Vignette #1: Referrals
Frank wanted to help his supervisees avoid being obligated
to administer excessive standardized tests. Because student evaluation teams
obtained parental permission for specific test instruments without a
psychologist’s input, Frank advised his supervisees to serve on the student
development teams. This enabled the psychologists to generate appropriate
referral questions with the team and, when necessary, develop suitable
assessment plans that targeted specific referral questions.
Vignette #2: Discrepancy
Penelope turned to curriculum-based assessment when she
became frustrated with the lack of helpful information obtained during
psycho-educational evaluations. Standardized achievement test results
invariable indicated that students were performing at grade level, even when
they clearly could not meet teacher’s expectations. Parents, teachers and
Penelope could never understand that discrepancy.
Dilemma #1: Teammates?
There is a senior student on track to graduate this year
on your school psych practicum student’s re-evaluation caseload. He is
eligible for services under Orthopedic Impairment due to Spina Bifida. Your
practicum student noted in her chart review that the student was eligible for
OI and SLD in middle school only. Last spring at his annual IEP review,
his case manager wanted to "add the SLD" label back on. At the time,
you told her to wait until the fall for the re-evaluation. The student is
in general education classes performing well, but she is still asking for this. What
are the supervisory considerations? What should be done?
Dilemma #2:
Drawing the Line
Your practicum student comes to you to tell you that the
other school psychologist in your district has suggested that the three of you
develop a “standard battery” of tests for you to use for all new referrals.
Additionally, he wants you to share your budget to purchase some
neuropsychological standardized test kits so the district doesn’t have to make
expensive referrals to the local hospital. What
are the supervisory considerations? What should be done?
Reflection
Question #1: Measurement
How do competent school psychologists select evidence-based
and appropriate assessment tools? How have changes in cognitive theory
influenced this?
Reflection
Question #2: SLD Eligibility
What problems are associated with the discrepancy model of
diagnosing learning disabilities? What are the benefits of and concerns with
using cognitive testing?
