 minutes each day while the original 3^rd grade homework structure called for 20 minutes. There was a lot of resistance and inability to finish 20 minutes of reading but 15 minutes is just the right amount for Luke. While he is above grade level in reading, he is allowed to have me read aloud to him if that’s what it takes to get the assignment finished. I have found that he often asks me to read to him just to have time together. I agree, but on the condition that we take turns reading aloud by alternating paragraphs. He usually ends up reading most of it himself anyway, just with me alongside him.

Spelling is also a regular homework task. He has 15 words each week and his teacher suggests a list of activities from which to complete three. We alter these activities to accommodate his handwriting issues. He types all activities which means there are some that don’t apply to him (like writing each word in cursive three times). Sometimes there aren’t three on the list that can be typed so I let him pick from activities he’s done previous weeks.

Also, get creative and tailor homework to the way your child learns. Luke is a visual and tactile learner so we make homework visual and hands-on as much as we can – it was easier to do so in the younger grades. Use dried macaroni for math or even spelling. Does your child love to paint? Let them paint their spelling words or their illustration for their writing assignments. Painting letters is actually a common therapy tool for children that struggle with handwriting. What about play dough? I purchased a box of cookie cutters with all the letters and numbers for play dough play. You could do spelling and math with these. It will take longer but make homework more interesting and fun.

Luke’s teacher is perfectly content with our customization of the homework plan. Since they don’t get a grade on homework in third grade, it’s easy to make this change. Similar alterations can be made for middle school and high school homework too though. For instance, a student should be allowed to complete a percentage of the problems on a math worksheet to show they have mastered the content when the entire assignment will take too long or is overwhelming. Shortening the assignments will reduce their anxiety too, making it easier to work and study in the first place.

Don’t Forget Good Study Habits

Good study habits are even more crucial for children with ADHD and learning disabilities. There are some general ground rules that should always be followed:

TV and other distractions must be turned off. However, music in the background actually helps some children focus. It is a distraction for me, but Luke and his sister both do homework better with music on, especially when listening with headphones. Experiment with this and see what is best for your child.
Praise and reward often (typically more often than feels natural).
Take breaks as needed. Who says you have to finish homework in one sitting? Allow your child to get up and stretch, get a snack, jump on the trampoline, etc. Just don’t allow them any screen time during breaks because you won’t likely get back to the homework amicably.

There is so much more than the few ideas I've covered here, especially for older children. Take a look at these other resources on the subject of homework with ADHD children:

Family Education, full of amazing homework tips, tricks, helps, templates, checklists, and how to's. Here's the Family Education homework section. They even have a section on ADHD.

Homework Help! A system that works for ADHD children, AdditudeMag.com article

ADHD and Homework Time from 4ADHD.com

Help a child with ADHD do homework

How to Help Children with ADHD End Homework Hassles

Penny Williams is the creator and editor of {a mom's view of ADHD}, where she writes candidly about the everyday experiences of parenting her young ADHD son. In her immersion in all things ADHD since her son's diagnosis, Penny has published, My ADHD Story: Love Notes, Blah, Blah, Blah!, and Teachers We Love: Learning for All in ADDitude Magazine, the #1 national publication dedicated to ADHD. She has been quoted in Parenting.com's Family Health Guide on ADHD and The High Desert Pulse, Summer/Fall 2010, When Ritalin Works.

Assessing Bilingual Individuals

2010-10-13T18:00:00.000-07:00

Two years into my position in a culturally diverse school system has taught me many things that I never would have learned in my previous position in a school system with much less diversity. I had hoped to be bilingual by now, but I’m not even close to that goal. However, I do have the training to conduct assessments with bilingual students. Thanks to Samuel Ortiz, Ph.D. for his workshops, research, and books that we use so much in our system. Thanks to the other Psychologists in my system for mentoring me and helping me learn this process. It has helped us to better identify which students have a disability and which students only look like they have a disability because of their performance on tests that are not standardized on children with different cultural and linguistic backgrounds. Learning a second language is not a disability. Just because a student is struggling academically, does not mean he should qualify for special education.

What everyone involved in school needs to know:
It takes many years for a person learning a language to develop academic use of language to the same level as monolingual individuals. It does not always seem that way when a person has excellent conversational skills in English. However, social use of language is not as sophisticated as academic use of language. Students can appear to be fluent, when in actuality the language and vocabulary is not on grade level. If a student’s comprehension and expression of language is below grade level, academics will naturally be below grade level as well. This is not the same as having a disabling condition.

A child with good social use of language, but developing academic use of language often looks to teachers like a student with a disability, when in reality the student may be a typically developing second language learner. Special education is not the answer for this student; the answer comes through hard work, patience, and instruction through a high quality English as a Second Language Program. In the past (and currently in many systems) this child would be misidentified as a student with a disability and inappropriately put into special education programs.

What Parents need to know:
Traditional assessments are not standardized for use with culturally and linguistically diverse students, so typical interpretation of scores on these assessments are inappropriate. When school systems try to use these assessments in the traditional way and then apply the unreliable scores into eligibility criteria, it’s frankly scary.

If you are a parent of an English Language learner, insist that a bilingual assessment be administered. I recognize that the irony of this statement is that many parents of bilingual students are not reading this blog as it is in English only. I don’t really have a good answer for that at this time.

What Teachers need to know:
If you are a teacher, recognize that academic language competency takes time and it requires additional assessment tools to tease out if the difficulties are primarily the result of language and cultural differences or if it is the result of a disability.

What School Psychologists need to know:
If you are a School Psychologist and not using the Cattell-Horn-Carroll Cross-Battery Assessment, I strongly encourage you to take a look. Here is an article from the National Association of School Psychologists Website by Samuel Ortiz, Ph.D. on resources for cultural competency. http://www.nasponline.org/resources/culturalcompetence/ortiz.pdf Advocate that all School Psychologists in your system be trained to administer bilingual assessments or at least have someone competent on hand for these assessments. You can’t hire a School Psychologist in every possible language you might need, so it only makes sense for all School Psychologists to be trained to assess all students. It takes more time to do the assessment, interpret data, and write a report and it requires the use of hiring an interpreter for portions of the assessment, but it is well worth the time and money to properly identify these students. If your school system does not see it this way, bring it up as a solution to disproportionality.

New posts coming soon!

2010-10-06T18:00:00.000-07:00

I would like to apologize to my readers for the leave of absense over the last few months. The past few months have been excessively busy for me, and School Psychologist Files has been put on the back burner. Now I'm back and have some new ideas for posts and updates. Look for new information in the coming months and weeks. Thanks for being patient with me.

Readers Respond About Your Own Experiences In the Schools

2010-02-25T09:45:00.000-08:00

The readers of School Psychologist Blog Files were asked in February to share their own experiences and to vote on a poll "How do you feel about the level of education the school provides your child." It's important to understand that everyone's experience is unique. The readers come from different states, different school systems, and different grade levels. Laws and standards vary somewhat between states. Within any state, there are schools that do a better job suiting the needs of children than others. Within any school system, there are those star schools, and the schools that need more attention. Even within the best schools, there are still going to be individuals who have negative experiences. Within the worst schools, there will be those who have positive experiences. Regardless of your school or your situation, I believe that the readers of this blog care deeply about their child's education and have strong emotions about the education (positive or negative.)

The most popular response was "I generally feel good about the level of education, but have some complaints." I was glad to see that many of you are mostly satisfied. I hope that continues throughout your children's school career. Stay involved, speak up when needed, and compliment those who deserve it.

There was a strong outcry from those who endorsed "I feel as if the school is not supportive and I feel as though I am constantly fighting for his or her rights." This was the second most popular answer. While many feel comfortable with their schools, there are many parents out there who have the unsettling feeling of sending their child to a place they do not feel good about. Many of the readers are feeling that getting appropriate services only comes with a fight. Some of you are not having good experiences. I hope that you are able to find some support and insight here from others.

A few of you feel very thankful for the high level of education that your child is receiving. I am thankful to hear that some of the parents here feel exceptionally good about their child's school. Know this is a blessing that many others do not have.

Feel free to share your comments about experiences and offer some insight to others who may have similar experiences.

New Poll: How Do You Feel About the Level Of Education The School Provides Your Child

2010-02-08T15:34:00.000-08:00

I will be starting a monthly poll to engage the readers of this blog and start some discussion. Feel free to comment on this topic. I'm sure many of you have a lot to say. At the end of the month, I'll share and discuss results in a blog post. I'm curious to see how the readers of this blog feel about your own schools. You can find the poll in the sidebar. Thanks for participating!

The Unpopular Realities of the Eligibility

2010-01-13T05:34:00.001-08:00

The eligibility criteria for special education services is black and white. (I'm not talking about the color of skin.) Either the student fits the criteria or does not fit the criteria. The committee comes together with all the test data and then reviews the criteria for each disability. Either the student is eligible or not. They meet the criteria or they do not meet the criteria. Sounds easy, right? The kids who obviously fit the criteria easily qualify for special education services. The kids who clearly do not fit criteria for special education do not qualify for special education services. It should just be that easy. Sometimes it is.

I've been in the field long enough to see that eligibility is not always this magical process that determines special education from regular education. Sometimes eligibility decisions are a nightmare. What about all the gray kids that aren't clearly black or white?! For some kids, determining if they meet the criteria is tough. The black and white criteria makes it difficult to know what to do for the gray kids. The most difficult eligibility meetings are the ones where some members feel the student meets criteria and other members do not. These can lead to heated discussions. There are sometimes different ways to look at data and opinions of how to look at it may vary. Remember that the real issue the student who is cared about by school staff and especially parents which makes the decision emotional. It can be hard to be objective at times. It is not uncommon to hear "but they need it," even when the data does not support it.

There are kids who qualify for special education services at one point, then are found ineligible at another time. Sometimes this happens because the student has made improvements and no longer requires special education services to be successful. Other times this happens because criteria has changed, the criteria is slightly different in a new different school system, or because test data is slightly different after a few years. In my opinion, this is when the system and criteria fails. I'd like to see ways to address the students who at one time fit the criteria, no longer fit criteria, but still require services.

Why is the criteria so rigid? The main reason is because special education is funded by the government and they keep a tight reign on eligibility criteria. School staff is pressured by the administration, who is pressured by the State, who is pressured by the Federal government. There is a call for identification to be accurate to ensure that funds are properly spent. The only way the government can determine if the funds are being used appropriately is to enforce that schools are using clear criteria guidelines for identification.

All that being said, I believe in the process (for the most part). However, it's created by humans meaning there will be errors. If I had a say, I'd make some changes. I do believe there needs to be criteria. No matter who sets the criteria there will always be those gray kids that are just right on the border of eligible or not eligible. The worst mistake that can be made in my opinion is telling a family that the child has a disability when in fact the child does not. The child grows up with the belief that he or she has a disabling condition, when that could have been prevented. Disability identification can be life changing for a person. That is why I believe we need criteria. A strong opinion by a teacher or parent that "she needs it" is not enough data for me to look a child and say they are struggling because of a disability.

Want to learn more about the eligibility process?
Eligibility Process FAQ
What every parent needs to know about the referral process
Ineligible for special education

Angela's Tips for Handling Your Child's Special Education Needs

2010-01-07T17:22:00.000-08:00

This guest post is written by Angela Peterson who writes on the topic of Online Psychology Degrees and can be emailed at angela_peterson@rediffmail.com

It’s not easy raising a child, and when he or she is affected by a severe disorder or disease, you have a greater challenge ahead of you. You have to put in extra effort, energy and thought into your child’s development and progress, one aspect of which includes their education. Some parents of children with special needs may be tempted to overprotect by keeping them in cloistered environments and limiting their interaction with the outside world. This usually only hampers the child instead of helping them. If you’re a parent with a child who has special needs, here’s some strategies:

* Understand your child: Some children may be able to express themselves while others are limited because of their disability. Whatever the case, understand your child and know that they have a mind of their own even if they are unable to speak it. Instead of forcing your will on them, get to know what they wish to do and cater to their needs as much as possible as long as it does not cause them any harm.

* Be patient: It’s a tough task, but you need to have an enormous amount of patience with your child. You need to condition yourself to be patient through practice and experience, otherwise you and your child will be subject to a great deal of stress.

* Decide on their education: There are many options for providing education to your special needs child, so look for what is available in your area. If you plan to homeschool, you will need to do some research before you’re up to the task. Many feel that it’s better to let the professionals handle this task who are trained and more experienced. Also, your child gets to mingle with other children and interact with them on a regular basis, which is very important to his or her social development.

*Think about inclusive classrooms: Parents often want their special needs children to attend regular schools. Learn about inclusive classrooms and determine if it is a good fit for your child. Consider if your child is up to the task of being educated with general education children and if he/she can cope with the curriculum in such classrooms. Although teachers in inclusive classrooms are trained to deal with children with special needs, there may be times when your child could be bullied or teased by the other kids for not being like them. Take all these facts into consideration before you decide on an inclusive classroom for your child.

Children with special needs need all the help and support they can get from parents and teachers, and it’s up to you to decide on the best form of education for them.

Promising New Research on Early Intervention for Autism

2009-11-30T16:55:00.000-08:00

CNN reports that a study confirms that early autism intervention in toddlers is effective. A study was completed with a program called the Early Start Denver Model (ESDM). This program involves about twenty hours a week in the child's own home. It involves play and parents can easily learn some of the skills that can be applied in other settings. The study compared a group of toddlers that were given ESDM intervention to a group of toddlers receiving typical community interventions. Both groups showed improvement, but the ESDM group improved IQ by 18 points compared to 8 points with traditional interventions. The study is reporting that some of the children "virtually caught up to the typical kids their age." However, they are not claiming it is a cure for autism. According to the article they are working on a replication study to determine if there are similar results. Personally, I'm looking forward to the results of the replication study and want to find out more about this method. From what I understand it is less of a time constraint than ABA therapy.

This study also demonstrated the need for early intervention, which also includes early identification. When children are diagnosed early, they can begin receiving interventions that are proven effective. The study showed that current methods are working, but there may be a new program that can be even more effective on the horizon.

I'd love to hear more from my readers if you have any experience with ESDM or more information about it.

Classroom Observations

2009-11-01T17:28:00.000-08:00

Classroom observations occur to document behaviors and to help provide insight to teachers. Teachers are teaching and are typically focused on the overall learning of the entire class. It is not possible for a teacher to catch all of the details of classroom while teaching. An outside observer, often a School Psychologist, can sit in the classroom and observe a student or the entire class. These insights can be used to help provide better instruction, create behavioral or academic interventions, or to document behaviors.

When do classroom observations occur?

- During a special education evaluation The classroom observation is a required component in a special education evaluation. It provides data and insight to the eligibility committee.

- Before a Behavior Intervention Plan or Functional Behavioral Assessment Classroom observations are important before implementing a Functional Behavioral Assessment or a Behavior Intervention Plan. It helps to clarify the current behaviors, identify possible triggers of the behavior, and determine the frequency of the behaviors.

- When a teacher is worried about a particular student Often a teacher will have a concern about a student and ask the School Psychologist to conduct an observation. After the observation the teacher and psychologist will meet to discuss and brainstorm strategies to assist in instruction.

Parents Helping to Prevent Bullying

2009-10-10T06:23:00.000-07:00

Bully prevention can occur at all levels. There are system wide programs that an entire school system can adopt. There are school wide programs designed to prevent and intervene when bullying occurs. Teacher awareness and prevention techniques can be employed. There are programs that focus on working individually with the bully and the victim.

Bullying makes kids feel helpless and at times it can make parents of bullied kids feel helpless. Children who are bullied may feel scared, lonely, depressed, or angry. These are not emotions that we as parents want to see in our children. Prevention is more powerful than intervention. However, once bullying has begun, intervention needs to be immediate.

What Can Parents Do to Prevent Their Child from Bullying?

Children who have confidence and strategies to deal with bullies are less likely to be bullied. Here is a good article I found for parents called How Can Parents Help to Prevent Bullying At Their School. It demonstrates that parents can help prevent bullying before it begins. Parents who are aware of what is happening with their child can help give strategies and allows an open communication from child to parent. Additionally, it paves the way for discussions on how children can stand up to bullies and prevent something more serious.

What can a parent do when their child is already bullied?

Parents often do not know what to do, or act in ways that are not really helpful in the long run when they find out their child is being bullied. Parents are protective of their children and can act out of anger when someone hurts the one they love so much. Often parents don't begin to research ways to help bullying until after it has occurred and sometimes after it has escalated. Here is an article on bullying that gives good advice for parents when faced with bullying.

My favorite site on this topic, that I am aware of is for kids. Pacer Kids Against Bullying is kid friendly, easy to navigate, and demonstrate positive prevention and intervention techniques.

Academic Achievement Assessment vs. Classroom Assessment

2009-09-24T09:51:00.000-07:00

Tests used in Special Education Assessment to measure academic achievement are quite different than classroom based assessment in several ways. The main differences between the academic achievement tests such as the Woodcock Johnson III or Wechsler Individual Achievement Test and classroom based assessment are the intended purpose of the test, the way it is administered, and the scores obtained.

The Purpose of a classroom assessment is to measure students learning of what is being taught in the classroom. Classroom assessments could be quizzes, chapter tests, midterms, or final exams. These tests are aligned with information learned in class.

Academic Achievement tests used in Special Education Assessment are standardized to determine how a student performs compared to other students the same age or grade nationally. The purpose is to determine if the student's performance is adequate or significantly below age/grade expectations. The tests measure basic skills rather than specific skills. For example, a task measuring spelling on a standardized academic achievement test, measures the general skill of spelling. A spelling test in class measures the ability to spell specific words that they have been practicing.

Another difference is the way in which the tests are administered. Classroom assessments are typically given to the entire class. They way in which it is administered is up to the classroom teacher or administrator. The teacher can offer accommodations if necessary, read tests aloud, or allow calculators.

Academic achievement assessments are standardized and the examiner must follow specific instructions and may not deviate in any way. The tests are administered one on one. No accommodations, extra help, or extra explanations of any item are allowed. Some tasks may be timed and there is no flexibility in those time limits. Some may feel that it is not fair to not allow accommodations. However, one must understand that the purpose is to see what a student can do without accommodations. It is a way to prove that accommodations are necessary in the classroom and determine if special education is needed.

Scores in classroom assessment follow the school's grading scale. Your score is based on how many you answer correctly. Answer all of the questions correctly, you get 100%. The score obtained represents how many items were correct.

Scores in academic achievement tests are norm referenced, meaning the scores represent the comparison to the average range. The number of answers correct (raw score) will be compared to performance of the students the same age that were administered this assessment during standardization. A score of 100 is average. It does not mean that one got every item correct, only that the performance is average compared to others the same age.

School Counseling vs. In-Depth Psychotherapy for Children

2009-09-14T18:03:00.000-07:00

This article was written by a guest blogger from www.goodtherapy.org

One of the staples of elementary schools across the country and around the world is the school counselor, a typically friendly and approachable figure who offers a space to talk about any problems or concerns and provide advice. School counselors are also usually found in junior high and high schools, and may in these later years focus more on guiding the course of academic schedules and helping out with college applications and other materials than with addressing emotional and mental concerns.

These familiar figures can be of great benefit to children as they grow, learn, and develop social skills, but they differ greatly from trained psychotherapists, who can provide in-depth treatments that go beyond the classroom. It can be difficult to determine whether a child would best benefit from consulting with a school counselor or working with a professional psychotherapist, but understanding the differences between these positions and their possibilities can serve as a good starting point for a sound decision.

School counselors typically are trained in a profession such as social work, or may even specialize in a field like child development or early education. While such fields and academic disciplines vary greatly from the distinct studies accumulated over the course of earning a psychology degree, they are capable of preparing counselors with important knowledge about children and their interaction with the environment, especially within the context of schools.

Counselors, being a part of the school staff, are usually able to mediate with other students in cases of conflict, and can approach teachers and other personnel about any problems that come up, whereas child therapy professionals are strictly committed to confidentiality, and work individually with the child –and sometimes, with the child's family-- rather than their social and scholastic contacts. School counselors may not be able to address emotional or behavioral concerns with the background and depth provided by a child therapy professional, but they can help approach basic issues in school throughout the day, and their open availability may prove comforting to children.

Through a series of sessions with a psychotherapist, children and their families can benefit from child therapy in meaningful and lasting ways that may not be as deeply understood by school counselors. With a highly trained knowledge not only of child development but of the history and practical applications of the field of psychology itself, professional therapists are often able to discover the deep causes of emotional, mental, and behavioral concerns in children, and can develop methods of achieving recovery as well as create tools that the child can use to help foster their own happiness and well-being throughout life.

A quick trip to the school counselor enables you to sooth a number of common childhood upsets, and establishing a bond can lead to greater confidence and the establishment of positive support at school; on the other hand, child therapy professionals are able to provide a deeper and broader approach to issues beyond the expected purview of friendly school office staff.

Triennial What?

2009-08-26T08:04:00.000-07:00

This word gets thrown around in Special Education. If your child is in special education, you need to know what a triennial evaluation is and what it means for your child.

What is a Triennial Evaluation?

Every three years a committee must convene to determine if the current disability category is appropriate. School systems are required to complete this review and if needed complete the triennial evaluation within three years from the original eligibility date. Three years from the initial eligibility is the triennial. Parents are invited to attend this review that will occur a few months before the triennial date. Schools will review previous evaluations, current academic data, and the present IEP. If there is enough data to support that the student continues to meet the criteria, or if there have been no significant changes, the committee may determine the student to be continued eligible for special education and related services. Often the school will recommend a full evaluation. This may be due to procedures within the school. For example, some schools require that a full evaluation be completed every three years, or at least on the first eligibility date. If there have been changes, or document progress, a full evaluation or testing in particular areas may be recommended.

Can the school take my child out of special education at any time?

Once a student is identified as a student with a disability who is eligible to receive special education and related services, they continue to be eligible until it is determined that they no longer meet criteria. Typically an evaluation will occur, followed by an eligibility meeting to determine if the student is still eligible for special education services. Parents must sign to dismiss from special education. If parents do not sign, the current IEP will remain in effect. Schools are permitted to go to Due Process if a parent will not sign, but they do not always do this. There is a lot of debate as to whether schools should have the right to terminate services without parent permission. Voice your opinion on this thread from LDHelpOnline.

What role does a parent play in the Triennial Review Process?

Parents do have input in the review process. If the school does not want to test, but the parents wish for the triennial evaluation to be completed, the parent should make this request. Testing can not be conducted without signed parent permission.

See Also:
A Parent's Guide to Special Education Assessment
Special Education Resources for Parents

August 2009 Newsletter

2009-08-20T11:06:00.000-07:00

The August Newsletter (Back to School Edition) has been sent. Sign up to receive future newsletters, so you don't miss anything. Don't worry about junk mail! I'll never send more than one email a month and I'll never give your address away.

5 Ideas to Ease "Back to School Anxiety"

2009-08-13T09:52:00.000-07:00

Summer is coming to a close quickly and it's Back to School time again. You see it in all the stores, you hear about it in the commercials, and you can sense the "end" is near. For some children this comes with a dose of anxiety. Not all children love getting prepared for a new school year. Not all children look forward to starting over with a new teacher and class. Many children have fears and nervousness associated with transitioning back to school.

Ways to help ease your child's anxiety:

1. Keep your own anxiety in check: Even if you don't say a word, they can feel your anxiety. If you are stressing, it's likely to rub off on your child. It can reinforce their own fears. Let them know that you trust them and that you will get through it together. Do what you need to do to ease your own anxiety, which will in turn help your child.

2. Get Familiar: One of the best ways to address fear of the unknown is to become more familiar with it. Go to the Open House or take your child with you to registration. Another possibility is to call ahead on a teacher workday, explain that your child is feeling nervous, and ask if you can bring her in to meet her teacher and see her room.

3. Have a trial run: The day before the first day of school, set the alarm. Get up and get ready, establishing the morning routine. Get everyone out the door on time, with the packed backpack. Walk to the bus stop or drive on in to school, waving as you pass it.

4. Talk: Provide a safe place to talk about fears, hopes, and joys associated with fear. Leave the judgment out of it, and allow him to share his true feelings. Having an outlet to talk about it, can relieve some of the tension. If you are unable to be this person (due to your tendency to apply pressure or get easily upset), make sure there is someone he can talk to.

5. Get help if needed: If her anxiety is extreme or lasting for a long time, seek help. A good first step is to talk to your doctor or the school guidance counselor. They can refer you in the right direction.

Related Posts:
Back to School Survival Guide for Parents of a Child Who Struggles
Anxiety in Children

Parents Supporting Education

2009-07-30T11:03:00.000-07:00

It has long been proven that the best way to teach is by example. Telling your child to value education is not nearly as effective as valuing education and leading by example. Showing your child that education is important to you is the best way to help your child be serious about learning. Life is busy, but here are some practical ways parents can support education.

Encourage literacy

Turn off the TV for awhile and let them see you read. Showing your children that reading is a part of your life can encourage them to develop similar habits.
Make books accessible in your house. Having books on shelves provides an enriching environment. If you are lacking, head to the book store, thrift store, or yard sale.

Volunteer at School

Ask in the office for ways you can volunteer at the school.
Attend field trips with your child's class if you can take off from work.
Join the Parent Teacher Association

Stay Connected With Your Child's Teacher

Introduce yourself early in the school year, or even a few days before school begins.
Email or write notes to one another through an assignment book.
Attend parent teacher conferences.

Help with Homework

Set aside a regular time of the day for homework.
Be available to assist if there are questions.
Check to ensure assignments are complete if necessary.

Emotional Disturbance

2009-07-06T17:06:00.000-07:00

Emotional Disturbance is a disability category of Special Education. Students who qualify for special education under this category have emotional difficulties that are significantly impacting the child's education. The child may or may not have a psychological diagnosis. A child with a diagnosis of anxiety, depression, bipolar disorder, or others may qualify under this category. However, someone with undiagnosed emotional problems may also qualify. Some believe that students with extreme behavioral problems should qualify under this category. That is not the case. A student can only qualify if it is determined that the behavioral problems are due to an Emotional Disability.

I strongly dislike the term Emotional Disturbance. Some systems will refer to it as Emotional Disability. However, the official name within the federal guidelines is Emotional Disturbance. Personally, I feel that "disturbance" is degrading and really does not describe the child.

IDEIA 2004 Definition of Emotional Disability/Emotional Disturbance

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or health factors.
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Inappropriate types of behavior or feelings under normal circumstances.
A general pervasive mood of unhappiness or depression.
A tendency to develop physical symptoms or fears associated with personal or school problems.

Emotional disability includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Check out the chart on School Psychologist Files to see the difference between emotional disturbance and social maladjustment.

2009-07-06T16:45:00.001-07:00

Where to find the resources on School Psychologist Files and Blog Files for these Disabilities:

ADHD

Autism Spectrum Disorders

Specific Learning Disability

Others

Transitioning from Elementary School to Middle School

2009-06-18T09:59:00.000-07:00

The transition from elementary school to middle school is a huge milestone. It typically comes with a variety of mixed emotions. The students in Middle schools usually come from multiple elementary schools. This means meeting new friends, new teachers, and new facilities, not to mention new freedoms and new hormones. Middle school typically means lockers, changing classes, and learning the styles of multiple teachers. For some kids, this is all exciting and feels like a rite of passage towards being free. For others, it's completely overwhelming.

Suggestions to help ease the pressure of the transition:

Stay connected with your child. Peer pressure begins to become stronger at this age. Some middle schoolers will be offered cigarettes, alcohol or other drugs. Sexual temptations sometimes begin at this stage also. Research suggests that when parents stay connected, the child is more likely to avoid these activities. It helps when parents are open and give them tools and the words to say if the pressure comes up.

Arrange for your child to tour the school and meet teachers if possible. If there is an open house, attend. Seeing classrooms and navigating the school can help ease anxiety.

Focus on things that will be the same, such as a good friend.

For the students with an IEP: Have someone from the middle school and the elemenatry school be at the IEP meeting. There will be someone who knows the new school and someone who knows your child.

For the students with a 504 Plan: If there is not someone from the middle school at the 504 meeting, request a 504 review at the beginnng of the school year to update accommodations.

If your student struggles, but does not have an IEP or 504 Plan, provide a list of accommodations that have been attempted in the past. There is no need to reinvent the wheel and it's important for new teachers to understand a little of the history. A brief meeting at the beginning of the school year, an email, or a call can be a great idea.

Good things about Middle School.

Middle school can be a great time to begin cultivating specific interests in elective classes or after school activities.
Your child will meet new friends and may be developing friendships that will last for years.
Your child will be learning valuable life skills and developing independence.

Prevent Skill Sliding this Summer

2009-06-04T09:44:00.000-07:00

Summer is my favorite time of the year. I remember being a kid and how wonderful it was to have a break from the academics, to sleep in, play late, spend days in the pool, and take vacations. Believe me, I'm in support of all of these things and I think it's a great part of being a kid. However, there can be a downside to the lazy days of summer, especially for children who struggle.... Practice makes perfect and days without practice, means skill sliding. For the children who are already behind peers, it's not a good idea to let those skills slide.

What you might be able to do as a parent:

If it is offered and you feel it is a good idea for your child- summer school. That's the best way for children to keep the skills they have and even possibly improve and be more ready for the next year. Summer school is not offered in all systems and eligibility is limited. Talk to your principal to see if this is a possibility for your child.

Tutoring can be a great way to focus on a specific skills or to practice what has already been learned. Many teachers are willing to tutor during the summer and can create fun lessons. The downside is the cost.

What all parents can do:
If summer school or tutoring is not an option, don't fret. There are things any family can do. A parent put academic time into the daily or weekly schedule. Warning: You will have resistance and you will have to be the one to set the rules and DO NOT BUDGE! Set up a time every day or on certain days of the week for academic time. Let your children know that this is the expectation and it WILL happen. You can ask your teacher for suggestions on a workbook or a certain skill to work on over the summer.

Possible scenarios:

20 minutes of reading before bed every night and on Monday, Wednesday, and Friday 30 minutes from a math workbook on your child's level.

Flash cards right after breakfast before she can go play, 20 minutes of reading in the evening.

Computer game focusing on a specific math skill for 20 minutes before any other video games can be played that day.

Play "school" with your son twice a week. You teach him for 20 minutes, then he teaches you a skill he already knows.

The entire family will read to themselves for thirty minutes every evening before the children's bedtime.

Tips:
Don't push too hard about what is learned. However, do be firm about keeping with the set times. Remember to let them be kids and have carefree times as well. Do what works well for your family while helping to encourage responsibility and academic growth in your child.

There ARE Some Students Who Struggle, But Do Not Qualify for Special Education

2009-05-25T11:31:00.000-07:00

It is very difficult for parents and teachers when a child who struggles in the classroom does not qualify for special education. To many it seems that if a child needs help, they should get an IEP. However, it is not that easy. School systems are required to provide data to support why a student qualifies for special education services. If the data does not meet the criteria based on the federal guidelines, a school is not permitted to provide special education services to that student. This can be a huge shock to parents when the test data comes in and does not support eligibility for special education. The number one argument: "But he is struggling so much, how can he not qualify?" The test data may support, that yes, your child is struggling. However, struggling students do not always qualify.

When this occurs, a parent has a number of options. If they do not feel that the data is accurate, parents have a right to request an Independent Educational Evaluation at the expense of the school system. A professional, not tied to the school system will complete an evaluation. The school will reconvene an eligibility meeting and then determine if your child meets criteria based on the new data. Another option, is to look into whether your child would qualify for Section 504. This will offer protection for your child, but not to the degree as an IEP.

If special education is not going to be an option, parents need to advocate for their child each year. Request a Child Study Meeting or a team meeting with your child's teachers to develop strategies. Create a list of what has been tried and what has worked well. At the start of every school year, have a meeting with the new teacher/s and give them information about the strengths and weaknesses of your child.

In order to qualify for special education services:

1. A student must have a disability (one of the recognized categories from IDEIA 2004) The school district has specific criteria that must be met in order to determine that there is a disability. The federal government monitors schools systems to ensure that proper identification is in place since funding is so closely tied to the percentage of students in special education.

2. A student must have a documented need for special education, beyond reasonable accommodations in a general education classroom.

3. The difficulties can not be primarily the result of an environmental, cultural, or language disadvantage.

For More Information see "A Parent's Guide for when a child does not qualify for special education services"

Anxiety in children

2009-05-22T09:05:00.000-07:00

Children, and adults for that matter, have anxiety for a variety of reasons. For some of us, it feels like a normal part of our life, while others seem to have control over it. There are those people who seem to be able to relax, while others are fretting about the "what ifs." Regardless of who we are, everyone feels anxiety at various times throughout life. Especially children who have to completely rely on adults and learn about dangerous things that are very real. Parents often have a hard time knowing whether the anxiety in their son is typical development, or a sign that it could be something more. Especially parents who are prone to anxiety, do not recognize when the constant worries of their child are extreme. Some worries are typical of development, while others indicate a greater problem.

When to get help:

1. If your child's natural reaction to most new situations is anxiety, it may be helpful to seek counseling to help your child develop more appropriate strategies for dealing with stress.
2. If there has been a significant stressor in your child's life, counseling for a brief period of time can help your child deal with the situation. This will also model appropriate ways of dealing with stress when future stressors arise. If there has been abuse of any kind, do not hesitate to seek help.
3. If your child's reaction to stress is rare but significant, counseling can be beneficial. For example, If your daughter typically holds in her emotions, but suddenly has extreme outbursts, this is a sign that she may have more intense anxiety than you realize. Learning how to express her emotions regularly could be a good idea.
4. If your gut tells you there is a problem, seek help. Usually parents have a good sense of this. Parents sometimes worry that they are just being overanxious and making something out of nothing. Don't worry, a little counseling won't hurt anyone.

Please do not ignore anxiety in children. Children who are anxious are developing maladaptive thought patterns that are much more difficult to break in adulthood. It's never too late to make changes in oneself, but the earlier one begins to break the patterns of anxiety, the easier it is. Also, having anxiety in childhood makes a person much more likely to develop an anxiety related disorder in adulthood.

Anxiety Disorders described in the Diagnostic Statistic Manual, Fourth Edition Revised (DSM-IV-TR)

Panic Attack: a period where there is a sudden onset of intnese apprehension, fearfulness, or terror associated with feelings of impending doom. Symptoms include shortness or breath, chest pain or discomfort.

Agoraphobia: anxiety about places or situations where escape might be difficult

Specific Phobia: anxiety provoked by exposure to a specific feared object or situation, often leading to avoidance behavior

Social Phobia: clinically significant anxiety provoked by exposure to certain types of social or performance situations

Obsessive-Compulsive Disorder: obsessions (marked by anxiety) and compulsions which serve to neutralize anxiety

Posttraumatic Stress Disorder: Re experiencing an extremely traumatic event

Acute Stress Disorder: Occurs immediately in the aftermath of an extremely traumatic event

Generalized Anxiety Disorder: at least 6 months of persistent and excessive anxiety and worry.

Thanks!

2009-05-21T10:56:00.000-07:00

I'm happy to say that an article from School Psychologist Blog Files was listed as part of "100 Incredibly Inspiring Blog Posts For Educators."

What do General Education Teachers Need to Know about Special Education was on the list! Thanks for reading, and thanks for the recognition!

The Phrase I Hear Several Times A Day.....

2009-05-07T09:56:00.000-07:00

It's Spring and the school year is winding down. Those who do not work in the school system may think that everyone is calm and looking forward to summer break. Allow me, to set the record straight. This time of year is stressful if you work in a school! I walk into school and I'm bombarded with my own personal huge list of tasks to complete before the end of the school year. While I'm sorting through all that I need to do, one person after another stops by my office and tells me more details about specific students I'm working with or something new we need to meet about. While they are there, they take the opportunity to share their personal list of things that must be completed before the end of the school year and vent about their stress level.

Here is is the stress rant of School Psychologists everywhere this time of year: There are only X number of days left to assess all the children who have been referred for special education services, complete all of the transition plans for the students getting ready for middle school or high school next year, and hold all of those IEP meetings. These things need to be completed, in addition to all other regular duties, but not on the days assigned for State Testing, in between countless field trips, assemblies, and activieties planned to celebrate the end of the school year. Oh, and someone let the kids know that summer break is coming soon and inattention and behavior problems are on the rise lately.

So what phrase do I hear several times a day? "IT'S THAT TIME OF YEAR!"

I've been at this long enough to not let it totally overwhelm me. I just keep smiling my crazy "I'm doing okay" smile and keep plugging, trying to give each student the time needed. All the sudden, one day it will all stop, and summer begins! Until then I'll just keep saying and hearing others say "It's that time of year!"

Section 504: What to know...

2009-04-30T07:12:00.000-07:00

Recently, there has been a lot of talk about the changes to Section 504, and what it will mean for students and schools. The primary change in which parents, schools, and students need to be aware, is the criteria involved. The changes in criteria will mean that students who were previously ineligible for a 504 Plan, might now be eligible.

In order to be eligible for a 504 Plan, a student must have two things:

1. A documented mental or physical impairment. (Usually criteria outlined in the DSM-IV-TR or Merck Manual)

2. The documented mental or physical impairment must limit one or more major life activity.
The list of major life activities includes functions such as: caring for self, seeing, breathing, reading, sleeping, communication, cell growth performing manual tasks, hearing, learning, concentrating, lifting, bending, walking, speaking, working, thinking,digestive, bowel, badder function, or immune system.

To obtain a 504 Plan, schools must consider the disability and if it affects a major life activity (prior to any accommodations). Previously, a student with ADHD who was being successful in school with medications may not have been eligible for a 504 Plan. Now, that same student would likely be eligible for a 504 Plan because the school must consider whether a major life activity is limited prior to medications. Additionally, the list of major life activities affected by the disability has increased. Reading, thinking, and concentration were not part of this list previously.

There are stricter rules for eligibility for obtaining an IEP, because schools get funding based on the number of students in special education. Schools are monitored and required to follow very specific guidelines. There is no funding tied to 504 Plans and they have looser criteria. 504 Plans are a protective law, managed by the Office of Civil Rights. To be eligible for an IEP, a person must meet criteria for a disability and require services beyond reasonable accommodations and interventions. 504 Plans consider the effects of the disability prior to any accommodations or interventions.

See also:
Which is better, a 504 Plan or IEP?

Austim Awareness

2009-04-24T08:30:00.000-07:00

It's Autism Awareness Month if you haven't heard yet. It's amazing to me, how much more aware people are about autism than they were only a few years ago. However, there are also a lot of misconceptions about Autism. I've updated the Autism page on School Psychologist Files to provide data about Autism. It contains definitions provided in the DSM-IV-TR, the definition of Autism for IDEIA 2004 (to be eligible for special education), tools used to treat Autism and treatment for Autism.

What is Autism?
The features of Autism include markedly impaired social interaction, communication, and a restricted repertoire of activity and interests. To qualify for a diagnosis of Autistic Disorder, there must be evidence of delays in social interaction, language used in social communication, or imaginative play prior to three years of age. A person with Autism may have a range of behavioral symptoms, including hyperactivity, inattention, impulsivity, aggressiveness, self-injurious behaviors, and tempter tantrums. Additionally he or she may be oversensitive or undersensitive to sensory stimuli.

American Psychological Association (2000) Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Fourth Edition (Text Revision) - American Psychiatric Publishing

More resources on Autism from School Psychologist Files!!
Structuring Environments for Students with Autism
Asperger's Syndrome
FAQ on Asperger's Syndrome

Skills needed in reading

2009-04-14T09:47:00.000-07:00

Reading problems- my number one reason a child is referred to me. It's no wonder, Reading issues impact so many areas other than just reading, including all subject areas as well as self confidence. When a student is having difficulty reading, there is not ever a broad reason as to why. Reading is a skill that requires several abilities working together to master. I'm compiling a list of the various skills and abilities that are needed in order for a person to read well. If a person has difficulties in one of these areas it can significantly impact the way he or she reads. There are programs designed to strengthen each of these areas. Finding out the source of the reading problem can make all the difference. A person may eventually have to compensate from a stronger ability.

Here are some of the skills and abilities required for one to read. Each of these abilities can be broken down into even more specific aspects.

Visual processing. A person must be able to correctly perceive what is seen in order to read. A person who has difficulty remembering symbols or order of symbols may struggle with remembering site words. A person who has difficulty with spatial relations might also have difficulty viewing letters or words in the correct order.

Auditory processing. A person must be able to correctly interpret auditory information in order to learn basic reading skills.

Phonological processing. A person will need to have good processing of sounds and be able to interpret what letters make each sound.

Fluency. A person will need to be able to quickly process the written information in order to derive meaning. When a student is a slow reader, it is often difficult to remember words from the beginning of a sentence. This often effects comprehension.

Working memory. A person needs to be able to remember what has already been read, even while reading new words. A person has to be able to remember the previous paragraph, even while moving on to the next paragraph.

Comprehension. Even a person who can decode words easily, must be able to make meaning of those words. Comprehension requires strong reasoning skills.

Visual Processing

2009-04-06T09:32:00.000-07:00

What is Visual Processing?
When a person views the world, the brain will interpret what is seen through visual processing. This allows us to identify what we see and derive meaning. Ideally the brain will correctly interpret size, perception, and distance, and be able to discriminate between differences and similarities among shapes. When the brain misinterpets, problems may occur.

If a person has a Visual Processing Deficit...
When a person has a deficit in visual processing, it can interfere with learning or interpreting information. Sometimes, even a very intelligent person will have great difficulty correctly perceiving visual information or symbols. A person might be identified as having a visual processing deficit, if his or her visual perceptual skills were significantly weaker than other areas of cognitive ability. Visual processing problems tend to make reading extremely difficult. Reading requires a person to derive meaning from symbols. Visual processing deficits can interfere, making it difficult to discriminate between letters or words automatically.
**Do not confuse visual processing deficits with poor vision or a vision impairment. It is not how clearly a person sees, but how well the brain interprets what has been seen.

Aspects of Visual Processing
A person with visual processing deficits may struggle with one or more aspects of visual processing. The Test of Visual Perceptual Skills, Third Edition (Nancy A. Martin, Ph.D) identifies areas of visual perceptual abilities, orinially categorized by Chalfant and Scheffelin (1969).

Visual discrimination: the ability to discriminate dominatnt features of an object. This may include position of an object, shape, or color.
Spatial relationships: the ability to perceive positions of objects in relation to other objects, such as figure reversals or rotations.
Visual memory: the ability to recognize an item shortly after it has been removed.
Figure-ground: the abilty to identify and object when there is a complex background or with surrounding objects.
Visual closure: the ability to identify a whole figure when pieces are missing.

Resources (including strategies)
This article "Visual Processing Disorders: In Detail" from LD OnLine, provides great descriptions of the subtypes of Visual Processing Disorders, as well as strategies for each. Additionally, they have created Visual Processing Disorders by Age Group, which is full of strategies and what to look for in each age.

Structuring Environments for Students with Autism

2009-03-31T16:27:00.000-07:00

Written by Guest Blogger: Cindy Golden, OMAC Consulting

http://www.omacconsulting.blogspot.com/

Students with autism require structure. Based on the DSM-IV (Diagnostic Statistical Manual) criteria, students with autism require several things to be successful in a classroom environment. They require:

Physical Structure
Behavioral Consistency
Visual Organization
Visual Supports
Concrete Teaching Expectations
Way to Understand Social Environments
Clear, Simple Communication

Let me give you 5 key things to keep in mind as you begin to structure an environment for students with autism. Each of these is based not only on the diagnostic criteria but also current researched best practice.

1. Visual Supports are vital. Even though the students may be verbal, they also require visuals in order to make sense of the environmental expectations. These visuals may be in the form of photos, picture symbols or words. Supports may be needed as explanations of events, of academic tasks, of behavioral requirement or just as reminders.

(example: place a visual picture/symbol/photo next to the posted behavioral expectations of the classroom. This will enhance understanding)

2. The environment should be set up so that it makes sense to the students. Students on the spectrum do not understand the environment as do typical students. So make sure the layout of the setting helps to give the students clues to the expectations of the setting.

(example: create a work area, leisure area, group area, etc. Include visuals of the expectations in each of the areas)

3. Structure the environmental setting to encourage independence. Do not do tasks for the students that they can do for themselves. Structure the environment to the point that the students are independent then lessen the structure as they obtain mastery.

(example: label classroom materials so that the students can access the materials independently)

4. Minimize visual clutter. Stand at the door of the room and look around. Does the room appear cluttered? The room should appear uncluttered and visually organized. Lessen the decoration in the classroom and make better use of visuals primarily for the purpose of teaching.

(example: use solid color fabric to cover up visual clutter on bookcases.)

5. Encourage communication of some kind. Even though the student is nonverbal, encourage the use of sign language, picture symbol exchange or even an augmentative communication device. Whatever the form of communication, it should be used in all settings so to promote generalization and independence.

(example: use a picture symbol wallet with students for requesting needs or desires)

What Do These Test Scores Mean? Part 3

2009-03-23T09:36:00.000-07:00

Part 3 of "What Do These Test Scores Mean?" will focus on academic achievement testing.

Academic achievement tests measure specific academic skills compared to other children at the same grade or age level. They focus on Broad Reading, Writing, Math, and Oral Language skills and also different aspects of the broad areas. Within the Reading domain, there will typically be a task measuring comprehension, a task measuring reading fluency, a task measuring site word recognition, and a task measuring decoding. Math is typically broken down into computations, fluency, and a task measuring mathematical reasoning. Within the Writing domain, there will be a task measuring spelling, writing fluency, and the ability to express oneself through writing. The testing occurs in an individualized setting with a test examiner and the student. The examiner will help the student stay focused and complete the tasks, but will not provide assistance on test items.

Unlike classroom assessments that measure a specific skill that has just been taught, these tests measure basic academic skills. A student's performance will be compared to other children of the same age. If your child just turned 9, his performance will be compared to others who just turned 9 in the standardized sample. The test measures the level of skills that have been acquired compared to "typical" 9 year olds. Like other standardized tests, achievement tests have also been normed with a standardized sample of children of all ages to develop a range of typical scores. Scores between 90-109 are typically the Average range and consist of the level of skills acquired by most children. 100 is the Mean and the farther away from 100 the score is, the more atypical. In a regular education classroom the majority of students would score in the Average range, Low Average range (80-89), or High Average range (110-119).

Typically, a student's academic achievement scores will be quite similar to the cognitive ability scores. When the scores are well below measured cognitive potential, it may signify a Learning Disability if other factors are present. However, there are a variety of reasons that cause academic achievement to be discrepant from cognitive abilities.

Some of the most common tests of academic achievement:
-Wechsler Individual Achievement Test, Second Edition (WIAT-II)
-Woodcock Johnson, Tests of Achievement, Third Edition (WJ-III)
-Kaufman Test of Educational Achievement, Second Edition (KTEA-II)

See also:
What Do These Scores Mean? - Cognitive Assessments
What Do These Scores Mean? - Behavior Rating Scales

What Do These Test Scores Mean? Part 2

2009-03-19T09:41:00.000-07:00

Part 2 of "What Do These Test Scores Mean?" will focus on behavior rating scales.

Behavior rating scales provide information about particular aspects of a student's behavior compared to other children of the same age and sometimes same gender. The rating scales may be global and focus on several areas or look more in depth at a specific behavior, emotional issue, or social issue. Rating scales are given to teachers, parents, or the student as a way to obtain standardized data about the severity of a concern. The rating scales have been standardized, by giving the scale to thousands of respondents. The makers of the rating scales, took those responses and developed a range of normal, "at-risk," or "clinically significant," and assigned scores to those ranges.

Behavior rating scales tend to use T Scores to report results. T scores have a mean of 50 with a standard deviation of 10. This means a score that falls at 50 or within 10 points above or below 50 is considered average, and typical of the population. The farther away from 50 a score falls, the more atypical it is. Each test tends to use their own classifications and ranges. It would be important to find out the specific range for the rating scale that was used. Often scores from 60-69 are considered "at-risk" and slightly atypical from the norm. It often means that more information should be obtained or the behavior monitored. Clinically significant scores are often those that are 70 and above. The term clinically significant means that the severity of the behavior is significantly different from the norm and indicates a strong possibility of a clinical problem.

*Rating scales alone do not diagnose any disorder. While a high score may be indicative of a possible problem, it should be used with other assessment methods before a diagnosis is made. For example, if depression comes out in the Clinically Significant range on a behavior rating scale, it does not necessarily mean your child is suffering from Major Depression. It does, however, indicate that it was reported that your child exhibits symptoms commonly associated with depression. More information will need to be obtained.

See also:
What Do These Scores Mean?- Cognitive Assessments
and What Do These Scores Mean? - Educational Assessments -coming soon

What Do These Test Scores Mean? Part 1

2009-02-24T12:50:00.000-08:00

Part 1 of "What Do These Test Scores Mean?" will focus on the cognitive assessment (a.k.a. Intelligence Testing). Check back in the next few weeks for Part 2 and Part 3, which will focus on rating scales and educational testing.

A cognitive assessment provides information about a student's intellectual strengths and weaknesses and as well as insight into her overall cognitive potential. The test gives general information about a student's abilities compared to others her age in several areas. The tests are intended to be a predictor of how well and in what ways a child will learn new information. Remember that other factors must ALWAYS be considered. A high IQ does not guarantee success, just as a low IQ does not guarantee failure.

Here are some of the more commonly used cognitive assessments in schools:

Wechsler Intelligence Scale for Children (WISC-IV)
Differential Ability Scales (DAS-II)
Stanford Binet Intelligence Scale (SB-V)

The cognitive assessment will have an overall IQ score. This score will be considered valid only if testing conditions were adequate and there is minimal variability in scores among the various scales on the assessment. When there is a significant scatter in the different areas, the overall score will not be representative of a child's overall potential and one must look more closely at the scores in the Scales.

In addition to the overall IQ Score, the cognitive assessment will measure various processing areas. For example the WISC-IV measures Verbal ability, Nonverbal ability, Processing Speed, and Working Memory. The score in each area will indicate ability in the various areas measured. For example, the score in Processing Speed on the WISC-IV will indicate a person's ability to quickly and accurately process simple visual information.

The scores are obtained in a complicated and statistical way, not the percentage of questions answered correctly. Thousands of people were given the assessment and the results were standardized to determine various ranges of ability. With the results of the sample population, norms were created. Percentile rankings were correlated with a person's performance level based on the norms created from the standardized sample. Your child's score will be a comparison of how he or she performed compared to the standardized sample. 68 % of the population will perform in the Average range. The farther away from the Average range one performs, the less typical the scores are.

The scores are typically described in Standard Scores. Standard Scores have a mean (Average of 100.) Anything within a 10 points from 100 is considered Average. Scores from about 90-110 are considered average. Some assessments will vary slightly. Just outside of that range is the Low Average range (80-89) and the High Average range (110-119). Students performing in either of these ranges are slightly different from the norm, but still within expectations of the general public. High Average scores suggest somewhat stronger cognitive abilities while a person with Low Average scores may struggle somewhat to keep up. The Borderline range is 70-79. Students in this range may significantly struggle in the classroom. However, they often will not qualify for special education services. Remediation or other strategies should be considered. Below 70 would be the Extremely Low range indicating a possibility of an Intellectual Disability or Mental Retardation (the scores alone will not diagnose). Three percent of the population will fall in this range. On the other end three percent of the population is estimated to fall in the gifted or Superior range (130 and above). Scores between 120-129 are considered Above Average.

The scales are comprised of a few individual tasks that measures differing aspects of the processing area. The student's performance on the task is measured with a Scaled Score. The Average range on Scaled Score is 8-12.

In summary, scores on the cognitive assessment are actually intended to be a comparison to the general public. Think of the scores in terms of ranges. First look at the overall IQ score and determine if that is a valid estimate of his ability. Second, look at each of the Scales to see how he performed in the various processing areas. Third, look at the individual tasks within the the scales. Ask your Psychologist for information as to what each of the tasks and scales measure.

What do These Scores Mean?- Behavior Rating Scales
What do These Scores Mean?- Academic Achievement Testing

Prior Written Notice (PWN)

2009-02-23T14:46:00.000-08:00

I was emailed the following question from Melodee: "....I also wonder if you would write something on pwn-prior written notice. When it comes into play, who should initiate, does the parent have to request or should the school automatically provide and when would it be appropriate to request."

Prior Written Notice is a document the school system is required to provide for a child with a disability prior to any changes to special education services. Schools are required to provide this document if a change is made or if a change was proposed. The document indicates what action was proposed or refused and why. It is a legal document and often part of an IEP.

Legally, PWN must be provided when there is a proposed change in the identification, educational placement, or evaluation of the child. If parents request a change in placement or an evaluation, PWN must be completed by the school system, even if the school system is refusing the change. Parents should not have to request this document, as it is the responsibility of the school.

7 Things Parents Should Know Prior to Going to an IEP Meeting

2009-02-11T10:57:00.000-08:00

It's getting to be that time of year again... IEP Season! It is unfortunate, but IEP meetings can bring tremendous anxiety to parents. Some parents stress about these meetings, while others seem very confident and collected. Any discussion, where your child's strengths and weaknesses will be discussed so openly can make even the calmest parent nervous or defensive. While this is not the intention of the school, it is a reality. Here are 7 things parents should know prior to going into an IEP meeting to help alleviate your stress.

1. What is an IEP? An IEP is an Individualized Education Plan created for your son or daughter who has been found eligible for special education services. This is a legal document that will detail the services, accommodations, goals, and objectives for your child. The IEP committee will work together to determine appropriate placement, accommodations, etc. If the service is included in the IEP, the school system must provide it.

2. Who will be there?
The IEP committee consists of parents, the case manager (usually the special education teacher), an administrator, a regular education teacher, related services professionals (when applicable), and possibly any other professional in the school that works with your child. Parents are permitted to bring an advocate to the meeting if desired.

3. What exactly will be discussed?
The case manager will typically bring a draft of the IEP to the meeting. The committee will carefully go through the IEP and determine if the contents of the IEP are appropriate and acceptable to all. Your child's strengths and weaknesses will be discussed, as well as progress made. The committee will discuss the type of services to be offered and the amount of time in those services. Necessary accommodations will be addressed. Goals and objectives will be decided upon. These goals should be measurable and realistic.

4. Know your rights as a parent. Parents are typically given a book with rights in lengthy and difficult to understand legal terms. In many states there is a parent friendly handbook, so check about that. There are websites out there that can help you know your rights such as http://www.schoolpsychologistfiles.com/ and http://www.wrightslaw.com/. Join our forum and ask for help if something doesn't feel right! The most important right you should know going into an IEP meeting, is that you do not have to sign immediately and the IEP will not go into effect until parents have signed. If something does not feel right, wait to sign, think it over, post a question in a trusted forum, or seek advice from an advocate.

5. Remember that you are an expert also. You are the expert on your child and know your child better than anyone else at the table (unless your child is at the meeting). Don't be overwhelmed by being in a room full of educational experts.

6.You can request another IEP meeting at any time. If after trying the services in the IEP plan, you feel that something different is necessary, parents can request another IEP meeting. Share your concerns with the case manager and possibly the administrator.

7. Try to make friends with the IEP committee. These are the people who will be spending hours with your child. It is important to try to work together as a team. Children experience the best success when families and schools work together.

Good luck!

Book Review: Raising Your Spirited Child

2009-02-02T12:21:00.000-08:00

Currently I'm reading "Raising Your Spirited Child" by Mary Sheedy Kurcinka. What a helpful and encouraging book! I bought it because I myself have a very spirited three year old and felt like I needed some support. More than anything, it's helping me to view him and his spirited characteristics in a more positive way.

"Raising Your Spirited Child" is a "guide for parents whose child is more intense, sensitive, perceptive, persistent, and energetic." We all have natural temperaments, but spirited children are at the extreme ends. This book is not necessarily for children with disabilities, even though a child can be disabled and be spirited at the same time. Mary Sheedy Kurcinka advises that if you suspect a disability to consult a professional.

What is a Spirited Child?
According to Mary Sheedy Kurcinka: "They are normal children who are more intense, persistent, sensitive, perceptive, and uncomfortable with change than other children." These children have more intense reactions, more prone to outbursts, they have higher highs and lower lows. The spirited children are more persistent with their desires and can be very assertive. They tend to be more sensitive to environment (light, noises, textures, etc.) and/or to other's moods. They are more perceptive and notice little details that others miss. Additionally they adapt to change with greater difficulty than others.

I'm loving this book, because it helps parents to realize they are not alone. I like how it describes that the "right discipline procedures" may work well for most children, but they will not always work for a spirited child and a different approach is necessary. Most of all I like the way the book helps parents to view their child's strengths and recognize that many of the outbursts are a result of the child's deeper level of feeling. The strategies in the book are working for us.

If these characteristics sound at all familiar, read the first chapter of the book to help determine if this book is right for your family. I'm recommending it as a mother and as a School Psychologist.

School Discipline for Students with Disabilities

2009-01-21T08:09:00.000-08:00

Parents who have children with disabilities need to be aware of discipline procedures in school and your child's rights. In most cases, schools will follow the schoolwide discipline program for all students, especially with the more serious offenses (fighting, disrespect, stealing, etc.). Schools can suspend students with disabilities for up to a cumulative 10 days and still be in compliance of the Individualized Education Plan. After ten days, schools are required to take a closer look at the function of the behavior and the discipline methods. Schools may automatically complete a Manifestation Determination Review after ten days of suspension or they may look for patterns in the behaviors. If the school sees that the suspension has occurred for the same behavior, or several behaviors over a short period of time a Manifestation Determination Review is necessary.

What is a Manifestation Determination Review?
A Manifestation Determination is a review, where the school and parents meet to determine if the student's misbehavior is a result of his or her disability. It is only for students who have an IEP or a 504 Plan and it is intended to protect students that have a disability. If the misbehavior is found to be due to the disability, the school must develop a new behavior plan for the student. The IEP team must meet within ten days to develop a Behavior Intervention Plan. The purpose of the Behavior Intervention Plan, is to develop strategies to help the student with a specific behavior and to have an alternate discipline plan. If parents disagree with the decision of the Manifestation Determine Review, they have the right to appeal. Schools should provide you with those rights and inform you of the procedures upon request.

After ten suspensions, federal guidelines require that schools provide alternative services when a student can not attend school. This may be sending a packet home for the student, a teacher or related service provider visiting the student, or an alternative setting.

The most important thing to understand is that all students including those with disabilities are required to follow rules for the safety and well being of all students. However, in certain instances a particular student will need a more specific Behavior Intervention Plan. Best practice is to develop this plan prior to severe discipline actions as prevention. It is only required following a Manifestation Determination Review for a student with a disability.

7 Stress Reducing Strategies for Dealing with Homework

2009-01-12T10:27:00.000-08:00

Homework time can be a stressful part of the evening for the child and her parents. While homework should be challenging, it should not be stressful or anxiety provoking. If your evenings are filled with stress over homework, here are seven strategies that might alleviate some of the pressure.

1. Develop a specific homework time for each evening. The length of time should depend on the age and needs of your child. (Talk to your child's teacher to develop a good amount of time). If your child finishes early, use the remaining time to study for an upcoming test, practice sight words, math facts, or read a book. When he knows that he has an hour for homework no matter what, it will help eliminate the urge to rush through an assignment or lie about having homework completed early. If your child is consistently taking longer than the set amount of time, have a conference with the teacher to determine if the assignments can be reduced or altered.

2. Consider your child's needs. Many people recommend the homework time be right after school. That is good for some children, but other children need some time after a long day at school to relax prior to exerting the mental energy needed to do quality work. Other children will find it refreshing to have the homework completed right away and have a free evening to look forward to. Talk with your child and pick a good time that coincides with the family's schedule but is an alert time for your child.

3. Schedule breaks if needed. Some people do not have the staying power to complete a task from start to finish without taking a break. If your child needs a break, allow it. It may even be helpful to break the homework up and do a portion of it right after school and the other portion at a separate set time. Breaks can be an incentive as well (Ex. "If you give 20 minutes of hard work to finish your math, you can have a ten minute break before reading")

4. Help your child stay organized. Require that your child use an assignment book, notebook, and/or homework folder. This helps your child to see what needs to be completed and helps the parent to ensure that it is complete. Staying organized helps ensure that homework assignments come home and the completed homework gets back to school.

5. Keep good communication with the teacher. When a child knows there is a unified front with home and school, there is a greater chance for compliance. Parents who talk regularly with the teacher and know the assignments are often better able to help the child be successful.

6. Reward hard work rather than using punishments. Hard work should be rewarded with praise, free time, or other rewards that are meaningful to your child. Focus more on her effort, than the perfection of the homework. When habits are being formed, it will be easier if the child feels good about completion (even if it is an extrinsic reward for awhile). However, if your strategy is to punish noncompliance, children will dread the homework even more, possibly creating a bigger battle as years go on.

7. Stay positive. If he sees that you are frustrated, it will make him frustrated. Try to keep a positive attitude. When your child is frustrated, offer a break to allow him to calm down and try again in a better frame of mind.

Feel free to comment if you have any other suggestions that have been helpful!

Happy Holidays!

2009-01-01T07:31:00.000-08:00

I hope everyone had a wonderful Christmas. Welcome to the new year! Ten hours into 2009 and it feels remarkably like 2008 so far. I've been traveling and spending a lot of quality time with my family. The list of things to get accomplished around the house during my break is still sitting there (covered over with Christmas presents that still don't have a home) with only a few things marked out.

I wanted to keep you updated about what's new at School Psychologist Files:

If you haven't seen the new filing cabinet design on School Psychologist Files, check it out. Thank you Paul King (my husband) for the awesome design and hard work. He has done all of the web design and programming for School Psychologist Files in his spare time.

I had an article published at education.com How a School District Determines if a Student Qualifies for Special Education Services

Coming in January

An all new edition of the School Psychologist Files Monthly Newsletter.
An article on School Psychologist Files explaining Functional Behavioral Assessments and Behavior Intervention Plans
Weekly Blog articles

If you have topics you would like to see discussed on this Blog please email me and I will do my best.

Thanks for your support!

What Makes a Good Inclusion Classroom?

2008-12-22T07:37:00.000-08:00

This article is a followup from The Benefits of An Inclusion Classroom. There have been so many comments and so many people with valid concerns that the inclusion class described is not what is occurring in some schools. I like inclusion classes because educators tend to go in with the goal of meeting individual needs. However, no matter what type of class it is, this should be the goal. In the past, and in many current general education (and sometimes inclusion classes) students were all taught at an average level. The students who are not average learners, fell behind. The students who were above average learners were bored. This concept is so aggravating to me and many parents and educators. Times are changing and the shift is to focus on individual needs. While it is discouraging to hear that some schools are not differentiating instruction yet, I'm also encouraged by the growth that has occurred.

Here are some questions I might ask about the inclusion classroom....

How many teachers are in the classroom?
Inclusion classrooms have a regular education teacher and a special education teacher or assistant. If there is only a regular education teacher, that is not an inclusion class. That would actually be a general education classroom with no special education support. Find out if there are times of the day when there are more people in the room (especially in elementary grades). Often reading specialists or assistants will come in for small group reading instruction, in addition to the teachers already in the classroom.

How many students are in the classroom?
Class size depends on the districts and how they have managed and prioritized their funding. As school budgets get tighter and tighter, class sizes often grow. Obviously, it is more difficult to meet individual needs with very large class sizes, but not impossible. Inclusion classes should not be any larger than regular education classes even though there are more staff in the room to help address the individual needs.

Is the instruction differentiated?
In a classroom with such a spectrum of abilities, it is important to ensure that each student is challenged at their own level. Here is an example of how this could be done. In elementary school, students typically have a list of spelling words for the week. The teacher may have three lists that she gives to the class. Group A has the most difficult words, Group B less difficult, and Group C in the middle. All students have the same responsibility to learn the words, do some activities with the words, but they are on their own level. They are graded the same (but the content level will vary). A few students in Group B may even have less words to learn. This is differentiated instruction. All students are learning spelling words and have the same responsibility to learn the words, but the words are on the level of the individual. This can be done to some degree with all subjects. However, at times during the day, students may learn better in smaller groups.

What about gifted students?
If your child is gifted, find out about the gifted programs available. There may be a pull out class for part of the week. Sometimes Gifted Teachers work with individual teachers to give them resources to use to challenge the students within the classroom. Depending on your school and your child, an inclusion class may or may not be the best placement for your child. Ask to see how they are meeting the needs of gifted students. If there is no plan, then this may not be the class for you. If there is adequate differentiated instruction, an inclusion class may be the best placement because there are more teachers in the room to address individual needs than a regular education classroom.

In High School gifted students are encouraged to take Honors or Advanced Placement classes. Inclusion classes in high school tend to not have the broad range of abilities found in the lower grades.

Thanks for all the comments

Overview of the Behavior Intervention Plan (BIP)

2008-12-08T10:06:00.000-08:00

What is a Behavior Intervention Plan or BIP?

The Behavior Intervention Plan, in conjunction with the Functional Behavioral Assessment (FBA) is a formal way for parents, teachers, and other school professionals to work together to help make a student become more successful. The FBA is intended to be a problem solving process used to determine the function of a student's behavior and is used prior to a Behavior Intervention Plan (BIP). The BIP is the actual plan created to help improve behavior. It is also a formal way to document interventions that are attempted.

When is it used?

Behavior plans are more effective when the BIP is created after the FBA has been completed. When a student's behavior is impeding his own learning or the learning of others in the classroom, teachers often seek assistance. The BIP can be used with regular education students or special education students.

What are good practices?

-Interventions should be specific and clearly stated, including the persons responsible for implementing interventions, rewards, or measurement of the intervention.

- Goals should be measurable with baseline data already collected. This is a way for a person to determine how well the plan is working.

-It is more effective to express the behavior you are seeking, rather than the negative behavior.

-Focus on 2-3 behaviors that you would like the student to improve upon. Focusing on too many behaviors can be overwhelming for the student and the teacher, and decreasing the chance for meaningful change.

Helpful links
Creating Behavior Plans
Intervention Plans
Overview of the FBA and BIP

Special Education Resources for Parents

2008-12-01T07:16:00.000-08:00

(Article originally published in School Psychologist Files Newsletter, November 2008)

Once a child has been referred for a special education evaluation, parents are suddenly required to take a crash course in special education. It can be overwhelming. The goal of School Psychologist Files is to give parents reliable resources and offer support. I've outlined a good place for parents to start in searching for understanding about the special education process.

1. Learn about the Special Education Process and understand the process that school districts use when determining if a student qualifies for special education services.
Articles from School Psychologist Files on the Special Education process:

How A School District Determines If A Student Qualifies for Special Education Services

What Every Parent Needs to Know about Special Education Referrals

A Parent's Guide to Understanding Special Education Assessment

FAQ Parents Ask about the Eligibility Process for Special Education

A Parent's Guide for When A Child Does Not Qualify for Special Education Services

2. Learn about the disability categories of special education and educate yourself more completely on the disabilities that are suspected of your child.

Categories of Special Education

Also information for several disabilities can be found on School Psychologist Files. These provide general information and books and websites to find more information.

3. Know at least the basics of special education law.
Basics of Special Education Law

4. Look for support from others who share similar experiences. Join a forum or look for support groups in your area.
LD Help Online Forum

What do General Education Teachers Need To Know About Special Education

2008-11-24T07:53:00.000-08:00

What do general education teachers need to know about special education? Years ago, a teacher may have been able to get by with knowing very little about special education. However, in an age of standardized testing, inclusion classes, and disability awareness, times have changed. Almost all classrooms have at least one student with an Individualized Education Plan (IEP). Self contained special education classes are not nearly as prevalent as they were even five years ago. These days there are many schools that do not even have one special education classroom. That means that children with disabilities are primarily being educated with their peers in general education classrooms with special education supports. General education teachers are not only teaching general education students, but all students. All teachers need to have knowledge of special education laws, the special education process, and disabilities. Most importantly, all teachers need to be up to date on IEPs.

A regular education teacher is required by law to follow a student's IEP. If a student's IEP is not followed, there can be serious sanctions for the school district. Therefore there is a lot of pressure on School Administrators to make sure IEPs are being followed. You do not want to be the teacher that gets the administrator and school system in trouble for not following an IEP. If an IEP is not followed and the school system gets blasted, many people suffer. Knowing this, it is not optional to read the IEPs and follow them, or just a good idea, it is imperative. The IEP is written to protect the student, but they do not work if they are not being followed, and it's against school law to not follow the IEP for any reason. Ignorance of the law is no defense, or ignorance of what is in an IEP that isn't being followed is no defense when it isn't followed. If you are a teacher, it is your responsibility to look through every file of every student in your class or classes. For, every student with an IEP, it is your responsibility to ensure that all aspects of the IEP are being followed in your class, particularly the accommodations.

What to look for in an IEP
I would recommend taking notes and focusing on these areas for each student.

1. What is the student's disability? -Make sure you know the basics of what it means to have this disability and how it will affect the student.
2. Who is the case manager? -This person will be in charge of making sure the IEP is followed and should be working with you closely regarding the student.
3. What accommodations am I to provide? KNOW YOUR RESPONSIBILITIES!!!
4. What services are they getting? Even if you are not providing the services, it's helpful to know what services he or she receives.
5. Were there any recommendations in previous reports that I could utilize to better assist this child?

Additionally, general education teachers are usually at the forefront of suspecting that a student has a disability. It is usually the teacher or the parent that begins to notice that the student is not performing at the same level of the other students. Teachers need to be current and know the basics of common disabilities in the classroom. They also need to understand the process or know who to go to with questions. Teachers are not able to diagnose, but they should know when to go to the School Psychologist or refer to the Child Study Committee.

Teachers should also have a basic understanding of the Special Education Process. When a student is going through special education testing, teachers are involved throughout this process. They may or may not have been the referring source, but they provide information to the committee making the referral. Teachers may be asked to complete rating scales or allow a Psychologist to observe the student in the classroom. Teachers can provide valuable information as they are aware of the expectations for the class and what is age appropriate. Teachers should come to the eligibility meeting with current information regarding grades, performance, and behavior. General education teachers will also be an integral part of the IEP committee.

For student teachers, or students in an Education program, it would be helpful to observe an IEP meeting and Eligibility meeting to help you understand the special education process. Doing these observations helps you to grasp the process and your role as a teacher following an IEP.

General education teachers are an important influence in the lives of a student. Now, it's not just general education students that they impact, they impact the lives of all students. It's a huge responsibility being a teacher, and I have nothing but respect for teachers. While some teachers may feel that adding IEPs to their job is just one more thing.... it's one huge thing in the life of the student with an IEP.

A day in the life of a School Psychologist

2008-11-17T09:59:00.001-08:00

Ever wonder what life is like for a School Psychologist? It's hectic, lacks consistency, and there are so many things to keep track of. However, it's also rewarding and never boring. Well, report writing days are sometimes boring. Most days I love my job! But since, no two days are the same, I'm free to have days that I don't love it. So, here's what my day was like today...

Warning: This is not a typical day, because there are no typical days for a School Psychologist.

However, this was my day today....

1. Arrive at the Special Services Office to sign out a test.

2. Drive to my elementary school.

3.Check email and have conversations with a few different teachers, catching up on several kids, and scheduling myself for the next week.

4. Observe a student in an inclusion classroom that is in the midst of an evaluation.

5. Print off observation notes from observations of a student that has been having behavioral problems in preparation for meeting this afternoon.

6.Discuss possible reading strategies with a special education teacher regarding a student who just isn't getting it.

7.Quick lunch

8. Preparation for testing.

9. Start testing student who was referred for a full evaluation. (Do full cognitive assessment.)

10. Co-lead a Functional Behavioral Assessment Meeting.

(I liked my job today)

TBI: Traumatic Brain Injury

2008-11-10T08:09:00.001-08:00

I was trying to decide what to Blog about today. I hadn't come up with anything, but sat down with my laptop and started checking email. I had mostly junk mail, and a couple personal things. However, I had two people emailing me to inform me of material related to Traumatic Brain Injury (TBI). Being that these are the first two emails I have ever received on this topic and they are sitting there together so nicely, I took it as a sign to write an article on TBI.

IDEIA Definition

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries inducted by birth trauma.

Assessment of TBI

Traumatic Brain Injuries are difficult for schools to assess and develop interventions because they are so individualized. TBIs look differently in different people. Each section of the brain controls different functions, so the area that is injured impacts which skills are impaired. Additionally, everyone's brain is unique and the way a person will be able to form new connections and compensate will be unique. A brain injury might impact speech in one person, movement in another person, and memory in another person.

Typically a Neuropsychologist will evaluate a person with a Traumatic Brain Injury. They have very specialized training on the brain and assessment. Additionally, they tend to have great suggestions and interventions for people who have had a brain injury.

Resources
Here are the two resources that were brought to my attention via email:

www.tbied.org This is a new website that has a wide range of resources and support for persons with a Traumatic Brain Injury.
Debra Sanders, an Educational Psychologist who had a brain injury after 20 years of working for a school system is releasing a book on Nov. 18th. Watch for her book, A Matter of Panache. The website is www.debrasanders.com

The Benefits of an Inclusion Classroom

2008-11-04T07:44:00.000-08:00

What is an Inclusion Classroom?
Looking in, an inclusion classroom may look exactly like a regular education classroom. But there are some significant differences. Typically the inclusion classroom has two teachers, a regular education teacher and a special education teacher who co teach. Some inclusion classrooms will have a regular education teacher and a special education assistant. The students consist of regular education students and special education students who are taught together. At times, the classroom will break into groups for small group instruction and other times they are taught together. Students do not know which ones have an IEP and which ones do not. The teachers in the classroom help any student who needs help. The special education case manager ensures that the IEP is being followed and the special education students are meeting their goals.

When is an Inclusion Classroom a good idea?
The inclusion classroom helps students with an IEP to be educated alongside non disabled peers. This helps with socialization and ensuring higher standards. Students in the classroom have differentiated instruction. This means that students will learn at their level. Some students will have more academic responsibilities than others depending on unique needs.

An inclusion classroom is not only good for students in Special Education. When implemented correctly it is positive for everyone. Those students who struggle, but do not qualify for Special Education services often do very well with the extra supports in place in this classroom. Students who are advanced, learn to be more accepting and often offer assistance to others. A good teacher can offer material that is challenging for all students, while meeting the needs of those who learn differently. This is not accomplished by teaching all students the same, but by teaching at each child's level. I have nothing but respect for the teachers who can do this well!

While inclusion is a great place for many students, not all students learn best in this environment. There are students who need more individualized instruction at a much slower pace. There are students who do not do well with the stimuli in a regular classroom environment. It is important to consider all factors when determining the best environment for your child. Another option is inclusion for part of the day and a special education classroom for certain classes. The IEP is to be individual for each student and his or her needs must be considered. Some schools embrace inclusion classrooms, while others have limited classrooms. Check to see what is available at your school.

October Newsletter

2008-11-01T10:43:00.000-07:00

For those of you who haven't signed up for the monthly newsletter: here is a glimpse of the October Newsletter, minus the images that I had difficulty transferring.

There are still 2 weeks left to sign up for the newsletter before the November issue comes out! I'm committed to keeping all email addresses private, and spam free.

Look What's Happening At School Psychologist Files!

New Articles at School Psychologist Blog Files:

*What We Are Reading

*LRE is more than just good practice, it's law

*Child Study Committe

*The Assignment Book

Come Join the Discussions at the LDHelpOnline Forum

All Text Original and Copyrighted By Erin N. King, Ed.S., Nationally Certified School Psychologist

2008

OCTOBER NEWSLETTER 2008 Issue # 3

Addressing Behavior Problems through a Behavior Intervention Plan

Behavior problems are a significant issue in classrooms everywhere. However, some teachers seem to have a better handle on the behavior problems, they seem to have better control. When teachers learn behavior intervention strategies it can improve the climate of the classroom, lead to less frustration, and promote more learning for all students. Some teachers have a gift for promoting positive behavior, but most of us must learn specific behavior intervention techniques. It takes patience, it takes practice, and it takes the heart to be consistent.

Behavior interventions need to be implemented by the classroom teacher, but can be done with the support of a School Psychologist, Administrator, or other professional in your school. It can be helpful to have a School Psychologist observe the student and the dynamics of the class to help develop a plan. There are a variety of plans that are often used. It might be helpful to use a specific behavior plan, but keep in mind that each child is unique and the plans may need to be adapted to better suit his or her needs.

Some students will need additional support to make good choices. Not all students are intrinsically motivated to make good choices, for a variety of reasons. Sometimes, the student has differing expectations at home, they may have underlying impulsivity issues, or they may be seeking negative attention. One of the most important steps in improving behavior is to determine the function of the behavior. If the teacher understands the cause or the precursors to the behavior, they may be more compassionate and better help to develop a realistic and successful plan. This may occur in a formal FBA meeting, or as part of a team. Determining the function of the behavior helps to develop a more successful behavior intervention.

* Behavior Contract
* Behavior Chart
* Token Economy
* Catch 'Em Being Good
* Proximity Control

Overview of the Functional Behavioral Assessment

What is a Functional Behavioral Assessment or FBA?

The Functional Behavioral Assessment (FBA) is a formal way for parents, teachers, and other school professionals to work together to help make a student become more successful. It is intended to be a problem solving process used to determine the function of a student's behavior. Students with misbehavior that are not successful with typical behavior supports or the schoolwide discipline plans, may need extra support. The FBA is typically used prior to a Behavior Intervention Plan (BIP). It is a brainstorming session, where participants attempt to determine the precursors to the misbehavior. Participants should come to the meeting, prepared to discuss times when there is not a disciple problem, and what is occurring to make those times more positive. They should also be ready to discuss what occurs prior to the misbehavior to cause it.

For the entire article, including when is an FBA used, and good practices with an FBA, click here.

Keeping the Faith, Even in the Midst of Academic Struggles

2008-10-27T07:33:00.000-07:00

When parents see their child struggling in school, it is heartbreaking. You want to do whatever it takes to help, to fix the situation. But what if what you are doing could inadvertently make things worse? Parents often have difficulty finding a balance between expecting success for their child without creating anxiety. When a child is struggling in school, the way a parent responds will have a huge impact on his or her self confidence. Academic struggles can have an effect on a child, far greater than just deficits in skills. Academic struggles can impact self confidence, inhibit social growth, and create anxiety. When a student begins to struggle academically, focusing on the academic area should not be the only method of intervention.

A total focus on remediation of the specific academic deficit can produce the opposite effect. It helps me to think of it this way: I HATE to play volleyball. I'm not very good it. In fact, I'm horrible. It so boring that I'm constantly zoning out, which isn't good when the ball comes my way. By the time I realize that I should be the one to hit the ball, it's too late. I make a lame effort, but miss and look ridiculous. Everyone around me makes comments and grumbles and I feel horrible. So I start thinking about how everyone is annoyed at me, and how horrible at volleyball I am. While I am thinking the negative thoughts about myself, another ball comes in my direction, and since I am thinking about something else, I miss the ball. If twenty years ago, someone in school had said, "This girl is struggling in volleyball, we need to give her extra practice every day before and after school," I would have hated it, and felt even worse about myself. Then if I went home and my parents were discussing my volleyball performance and how to better help me.... Two things could have happened. I would either have gotten better if the intervention was successful and my confidence would have improved, or I would have been miserable and gotten even worse, because I believed I was horrible. If my confidence dropped, it would have been harder for any improvement to be made. If I had to go to school everyday to focus on the thing I hated and could not do well, I'd begin hating school. It could have been a downward spiral in my life. Thankfully, volleyball wasn't valued enough that any interventions were made on my behalf.

When I'm creating interventions for children, I often try to think of how I would feel in their situation. Extra reading would not have bothered me, but if I struggled in reading that may have been a different story. As soon a child begins struggling in reading, interventions are necessary to try to intervene before they fall into a downward spiral. However, no matter where a student is in their struggles, it is important to consider their feelings and focus on their confidence.

*Here are some suggestions on how parents can take some of the focus off of the deficit while intervening.

1. Help the child become involved in an activity in which the child can succeed. Helping the child to strengthen other areas (sports, a musical instrument, student government, etc.) can help maintain confidence.
2. Remind the child that everyone has strengths and weaknesses. Remember to focus on his or her strengths as much or more than you focus on the deficit.
3. Praise efforts, not the output. For example, if a student works really hard, but doesn't quite "get it," remember to encourage the hard work. Praise should not only occur when they get everything correct.
4. Try to make the interventions fun when possible. This can be difficult, but worth a try.
5. Be sensitive to your child and try to determine if he or she is being pushed too much. High standards are important, but not at the expense of self esteem.
6. Believe in your child. When a child knows that his parents believe in him and love him unconditionally, it gives them the strength to keep trying. Once parents give up, there is little hope that the child will continue to work hard.

You might also be interested in:
What to do when your child is struggling in school
Back to School survival guide for parents of a child who struggles

Diagnosing ADHD

2008-10-20T11:52:00.000-07:00

When a parent has concerns about inattention or hyperactivity, they may seek an ADHD evaluation. The first question they might have is "Who is the best person to complete this evaluation?" There are different schools of thought on this, but in my opinion, the most important question is not "What type of professional should complete the evaluation?" Instead of looking at the title of the person, consider looking at the thoroughness of the evaluation they would complete. Medical doctors, School Psychologists, Clinical Psychologists, and Psychiatrists are all qualified to diagnose Attention Deficit Hyperactivity Disorders. It is my opinion that one group is not better than another. It's the methods of the individual evaluator that is most important to consider.

With that being said, some will say that a medical doctor should diagnose ADHD, because it is a medical condition. The medical doctor can rule out other medical conditions. However, I can give you a list of doctors that I personally know will give an ADHD diagnosis after a 15 minute interview with the parent. I know a doctor who will give medication to a child and if it works, then give a diagnosis and if it does not work, say “it must not be ADHD.” I also know of a practice that works collaboratively with the school and a Clinical Psychologist in their office as part of the process of the evaluation. Within the medical profession, as any profession, there is a large spectrum in the quality of the type of evaluation completed.

Another school of thought is that the schools should complete the evaluation as it relates to school difficulties. This can be done effectively when a school uses a multidisciplinary approach. When looking at special education services, the student's disability must cause academic impairment. However, a student can have a diagnosis of ADHD and not be eligible for special education. Schools often approach evaluations as whether they would meet special education criteria. Some schools will do an excellent job of completing an evaluation for Attention Deficit Hyperactivity Disorders, while others do not. In fact some schools will not evaluate for ADHD and require a medical diagnosis instead.

According to the Diagnostic Criteria in the DSM-IV-R, there must be an impairment in two or more settings, not just school or home. Whoever is conducting the evaluation must consider both settings. Doctors can send rating scales to teachers and review previous records. Schools can interview parents and send rating scales home. As a parent, if your child is being evaluated for ADHD, carefully consider whether the evaluator will be looking into all perspectives.

Questions to ask an evaluator prior to agreeing to an evaluation:
1. Will you use multiple sources as informants (teacher, parents, observations)
2. How will you be ruling out medical conditions and other learning disabilities?
3. What types of assessment procedures will you be using?

For more information on ADHD:
Attention Deficit Hyperactivity Disorder
FAQ Parents ask about ADHD and Special Education
Other Health Impairment

What We Are Reading #2 Intervention Edition

2008-10-13T06:39:00.000-07:00

This month's edition of What We Are Reading will focus on Interventions in honor of the new Interventions pages at School Psychologist Files. Interventions have been on my mind lately since creating them, consulting with teachers over particular students, and working as part of a prereferral intervention team have been a large part of my job this year. This is a compilation of relevant articles from Blogs that I know, blogs I've found and, a few blogs that have been recommended. I thank everyone that submitted a blog article. Please keep the blog article submissions coming! Next month's edition of What We Are Reading will focus on Reading.

Setting a Classroom up for success.

The Art of Learning Better: 101 Tips to Find and Fit Your Learning Style! Don't miss this great article from Teaching Tips.com

At OMAC, there's good information for classroom layout.

Dyslexia Tutor reveals some great Teacher Tips from Kathie Nunley.

At Reading Rockets, Joanne Meier gives us advice on positive ways to utilize volunteers in the classroom.

Classroom Management and Classroom Intervention Ideas
Eduholic describes a better way to discipline than merely detention.

Learn new responses to student's complaints that evoke critical thinking at Successful Teaching.

If you missed the Article on the Behavioral Contract, here's a link to it.

Learn about a cash incentive program at The Core Knowledge Blog

Special Education
Read Six Proven Accommodations for ADHD and LD Students at ADHD and LD Resource Blog.

Check out this great information For Parents on the ABC's of IEPs at Disaboom.

The cost of treatments and therapies for autism and how to pay for them is discussed at Autism Vox.

LRE is more than just good practice, it is law.

2008-10-06T11:44:00.000-07:00

When a student is eligible for special education services, the type of services the student will receive is individualized and will depend on the needs of the student and the environment of the school. Schools are required to place the student in the Least Restrictive Environment. This means that the student is to be educated with her peers to the greatest extent possible. If she can succeed in an inclusion classroom, then she will not be placed in a special education classroom. Least Restrictive Environment is mandated through IDEIA 2004. Remember, LRE is more than just good practice, it’s law.

The IEP committee will determine the Least Restrictive Environment for each student as part of the Individualized Education Plan (IEP). When developing the IEP, the committee must determine to what extent the student can be able to participate in regular education programs. Since there is a spectrum of special education services, it is important to carefully consider the level of services necessary for each student.

The LRE is not to be determined solely by the disability. Consider three different children who are eligible for special education services under the same category: Autism. The least restrictive environment for Johnny is a special education classroom for the entire day. The noises and the pace of the regular education classes are overstimulating and send him into frequent tantrums. However, Suzie also has Autism. She needs to be in special education classes for her core classes, but she is able to be educated in a regular classroom for elective classes. Frank is also Autistic, but the least restrictive environment for him is an inclusion classroom for the entire school day. He is educated with his peers, but has significant accommodations in place to help him be successful. Although each of these students have the same disability category, they are receiving a different level of services based on their individual needs.

A school should never say something like “we’ll he’s Emotionally Disturbed, so he goes to the ED classroom.” While there may be a special education classroom available for a few children who need the constant special education supports, it can not be mandatory for a specific disability. If this were the case, they would not be called Individualized Education Plans. They would be Stereotyped Label Education Plans.

Child Study Committee

2008-10-01T06:43:00.000-07:00

When a student is struggling in the classroom (behaviorally, academically, or emotionally), a teacher or parent may want support in trying new strategies to assist that student. The Child Study Committee may just be the best avenue for gaining this support. The Child Study Committee is a group of people who come together to brainstorm and develop interventions for a specific child. The participants are a mixture of those who know the student well and those who are trained in developing interventions. Parents and the classroom teacher are key members. Additionally, a school will have a standing committee that might consist of professionals such as an administrator, a School Psychologist, a School Social Worker, a School Counselor, a Special Education teacher, and or a Reading Specialist.

The referring source (which is typically the parent or the teacher) will begin by sharing the concerns. The teacher and the parent will share their own perspective and let the committee know what interventions have been attempted. It is helpful to bring in specific data. This could be a detailed description of behavior and the frequency of occurrences, it could be writing samples, or it could be a report from a medical provider. The more data brought to the committee, the more specific the interventions can be.

The committee will listen to the parents and the teachers and then work together to develop an intervention plan. Not only will they develop an intervention plan, they will assign individuals to certain roles. In a set amount of time, maybe 6 to 12 weeks, the committee will reconvene to determine the effectiveness of the interventions. Schools who are using RTI have an advantage and are often better able to measure the growth that occurred as a result of the intervention. If RTI is not being utilized, the school can still obtain baseline data at the beginning of the intervention and then measure prior to the follow-up Child Study Meeting.

Hopefully the interventions will be successful. If not, the Child Study may reconvene to tweak the interventions or establish new ways to promote growth. After several documented interventions have been unsuccessful and if a disability is suspected, the committee may recommend a referral for a special education evaluation.

The Assignment Book

2008-09-22T08:49:00.000-07:00

Organization is such a difficult skills to learn. Believe me, I know. I'm what my mom calls a "messy." Then I married a neat freak. He's learned to loosen up and I've become much more tidy. I've also learning some of the benefits of developing an organizational system and sticking to it. It makes me feel better, I'm more productive, and I want my children to have some sense of organization as they grow. Organization is not in my nature though (my fridge will attest to that) and old habits die hard. My point, is to teach organization skills at a young age.

Organization in school, will help students become more efficient and get homework completed and turned in. The assignment book is a fabulous way of helping kids remember their assignments once they get home, and helps parents to know if they are getting everything completed. Sometimes, kids start out with good intentions, then reality hits. They quit writing assignments down, or were not paying attention when the assignment was given, or can't find the assignment book. A good strategy for these children is to establish a routine with the assistance of the parent and the teacher. At the end of the day, the student is expected to go to the teacher and have her check what is written. She will initial the book. Parents look for the initial and then place their own initials once all homework has been completed. At first, this method will require reminders and responsibility from the parents and teachers. Eventually, it will become habit and the student should be able to self monitor. If parents and teachers can't stick to this method, why would a student decide to stick with it? When the student sees consistency from the adults, and then sees the intrinsic benefits of having it all together, he will start taking the initiative. Organization is learned, and some pick it up easier than others.

Overview of the Functional Behavioral Assessment

2008-09-19T09:51:00.000-07:00

What is a Functional Behavioral Assessment or FBA?

When is it used?

The FBA can be used for students in Special Education and it can be used for regular education students. However, there are not laws requiring a school to complete an FBA on regular education students. When an FBA is conducted regarding a student classified as a Special Education Student, the FBA is a function of the IEP committee.

What are good practices?

-Trained professionals such as a School Psychologist should conduct observations prior to the meeting. They can come with data regarding the current behavior and what may have led up to it.
-Leave negative thinking out of the process. It is not a grip session or a time to discuss what will not work. There are challenging children in our schools, but if we give up on them, they will surly give up on themselves.

Helpful links
Creating Behavior Plans
Intervention Plans
Overview of the FBA and BIP

7 Reasons to Sign up for the Monthly Newsletter

2008-09-18T08:46:00.001-07:00

1. It has great articles and information for parents of children who are struggling in school.

2. It keeps you connected with new things on School Psychologist Files and the Blog.

3. I work really hard getting it together!

4. I'll never sell your address to a third party.

5. It won't clutter up your email because you only get one a month. Possibly in the future twice a month, but never more than that.

6. If you change your mind in the future, you can always unsubscribe easily.

7. It's free!

Behavior Intervention Strategy: The Behavioral Contract

2008-09-10T10:38:00.000-07:00

Have a student who loves to get attention, even if it's negative? Does your child not complete homework due to lack of motivation? Behaviors such as these, can often be corrected with the help of the behavioral contract.

When done correctly, a behavioral contract can be one of the most effective behavior intervention strategies available in schools. The behavioral contract is intended to change the behavior of a student who is regularly making a poor choice.

A School Psychologist or a School Counselor typically facilitates this process. The School Psychologist will talk to the teacher and the parent to identify a target behavior (the desired behavior) and to understand possible limitations and possible rewards. The contract can be very simple or quite complex depending on its design. Age and ability level should be considered during the creation of the contract. Additionally, contracts should never be utilized for a behavior in which a student has no control over. Behavior contracts are a behavior intervention strategy used to help a child make better choices.

The student should also be involved in this process. When a student takes some ownership, it increases the chance that the student will take some responsibility. It is usually positive to let the student help write and have some input into the rewards and consequences outlined in the contract. Response to the contract is the choice of the child. It is more likely to be successful when the student has some ownership in its development.

The contract should clearly state each participant and their responsibility. Each participant commits to fulfill a specified agreement and then signs and dates the contract. The child will agree to perform a target behavior (i.e. complete homework every night, keep hands to himself, etc.) The teacher agrees to offer a reward if the student completes the target behavior or the teacher may agree to communicate with the parent regarding student's behaviors. Sometimes a parent will provide the reward and will also sign the contract.

In order for the contract to be effective, teachers must be consistent. All parties must do their part to ensure success.

Click here for more ideas on creating behavior plans

What We Are Reading

2008-09-08T11:23:00.000-07:00

What we are reading..... I've compiled several articles that I would like to share with the readers of this blog. These are the articles I have stumbled across that I felt would be the most helpful. I plan on doing this again in a month and I would love your input or contributions.

Parental Support

The ADHD and LD Support Blog always has great resources and intervention strategies for parents. The current article Support for ADHD/LD Parents has a lot of important advice.

In conjunction with my recent article Parent and School Relationships Dyslexia Tutor has a helpful article for parents: 10 Ways Parents Can Support Teachers.

New School Year = Rough transitions for some on the Reading Rockets Sound it Out Blogroll.

The Wrightslaw Blog Reminds Parents that they are members of the IEP team.

Support For Teachers

I've run across two great articles for new teachers. Dr. Bell has created a checklist for new teachers at "Notes from the School Psychologist Blog. This list contains helpful classroom management strategies. On the CEC Blog, My Dirty Dozen contains 12 useful tips for new teachers.

Teaching Learners with Multiple Special Needs provides an article Beyond the Traffic Light that encourages teachers to use positive reinforcement.

Who couldn't use more resources! On Teaching Tips, Laura Miligan posts The Ultimate Guide to Special Needs Teaching: 100+ Resources and Links

Misc.

Christina Samuels gives us some insight on to what the Presidential candidates are saying about special education.

And finally, some humor from Special Education Law Blog: You Know You've Been A Parent of a Special Needs Parent Too Long When....

The Next Issue of What We Are Reading will be Posted on October 13, 2008. Please email me articles!!!

Parent and School Relationships

2008-09-01T09:41:00.000-07:00

Positive? negative? supportive? combative? collaborative? harmonious? turbulent? Which word would you use to describe the relationship you have with your child's school? Would that word vary from day to day? How would your school staff describe you or your relationship? The parent and school relationship, like any relationship, takes hard work, and commitment. The best advice I would give to parents working with a school is to come with a positive attitude, with the mindset that you are partners with the school working together for the well being of your child.

The parents who are friendly, easy to get along with, knowledgeable, and flexible get the most from the school staff. These parents recognize that the school may not be able to do everything their way. These parents are not demanding about the particulars of how their child will learn, yet they have suggestions and work as partners with the school. They listen to the teachers suggestions and respect the teachers and the limitations they have. When a situation arises that a parent feels strongly about, they are able to articulate their passionate feelings in a constructive manner. In the end, they will be more respected and their opinions will be more valued.

All that being said, parent and school relationships, like any relationship can be very difficult. It's hard. After all, this is your precious child they are talking about. Parents want the best for their children, and when they don't feel that the school is giving their child the best, it can turn into a very difficult situation. Most parents feel they will do whatever it takes to fight for their child. I know I do. However, usually 'the fight' is not the way to go. 'The fight' creates tension between the school, the parents, and unfortunately the child. In the end, it's the child that suffers.

Once the relationship becomes negative, it's hard to break that cycle. Since the relationships involve humans, there are hurt feelings to mend, there can be pride issues that get in the way, insecurities to overcome, etc. In addition, it is challenging to change opinions. This is not to say that opinions can't be changed and a negative experience can't turn into something great, or that a positive experience can't turn sour. Starting out on the right foot with the school is so incredibly important. This is a relationship that can last 13 or more years, depending on if you stay in the same place and how many kids you have. Your reputation will follow you- teachers talk!

If you are a parent who is in a combative or negative relationship with the school, it will take a lot of effort to turn things around. Fair or unfair, you may have to make the initial steps in fixing the relationship. Start by recognizing there are two sides to the issue. First and foremost, look at ways you can improve. Take into consideration how you are coming across to others. Are you coming to meetings with a threatening demeanor, are you acting timid, are you looking down on the school staff or acting "snotty?" None of these attitudes will get you anywhere with the school. It seems like when parents come in making threats or acting tough, schools will do the minimal amount they can get by with for the child. If you act timid or as if you don't care, you leave all plans to the school, also not recommended. However, if you come in ready to work as a partner, schools respond well. It's all in how you say things.

I'm not here to take sides. I've seen instances where I have felt that parents are being unreasonable and I've heard of instances where the schools are acting very poorly or are out of compliance. There are extreme circumstances that parents should never tolerate. However, in the majority of instances, it seems like a misunderstanding that could have been avoided with basic relationship training on one or both sides. Even if the problems are not completely solved, a collaborative relationship will be less stressful for you and the school staff, and your child. It will also model positive relationship building lessons for your child. Remember, it's all in how you say things...

Other Health Impairment

2008-08-28T10:37:00.000-07:00

Other Health Impairment- I just don't like the way it sounds. To me it seems so distant and impersonal. It isn't descriptive of the students disability. It's just some "other disability." Whether I like the name or not, it does have a good purpose within special education for those students who have a medical disability and require special education services. The term Other Health Impairment or OHI gets thrown around a lot in the schools, and parents may or may be familiar with this term. OHI is one of the most diverse categories of special education that can serve students with a variety of disabilities, even though it is often associated with ADHD or ADD. Here is the federal definition of "Other Health Impairment" taken from IDEIA 2004:

"Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickly cell anemia: and adversely affects a child’s educational performance."

A general misconception is that having a Health Impairment such as ADHD, automatically qualifies a child for Special Education Services under OHI. However, this is not the case. A student must have a health condition that is documented and it must impact educational performance. Schools determine this educational impact in different ways. I've seen schools use grades (not necessarily the best in my opinion). Schools sometimes use achievement testing such as the Woodcock Johnson III, or the Weschler Individual Achievement Test and compare those scores to cognitive ability. In this situation, if the student performs significantly below his cognitive ability, and it is believed to be a result of the health impairment, then he may be found eligible for special education services.

What We Are Reading

2008-08-22T10:02:00.000-07:00

Parents: What recent articles have you stumbled across that have been helpful in your journey?

Blog or Website owners: What articles have you written lately that you would like to share with parents?

Please email me any suggestions and I'll try to compile them within the next few weeks. If we keep getting enough current articles, we can post this regularly. Please only submit recent articles that are about Special Education, disabilities, or education issues. Thanks and lets see what transpires.

What is a School Psychologist

2008-08-20T05:40:00.000-07:00

It's amazing to me what people think I do when I tell them I am a School Psychologist. People never seen to really understand what a School Psychologist does when I tell them. No matter how many times I explained it to my grandmother she thought I was a teacher until Dr. Phil came to TV. She suddenly made a connection and realized that I was a Dr. Phil for kids. Well, not exactly, but maybe a bit closer... Even in the schools, people have misconceptions about what School Psychologists do. As I have just changed systems, I'm realizing how different my role is no matter where I am and how the expectations are so different within the different schools.

The role of a School Psychologist might vary among school districts and states. However, School Psychologists who are Nationally Certified School Psychologists through the National Association of School Psychologists have had very specific training in several areas. Traditionally, School Psychologists do a lot of assessment with children who have been referred for special education evaluation. This may be an initial evaluation or a triennial evaluation that occurs with children already identified as a student who qualifies for special education. Assessment includes testing, observations, interviews, rating scales, and record reviews.

In addition to assessment, School Psychologists work with teachers, staff, and parents to develop interventions to help children become more successful. School Psychologists may work as part of a committee to develop interventions or they may consult with teachers individually. At times, a behavioral plan my be developed.

School Psychologists are also trained in individual and group counseling. The amount of counseling a School Psychologist will do depends on the expectations of the school district.

See Who are School Psychologists for more detailed information.

Which is better, a 504 Plan or an IEP?

2008-08-05T11:35:00.000-07:00

This is a question I often hear in the schools and see in message boards: Which is better a 504 Plan or an IEP? That' s a hard question to answer, because they both serve different purposes and have their own strengths. In a broad sense, they are both detailed plans, created by the school and parents to outline how a student with a disability will learn. A 504 Plan and an IEP are both intended to protect a student with a disability to ensure that they are learning in the least restrictive environment.

A 504 Plan and an IEP also have unique differences. The way in which a student qualifies for services under each plan is a major difference. It is more difficult to qualify for special education services and receive an IEP. A student must meet criteria under one of the categories of special education. A student can have a disability, yet not qualify for special education services. To qualify for a 504 Plan, a student must have a disability that is affecting a major life function. Unlike an IEP, a "major life function" does not have to be educational impact. A student can be doing well academically, but need social skills assistance due to Asperger's Syndrome, or organizational skills due to ADHD. With either plan, a direct connection must be made from the disability to the impairment in school. For example, a student who struggles in writing and has an anxiety disorder would not automatically qualify for a 504 Plan. One would have to prove that the writing problems are a direct result of the anxiety disorder.

When is a 504 Plan is a better option?:
A 504 Plan is a better option when the student is able to function well in a regular education environment with accommodations. The 504 is generally less restrictive than the IEP, and it is also less stigmatizing.

Cons of the 504 Plan:
*Schools sometimes do not take the accommodations as seriously and reminders are often necessary (even though this should not be the case.)
*There are less services available through a 504 Plan.
*The 504 Plan may not be as detailed as the IEP.

When is an IEP is the better option?:
An IEP is a better option for students with a disability that is adversely impacting education. Students who need more than just accommodations to regular education would need an IEP. Eligibility in Special Education opens the door to a variety of services.

Cons to the IEP:
*Unfortunately, it is more stigmatizing than the 504 Plan.
*The process to determine eligibility for an IEP can be very long.

In answer to the question, "Which is Better, a 504 Plan or an IEP?".... It depends on the child and his or her unique needs. I would recommend that parents look carefully at both options before pursuing one over the other.

Back to School Survival Guide for Parents of a Child who Struggles

2008-07-29T10:26:00.000-07:00

If you are a parent of a child who struggles in school, Back to School time lacks the excitement that other families might experience. While all parents have some concerns when it's time for school to start again, when a child struggles, emotions may be exceptionally strong. Back to School time for parents of children who struggle is a time of anxiety and justifiable concerns. However, often there is also that glimmer of hope, that this is going to be that year when "he suddenly gets it," or maybe "this will be the teacher that gets through to her." There are specific things a parent should do in preparation for the start of a new school year to get started in the best possible direction.

Talk to the teacher

Teachers appreciate a friendly call from parents to let them know about strengths and specific needs. Also, if done correctly it can set the stage for a positive interaction between parent and teacher that lasts all year.

Do's and Dont's about talking to the teacher:

Do keep the conversation brief. Although there may be many things you want to say, focus on the most important and let the other issues come out throughout the year as the need arises. This will help the teacher remember the most important information.

Don't call the teacher during summer break. Teachers need their break and they may not be focused during the summer. She is more likely to remember the specifics of your conversation if you wait until the teacher workdays a few days before the children return.

Do let the teacher know a specific strength of your child. Be careful not to focus only on the needs.

Do not criticize old teachers. Last year's teacher may be her best friend. It's not a good idea to talk about what other teachers did wrong. Instead let her know what worked well and maybe what didn't work well.

Do let the teacher know that you are interested in being a partner with her to help your child succeed.

Help your child get involved in an activity.

Children who struggle, as well as their parents can become very consumed in what they don't do well. The child spends the entire day doing something that is very difficult and then often comes home and hears about it from the parents. When there is another activity that he can be successful in, it provides a sense of confidence. It shifts the focus away from the perceived failure and broadens one's perspective about life. After all, we all have strengths and weaknesses. Academics, while important, are not the only thing a child can succeed in. Getting involved in an activity can also keep a child connected to school, and become more well rounded, when academics alone would not.

Do's and Don'ts about getting your child involved in an activity:

Do encourage an activity that will redirect some of his frustration. When a student struggles in reading and all of the focus is on reading, it can be overwhelming and harmful to self esteem.

Don't push your child into an activity that will require so much time, that studying will have to take a back seat. This activity is not to replace academics.

Do let your child choose the activity or at least have equal rights in this decision.

Other ideas to consider

Write a one page summary of the IEP accommodations. I saw this recommended in a forum, and could be helpful.
See if you can bring your child to veiw the room a day or so early to ease anxiety.
Feel free to post a comment if you have any other ideas.

How a School District Determines if a Student Qualifies for Special Education Services

2008-07-28T07:43:00.000-07:00

Parents are often uncertain about how a school district determines if a student qualifies for special education services. It sometimes seems unfair to parents when the outcome of an eligibility meeting is not what the parents felt was best for their child. What is surprising to some parents is that eligibility for special education services is not based on who would best benefit from the services. To qualify for special education services, a student must meet very specific criteria for one of the disability categories of special education that have been defined by the federal government in IDEIA 2004.

A school district collects data during the special education evaluation. The school will complete specific evaluations pertinent to the suspected disability. Additionally, medical records, classroom observations, and parent and teacher input will be considered. Once the data has been reviewed, the eligibility committee will look at all the disability categories outlined in IDEIA 2004 and decide which categories to look at in depth. The school district will use specific criteria to determine if a student has a disability and qualifies for special education services under one or more categories. It is illegal for a school district to find a student eligible for special education that does not meet criteria, even if everyone feels it is in the best interest of the child. The school district could be considered noncompliant for not following the criteria.

If you are a parent of a student who was found ineligible for special education services please recognize that you are not alone and the school still has a responsibility to educate your child. When a student does not qualify for special education services, they can still receive remediation through various regular education programs.

Comments are welcome. I'm sure there could be a lot of discussion on this topic!

Concerns about Preschooler Development

2008-07-21T09:10:00.000-07:00

Many parents watch every milestone of their child and have a tendency to compare to other children or compulsively look in books. Every child develops at their own pace and it usually is not a concern when one area of development occurs somewhat later than other children. However, when ther are multiple late areas of development or if one area is significantly delayed, it would be important to see if there is a Developmental Delay. Early intervention is always strongly recommended.

Parents can talk to the Pediatrician or call the Child Find office for your school district. Child Find will make an appointment to do a developmental screening with your child. A short screening instrument will be used to determine approximate development in physical ability, cognitive ability, communication ability, social/emotional development, and adaptive behavior. If any of those areas are found to be of concern during the screening, a more comprehensive assessment will be recommended to see if your child has a disability and would be eligible for Early Childhood Special Education Services. All services are free to parents. The screening is a requirement of the public school systems and are there for parents of preschool age children to take advantage of. If an evaluation is recommended, it will also be at the cost of the school system.

Disability Categories within Special Education

2008-07-13T09:51:00.000-07:00

In order for a student to be eligible for special education services, he or she must meet specific criteria in one of 13 categories of special education. IDEIA, the law that covers special education services, has federal definitions. A school system will develop specific guidelines to help ensure that students are identified for special education based on the federal definitions. Schools consider specific categories when they suspect there might be a disability.

A school might consider Autism if a student has a diagnosis of an autism spectrum disorder including Asperger's Syndrome.

They might consider Developmental Delay if the student is very young and is exhibiting delays in one or more areas.

Emotional Disability is considered when a student is having significant emotional problems that are interfering with academics.

A school might consider Mental Retardation if a student displays subaverage cognitive abilities, educational achievement, and adaptive behavior. A student can be classified as Mild, Moderate, or Severe.

Orthapedic Impairment is considered when there is a phsyical condition causing difficulty in the school (i.e. cerebral palsy).

When a student has a medical condition that interferes with education, Other Health Impairment may be considered (i.e. ADHD, Epilespy)

A Specific Learning Disability is considered when a student is significantly struggling in one or more academic areas.

When a student's speech or language is impaired, the school might consider Speech and Language Impairment.

A school might consider Traumatic Brain Injury if the student has recieved a head injury.

Hearing Impairment, VIsion Impairment, or Deaf-Blindness are considered when there is a documented hearing and or vision impairment.

Multiple Disabilities would be considered if there are multiple categories that a student would qualify under.

Classroom Interventions for children with ADHD

2008-07-07T07:47:00.000-07:00

As a School Psychologist, I am constantly asked to help develop classroom interventions for students with attention difficulties. Sometimes this is part of an IEP, a 504 Plan, or just early interventions to use with a general education student. To date, I don't have a good compilation of some of the best interventions. I tend to work from my memory or use other guides that have been created. One of the best I've seen is 101 Elementary School Classroom Interventions from ADDinSchool.com. It is a book, filled with information on interventions for classroom teachers. There are general tips for the classroom teacher on setting up the classroom, presenting your lesson,worksheets and tests, and then specific interventions on organization, behavioral interventions, increasing time on task, dealing with impulsive behaviors, and helping students stay focused. If you are a classroom teacher, this is a must read. If you are a parent of a student with attention difficulties, you might consider sharing this resouce with your child's teacher

Putting Percentiles into Perspective

2008-06-28T04:35:00.000-07:00

After testing has been completed, parents receive a lot of test scores, grade equivalents and percentiles. It's a lot to take in, and takes some learning as to what they mean. Percentiles can be confusing and somewhat deceptive. Parents often ask questions like "How can the 27th percentile mean Average?" I want to use an analogy to look at percentiles with a more realistic perspective. *Remember this is an analagy and does not take into account the various factors that occur in real life.

Let's use IQ scores as an example. The entire third grade was given an IQ test, all 100 children. They were then numbered by their score. Number 99, 98, and 97 are highly gifted. Number 1, 2, and 3 have subaverage intelligence. The majority of the third grade fell in the Average range (numbers 25-75) and theoretically "should" be able to learn with Average instruction. Number 75 will have an easier time than 25, but they are both in the average range. Numbers 76-96 are not technically "gifted" but they learn faster than average and school should come pretty easy for them. Numbers 4-24 are below Average and will need accommodations or more repitition to learn. Number 4 will have an extremely difficult time, while number 24 may need just a bit more repitition.

This analagy can be used on any assessment. If we use Math scores on achievement testing and numbered 100 kids according to their performance on the math test, a few would perform way above grade level, a few will perform way below, but most will perform right at about grade level.

The assessments used in special education testing were given to thousands of children to help standardize the test and give percentile ranks. When your child took the test, her performance was compared to all the other children given the assessment in the standardization and a percentile score was given. All other scores (Standard Scores, T Scores, and Scaled Scores) are formulated based on the percentile.

Be aware that the percentiles are theoretical. Scoring at the 75th percentile does not gaurantee good grades. Often number 50 on the IQ test will be around number 50 on a math test and a reading test and so on. Unfortunately, people expect that to always be the case. There are a variety of factors that can make a child not perform at thier potential (i.e. processing disorder, attention problems, emotional problems, etc.) - but we'll save that for another time.

I also reccomend www.assessmentpsychology.com for more good information on test scores.

What to do when your child is struggling in school

2008-06-19T13:20:00.000-07:00

Parents often feel lost when they recognize that their child is struggling in school. They want to help and fix the problem before it gets worse, but often don't know how to help or who to go to. A parent should start by going to the teacher and having an open discussion about the problem and trying to understand both the parent and teacher perspective of the issue. Having an open relationship between parent and teacher is invaluable. If the child continues to struggle after help from the parent and teacher, a group of professionals and the parent should meet to discuss interventions. This meeting is sometimes called a Child Study Meeting or an Instructional Support Team. Once the interventions are decided upon, time should be given to see if the interventions are successful. The committee may decide to have a full special education evaluation if a disability is suspected.

Here are some of the more common reasons that a child is struggling in school. In the future, I may go into more detail for each of these:

The student has attention problems, making it difficult to concentrate and stay focused in the classroom. When a student struggles with inattention, he begins to have gaps in his knowledge because he misses key points during instruction. As knowledge builds upon prior knowledge, school becomes more and more difficult when there are gaps, making it even more difficult to maintain attention. Additionally, when it is hard to concentrate on the work, work is accomplished less efficiently. See ADHD Overview and ADHD FAQ for information on ADHD. Parents can talk to the school psychologist or the child's medical provider to see if an evaluation is recommended.

The student is having emotional problems, making it difficult to focus on academics. When there is something significant happening at home or in the classroom, it can affect a child's concentration and motivation in school. If you are aware of any significant life changes such as divorce or a death in the family, fighting at home, or even bullying at school, realize that academics may take a backseat in her life for awhile. The best thing to do is to seek counseling, either with the school counselor or privately. Ignoring the problem and waiting for it to go away can prolong the difficulties (emotionally and academically) and the child may develop maladaptive ways to handle stress and difficult situations. Talk to your school counselor or school psychologist immediately for strategies to help in the classroom and consider private counseling.

The student has a learning disability that is impacting education. When a student has a learning disability, she typically has average intelligence, but struggles in some academic area. This is due to a deficit in processing information in a specific way. For example a student with an auditory processing deficit has trouble interpreting information she hears. She will need to learn in a more visual manner and have accommodations to address the auditory processing deficit. There are several different types of processing deficits. The deficit will show itself in a regular classroom, by the student struggling significantly in one or more content areas. Consider a special education evaluation to determine if your child has a learning disability.

The student learns at a slower pace than other students. Some schools refer to this student as a "slow learner" or "struggling learner." This is a student who has the ability to learn, but learns at a slower pace than the typical student and begins to fall behind. This student will need tutoring or extra instruction to keep up with the class. It would be good to look into what remedial programs or tutoring the school provides. However, student's who learn more slowly often do not meet criteria for special education and will need to have accommodations within regular education.

There are other numerous reasons that a child may be struggling academically in school. No two children are the same and every child should be treated as an individual. As a parent, you want to see your precious child succeed. The best advice is to start with the best possible relationship with the teacher and the school to ideally work together. Don't give up. If you don't get the answers you need at first, keep trying.

Basics of Special Education Law

2008-06-17T11:50:00.000-07:00

When a child is having difficulties learning in school, a parent needs to fully understand the special education process and know at least the basics of special education law. There are two main laws to protect children with disabilities in the public schools; IDEIA and Section 504.

IDEIA- If your child qualifies for special education under IDEIA, your child will receive an Individualized Education Plan. Parents must understand that there is a process that a school system must go through before declaring that a student is eligible for special education services. There should be initial interventions attempted before a student is ever referred for a special education assessment. The interventions should be decided upon by a committee (with parents included). If interventions are not successful, a full evaluation may be recommended. Testing will be conducted during this time. After testing is complete, an eligibility committee will gather to go over the testing and to determine if the student meets federal guidelines for special education. There are 13 disability categories in which a student may be eligible for special education services. If a student is found eligible for special education services, an Individualized Education Plan (IEP) will be created within 30 days. The IEP will be a written document that describes the services to be received, accommodations, and goals for the student.

504- Section 504 is less restrictive than IDEIA, and is a plan used for a student who has a disability that is impacting a major life function. It is used when a student does not require special educational services, but could still benefit from certain classroom modifications within regular education due to the disability.

Key things to consider:

*Parents can request testing, even if the committee does not recommend testing.

*Testing can not be completed without parental consent.

*Parents should be a valuable and contributing member at any meeting.

*Parents should receive a copy of their rights from the school.

*If you have concerns with the process, get an advocate and seek advice.

*If parents disagree with the testing, they can request an Individualized Education Evaluation (IEE) at the expense of the school system. This is testing completed by a professional not affiliated with the school.

Parental rights are often discussed by parents familiar with the special education process at LD Help Online.

School Psychologist Blog Files

Teacher's Role in a Successful Behavior Plan

Reminders

Do You Understand Test Scores?

Do I Have to Sign?

How Much of Your Child's Special Education Meeting Did You Understand?

Support for ADHD in the Schools

A Personal Challenge to All Parents

Make Homework Routine

Top 5 Questions about ADHD- From Everyday Health

Assessing Bilingual Individuals

New posts coming soon!

Readers Respond About Your Own Experiences In the Schools

New Poll: How Do You Feel About the Level Of Education The School Provides Your Child

The Unpopular Realities of the Eligibility

Angela's Tips for Handling Your Child's Special Education Needs

Promising New Research on Early Intervention for Autism

Classroom Observations

Parents Helping to Prevent Bullying

Academic Achievement Assessment vs. Classroom Assessment

School Counseling vs. In-Depth Psychotherapy for Children

Triennial What?

August 2009 Newsletter

5 Ideas to Ease "Back to School Anxiety"

Parents Supporting Education

Emotional Disturbance

Transitioning from Elementary School to Middle School

Prevent Skill Sliding this Summer

There ARE Some Students Who Struggle, But Do Not Qualify for Special Education

Anxiety in children

Thanks!

The Phrase I Hear Several Times A Day.....

Section 504: What to know...

Austim Awareness

Skills needed in reading

Visual Processing

Structuring Environments for Students with Autism

What Do These Test Scores Mean? Part 3

What Do These Test Scores Mean? Part 2

What Do These Test Scores Mean? Part 1

Prior Written Notice (PWN)

7 Things Parents Should Know Prior to Going to an IEP Meeting

Book Review: Raising Your Spirited Child

School Discipline for Students with Disabilities

7 Stress Reducing Strategies for Dealing with Homework

Happy Holidays!

What Makes a Good Inclusion Classroom?

Overview of the Behavior Intervention Plan (BIP)

Special Education Resources for Parents

What do General Education Teachers Need To Know About Special Education

A day in the life of a School Psychologist

TBI: Traumatic Brain Injury

The Benefits of an Inclusion Classroom

October Newsletter

Overview of the Functional Behavioral Assessment

Keeping the Faith, Even in the Midst of Academic Struggles

Diagnosing ADHD

What We Are Reading #2 Intervention Edition

LRE is more than just good practice, it is law.

Child Study Committee

The Assignment Book

Overview of the Functional Behavioral Assessment

7 Reasons to Sign up for the Monthly Newsletter

Behavior Intervention Strategy: The Behavioral Contract

What We Are Reading

Parent and School Relationships

Other Health Impairment

What We Are Reading

What is a School Psychologist

Which is better, a 504 Plan or an IEP?

Back to School Survival Guide for Parents of a Child who Struggles

How a School District Determines if a Student Qualifies for Special Education Services

Concerns about Preschooler Development

Disability Categories within Special Education

Classroom Interventions for children with ADHD

Putting Percentiles into Perspective

What to do when your child is struggling in school

Basics of Special Education Law