School Psychology Assessment

694 Words 3 Pages
Within my school, district we have several school psychologists and each one is appointed to certain school and certain classroom. Most of the students she tests have a ruling of Developmental Delay and non-verbal, when they turn 10 they are given a re-evaluation to determine if they qualify for the ruling of autism or another disability category. The school psychologist has four assessments for the re-evaluation, Comprehensive Test of Non-Verbal Intelligence, Vineland Adaptive Behavior Scales 3rd Edition, Gilliam autism Rating Scale-3rd, and classroom observation which are done by the psychologist. When all of the assessments are completed the Multidisciplinary Evaluation Team, which includes parents, regular education teacher, special education …show more content…
With non-verbal students, the examiner orally asks the student questions. The psychologist is the one who administrates the test. The Vineland Adaptive Behavior Scales Third Edition is a comprehensive assessment that is given to the parents. Usually the parent takes the questionnaire home, fills it out, and returns it to the psychologist. This assessment measures personal and social skills. The parents are also given the Gilliam Autism Rating Scale Third Edition. This assessment has six subtests that focus on restricted/ repetitive behaviors, social interaction, social communication, emotional responses, cognitive style and maladaptive speech. The Behavior Assessment for Children 3rd Edition measures adaptive and problem behaviors within students. For this assessment, the teacher answers about the student like communication, social behaviors, repetitive behaviors, etc. …show more content…
If you test a student and give them a test where they have to answer by writing answers, that is a disadvantage to that child (Criswell,2017). Intelligence test can be biased for neuro-typical individual, like children who have autism or suspected of having autism. There are some tests like the Wechsler Adult Intelligence Scale in which individuals with autism have a more difficult time with because it is a verbal test, and individuals with autism use visual context to solve problems(Young, 2013). Another way to avoid bias is to not let the sex of the child hinder your decision to test or not. Boys are more than likely than girls to be assessed than girls. There is one female with autism for every ten boys, girls with autism show less repetitive behaviors than their counterparts (Griswold , 2016). A child’s cultural background is also a possible way that the administration could be bias towards them. Some administration may see certain behaviors like tantrums, aggression, eye contact, social interaction, communication and emotional expression as behaviors of a person with autism instead of their cultural differences. For example, in the Japanese culture when they are reprimanded, they will lower their eye gaze. If a student was in a classroom where the teacher did not under the child’s culture, the teacher might think the child

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