A request for psychoeducational testing can be made by a child's parents, teacher, or other school staff.  Typically the request is the end result of a process which should first include meetings prior to the referral during which interventions are developed and reviewed and regular education strategies are implemented to support the child in the Least Restrictive Environment (LRE).  Interventions prior to referral may include Title I (Special) reading support, math resource, positive behavior support plans, instructional support, differentiated instruction, or other adaptations and modifications.  A referral for evaluation would be made for a student who continues to experience significant difficulty acquiring and retaining age and grade appropriate academic and/or behavioral skills, even with interventions available in regular education. 

How soon will my child be evaluated once a referral is made?

The school district has 60 calendar days, excluding summer break, from the time the signed consent (Permission to Evaluate) form is received to evaluate a student and issue the Multidisciplinary Evaluation report to the parent/guardian. 

Do all students who are evaluated qualify for special education supports and services?

Some children who struggle academically or behaviorally in school may just need a little extra help to address their difficulties – they might not have a disability and require (or be eligible for) special education services.  A Multidisciplinary Evaluation is completed to determine whether or not a student qualifies for special education services.  This evaluation typically includes individual assessments of ability and achievement, input from the parents and teachers, classroom observations, and a comprehensive review of educational records, and may also include rating scales, functional behavior assessment, medical information, or other sources of data, depending on the reason for referral.  All students who are referred for evaluation are not found to be eligible for special education supports and services.  The criteria for special education is two pronged:  a child must be eligible for services, meaning that they must meet the criteria for one of the 13 disability categories (Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation/Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech/Language Impairment, Traumatic Brain Injury, or Visual Impairment); in addition to being eligible for services under a disability category, the child must also demonstrate a need for support that cannot be met within the general education environment.  The evaluation should take into account all the reasons why a child might be struggling in school.

What kinds of tests does a School Psychologist typically give?

There are a wide variety of tests administered by a School Psychologist. The types of assessments administered to a child depends on the nature of the difficulties the child is experiencing in school. A typical evaluation for a student who is having academic difficulties will include tests of verbal and nonverbal cognitive abilities (intelligence), visual perception, fine motor coordination, visual-motor integration, and academic achievement. Areas of academic achievement include basic reading, reading comprehension, math calculation, math reasoning, and written expression. If the School Psychologist suspects that the child may be Intellectually Disabled, an adaptive behavior scale may be completed. These scales measure adaptive functioning in the areas of communication, daily living, socialization, self-care, and academics. Rating scales, which are usually completed by the child’s parent(s) or teacher(s), can assess a wide variety of skills and/or behaviors. For example, if a child may be depressed, a specific scale which assesses the severity of depressive symptomatology can be completed. 

What is measured on an IQ test?

An IQ test does not measure the quantity of knowledge, but rather general intellectual ability to understand ideas, as compared to the general population at the same developmental level. How well a student can reason, distinguish relationships and solve problems are the abilities the test aims to discern. An IQ test also measures how well we process information, particularly our ability to store and retrieve it. Except in extreme circumstances, such as diseases that affect the brain, a person's IQ tends to reamin fairly stable throughout life.  It is important to note that there are factors during the evaluation itself, such as attention and effort, that can impact a student's performance on the test itself, thus negatively affecting scores.  If the psychologist believes that there were factors that impacted a child's scores on IQ testing, it will be noted in the report.

What is an average IQ score?

On a standardized IQ test, scores that fall between 90-109 are considered average, and 100 is the mean score.  Depending on the child's profile of scores, the Full Scale IQ may or may not be considered the most representative measure of their actual abilities as they relate to educational functioning.  In addition to an overall score, IQ tests include index areas, which look at more specific areas of cognitive functioning (verbal, nonverbal, processing speed, and working memory). Some children exhibit patterns of strengths and weaknesses that necessitate the analysis of skills  at the index or subtest level to determine the factors that may impact their performance in the classroom.

What is the difference between IQ and achievement?

While IQ is generally stable over time and measures potential for learning, an achievement test is a measure of academic skill development.  Achievement tests assess a student's reading, math, and written language achievement compared to the general population at their developmental level.

Does the School Psychologist test for ADHD?

There continues to be no single test for determining the presence or absence of ADHD. There is no universally accepted standard for the assessment of this disorder. There are; however, certain procedures which should be completed whenever a student, who demonstrates ADHD behaviors, is having difficulties in school.  Depending on the individual student, the School Psychologist can provide the following:

1. Norm-referenced behavior rating scales to the child’s teacher(s) and/or parent(s)  
2. Classroom Observations
3. Consultation with the child’s teacher(s) and/or parent(s)  
4. Individual testing when appropriate
5. Review of existing data (e.g., medical, family, educational)

It is important for parents to remember that a child MUST be having significant difficulties in school in order for any school staff to initiate any type of consultation for ADHD.  Although we will complete a consultation to provide feedback indicating whether or not a child is demonstrating characteristics consistent with ADHD, it is then up to the parent to follow up with the child's physician to confirm this diagnosis.

Does my child with ADHD qualify for special education services?

While ADHD is included as a potential Other Health Impairment, a diagnosis alone does not qualify a student for special education services.  In addition to the medical diagnosis, the disability must be shown to have a negative impact on the student's educational performance.In order for a student to qualify for special education under the OHI category, the following criteria must be met: a) the student must be diagnosed with ADHD by the school district, or the school must accept the diagnosis rendered by another qualified professional; b) the ADHD must result in limited alertness to academic tasks, due to heightened alertness to environmental stimuli; c) the effects of the ADHD must be chronic (long-lasting) or acute (have a substantial impact); d) this must result in an adverse effect on educational performance; e) the student must require special education services in order to address the ADHD and its impact.  If the child has a disability but does not need special education services, the child may be entitled to protections under Section 504 of the Rehabilitation Act. Section 504 is a civil rights statute that protects individuals with disabilities from discrimination for reasons related to their disabilities.