Psychology Question

Instructions

Background

For this assignment you will use the existing report you developed in PED616 (for Trinity Thompson-make sure to review feedback provided by your PED 616 instructor into this report to maximize your score), and add additional content to the report and analyze the data to determine if Trinity would meet SLD special education eligibility using the PSW framework. You will want to refer to the sample template when developing this report. You will use this as the template for this report: You will generate a report after scoring and analyzing the WISC-V scores, WJ-IV ACH scores, CTOPP-2 scores, and TVPS-4 scores provided in this assignment. You can use your most recent report data from your PED616 Week 5 Signature Assignment (this is not considered plagiarism of your own work as you are building the work).

I strongly suggest referring to the rubric below as you write the report to ensure you are covering all relevant areas.

Instructions

Use the data below to develop your report.

Demographics

The report includes the following demographics:

1. Student name

1. Student’s gender

1. Student’s grade level

School name

1. Student’s date of birth

1. Student’s chronological age

1. Date of assessment

1. Name of assessor

Name of teacher

1. Language spoken by student English is the primary language spoken at home

1. Report date

1. Student’s ethnicity – Student is Non-Hispanic-White

Reason for Referral

The reason for the referral is that the parent and teacher are concerned about Trinity’s learning and they are requesting an assessment to determine how Trinity learns and to see where her academic skills are at this time and to see if she would qualify for an IEP as a student with a Specific Learning Disability.

History: School History, Interventions, and Report Cards

School History

• Kindergarten: Woodstock Elementary School
• First Grade: Snoopy Elementary School
• Second Grade: Charlie Brown Elementary School
• Third Grade: Charlie Brown Elementary School

Intervention

Trinity has had the following interventions:

• Preferential seating (in front of the class by the teachers desk and next to an academically strong peer). This appeared to have improved her attention and made her more willing to ask the teacher for help.
• She has been attending a reading program for the last year which is called SIPPS. As part of this program, she received intervention 3 days per week for 20 minutes each session.
• She has also been provided a reduced spelling list (she is required to master 7 words weekly vs 14 by her peers). Her mother reported that she has provided Trinity with private tutoring one evening weekly for 60 minutes. Still, there is minimal academic growth, and she is falling further behind her peers.

Report Cards/School Attendance

Please review the to include in the report.

Developmental History

Information provided by parent and school nurse: please review to include in your report. It is easiest to separate the content into sections, such as Prenatal through Delivery, Developmental Milestones, Family History, Responsibilities, etc.

Prenatal through Delivery, Developmental Milestones, Family History, Responsibilities, etc. Include the following:

1. Date of most recent visit to the pediatrician and outcome

1. Information about the most recent hearing and vision screening as reported by the family (do NOT include the information from the school nurse here).

1. Services the child is receiving currently (therapy)

1. Family Health History

Childs pregnancy and delivery data (if it is unknown, note that the data was not available)-make a note if the biological mother used any substances during pregnancy.

1. Current Health History: Provide information about any diagnosis or medications the child takes as well as if the child wears glasses/contacts and hearing aid support. Provide any medical data shared by the family

1. Provide data regarding developmental milestones: were they met on time or were they early/ delayed (you may need to look at the expected timelines for the developmental milestones to be able to answer this question).

1. Chores/child responsibilities in the home

1. Discipline methods that work and do not work for the child.

Childs temperament (what makes the child happy/sad

1. Share what activities the student enjoys doing

1. List any problems/issues the family may be or has experienced that may impact the student at school (divorce, death in the family, fires, etc.) If there are none, note that.

1. Relationships: how is the student with siblings/peers

1. List the areas of mild and serious concern as noted by the parent(s)/caregiver(s).

Assessment Instruments/Procedures

Make sure to include all data points used for the assessment process (usually a list is sufficient).

Current Health/Attendance/Behavior Assessment and Home Constellation

Please review the for information about Trinitys current vision, hearing, and overall health. You will want to include the following in your report.

1. The name of the nurse is identified.

2. The date of the health assessment is included.

3. The findings of the vision (near and far) screening are included.

4. The findings of the hearing screening are included.

5. Medication information is shared (if taking meds, they are listed, if none are taken, it is noted that medication has not been prescribed).

6. Immunization status is provided

• Trinity has had 2 absences and 1 tardy so far this academic year.
• Behavior as of this time: there are zero behavioral incidents recorded for this academic year.
• The members of the home include Mr. Thompson (father), Ms. Thompson (mother), one younger sister and two older sisters.

Interviews

Teacher Interview (Ms. Venson):

Trinity is a nice child who attends school regularly, but she seems like she doesnt try with some of her work, especially with reading.She struggles with her academics, but I am not sure how much support she gets at home.She gets along with the other kids, but she can be bossy at times.She seems to be a creative kiddo, but she also can be a bit of a drama queen.She loves helping out adults and is a dependable friend for those in need. Note: Write this up in a way that is professional and not offensive to the parent or teacher.

Parent Interview (Ms. Thompson):

Trinity is the third child of four.She lives with me (mother), her father, and three sisters. She is the kind of kid who wants to do things her way. School is not important to her as she would rather be out playing and making up stories and dances.She has a hard time with her schoolwork, but that might be because she thinks the teacher doesnt like her.Trinity has a lot of friends and loves to be the center of attention. If she is given something she doesnt like, she usually wont try.She has a gentle heart and tries her best with most things.She really likes cooking as well as sports, mostly soccer.

Note: Write this up in a way that is professional and informative.

Student Interview (Trinity):

Use this to see a quick interview with a third grader; please use the information in this video to include in your report about the student (student interview).

Observations

• Use to view a video of an assessment; you will use this information to describe the testing observation. (It is a video of a student taking a different test.) Review the Sattler text for what to notice while you are assessing.
• Here is a clip to watch of Trinity in here classroom. You will complete a write-up of the behavior you observe of Trinity in the classroom during this classroom observation.Trinity is the student with long sandy blond hair with a circle around her in the image below. Note the following:
  • classroom description
  • class activity
  • target student behavior
  • percentage of on-task behavior

  

Assessment Data

• Note if it is a valid and reliable tool
• Explain the score ranges (8-12 scaled scores are average, etc.) and ALL scores you plan to provide (e.g., scaled scores, index scores, percentiles, etc.).
• Use the data from the WJ-IV ACH score report for Trinity Thompson (link is provided lower in this assignment as a link). You were also provided the score report in class on the first Saturday (you do NOT need to add the data into the online scoring platform WJ-IV ACH).
  • Also add the following scores into the report:
  • WIAT Oral Expression 101
  • WIAT-4 Listening Comprehension 92

The WJ-IV ACH does not have Listening Comprehension nor Oral Expression tests. After you enter the WJ-IV ACH scores,

• • • 1-open the WIAT-4 tab and

• • • 2-add the following scores to Listening Comprehension 92 and Oral Expression 101

• • • 3-then click both boxes next to them and scroll to the bottom of that page and click the green tab to transfer subtests to the Data organizer

• • • 4–click the boxes next to the scores

• • • 5-click on the upper right hand button at the stop of the screen (S&W Indicator)

• • • 6-Click the correct button for each score to indicate if it is a strength or a weakness.

• • • 7-scroll to the top and click on PSW-A Data Summary

• Use the data/scores from this assessment when writing your report.
• The information below should already be in your report, but if you have misplaced it or do not have it, you can use these documents to assist you in writing the report.
  • You should use the TVPS-4, CTOPP-2, TAPS-4 protocols that you scored in Week 3 (linked below).
• Use the the XBASS software to analyze the data to determine SLD eligibility (links below).

If the link above if not working to access the software and the link provided with your text is not working, please go to this website (link below) to purchase and download the X-BASS software (PC or Mac).

You will need this software for this assignment as well as in future courses and in the field.

Subtests/Tests

Use the following subtests/tests to add in the program to determine SLD using PSW (Delete the subtests that were not administered from the template).

• All scores on the WJ-IV ACH (including the one typed on page one) and
• For Crystallized Knowledge
  • WISC-V Similarities
  • WISC-V Vocabulary
• Fluid Reasoning
  • WISC-V Matrix Reasoning
  • WISC-V Figure Weights
  • WISC-V Picture Concepts
• Long-Term Storage and Retrieval
  • CTOPP-2 Rapid Digital Naming
  • CTOPP-2 Rapid Letter Naming
• Short Term Memory
  • WISC-V Digital Span
  • WISC-V Picture Span
  • CTOPP-2 Memory for Digits
• Visual Processing
  • TVPS-4 Figure Ground
  • WISC-V Block Design
• Auditory Processing
  • CTOPP-2 Blending Words
  • CTOPP-2 Phonemic Isolation
  • CTOPP-2 Elision
• Processing Speed
  • WISC-V Coding
  • WISC-V Symbol Search

* You will use the PSW report template (at top of assignment) to assist you in writing this report. Using the template is critical to the success in this week’s report. You will NOT report out the entire assessments, only portions of some of the assessments.

* You will need to use the XBASS software provided to analyze Trinity’s data and write the report. You will use the cognitive battery data and the processing test data to fill the broad and narrow abilities.

Eligibility

Provide a clear explanation of the eligibility criteria and completely and appropriately fill out the eligibility form.

Discrepancy SLD criteria is explained, data related to this criterion is provided and a clear indication is made if the student is eligible with a SLD which includes which processing deficit is identified and which academic area is identified. (If student is not eligible, you can still identify which processing area/s and academic area/s are developed/less-developed). If the data do not support SLD eligibility, it must be clearly explained why the eligibility criteria have not been met.

Summary

This section provides the reader with a brief overview of the content provided in the report. It should include the reason for referral, an overview/summary of report cards grades, school history and any relevant health information. The interviews should be summarized with a synthesis of themes. The observations (assessment and classroom) should be reflected on. The majority of the summary should be focused on the cognitive battery reviews. What areas were developed or relative strengths for the student and what areas were noted to be less-developed? No new information should be provided in this section.

Recommendations

This section should be a bulleted area where recommendations are provided that are directly linked to the cognitive weaknesses discovered in the assessment. Recommendations can be developed based on the concerns expressed by the parent, teacher or student. The recommendations should include strategies to assist the student, environmental recommendations (seating position in class, word wall, etc.), instruction materials, and possible classroom instruction recommendations. The recommendations should NOT include providing additional people to support the student as special education services and resources are decided on as a team at the Individualized Education Program (IEP) meeting.

• Include information about Special Education Eligibility-does the data support SLD eligibility?

Signature

Include your name and title (school psychology student). Include date of report and another signature line for School Psychology Student Supervisor. Make sure to list your course instructor as the School Psychologist at the end of the report.

Note: This report will be used again in the other assessment courses, please hold on to this report as well as make adjustments to this report once you have turned it in and received instructor feedback.

Last Step

You must also complete the IEP document Form. If you are able to type onto it, do so, if not, you have a copy of this form from the first in-class session in the documents you were provided. Complete the form and attach this document into the assignment as a separate document. It is also located here: .

WRITE MY PAPER