EARLY CHILDHOODASSESSMENT PROCEDURES

(A Manual fir Guidance Officers)

GUIDANCE AND EDUCATION SUPPORT DIRECTORATEEDUCATION DEPARTMENT of WESTERN AUSTRALIA

INTRODOCTION

This handbook has been produced at the request of theSuperintendent of Guidance, Directorate of Guidance and EducationSupport 8ranch,~Education Department of Western Australia . Itaims to standardize and formalize Early Childhood assessmentprocedures .

The information contained in the handbook aims to assist guidanceofficers and suggests a model for dealing with early childhoodreferrals where there is a query about a child's futureeducational needs .

This handbook has been produced by a working party of fourguidance officers in consultation with an early childhoodeducation officer . This working party acknowledges the input ofthe 1982 committee :

Geraldine ConnorCherrie GoodierRita Oxwell (EC Education Officer)Ann SarichKath Vaughan

Introduction

Table 1 - Assessment Model

Level 1Level 2Level 3

Decision making Process

TABLE OF CONTENTS

Table 2 - List of Assessment Materials and Tests

Factors affecting the Deferral Decision

Appendix :

Entry Criteria for Education Support Facilitiesand SPER Centres

Three Levels of Assessment (each level detailed overleaf)

Level One

Preliminary ScreeningChecklist-Interview-Informal Observation

Level Two

Secondary ScreeningStandardized TestsTest Batteries

TABLE 1 : ASSESSMENT MODEL

Joint Decision Making Process

1

Regular Year One .

2

Alternative Placement,

3

Refer on to Outside

4 Deferral .

No Concern

Refer On

No Concern

Refer On

Intervention

Intervention

No Concernv

v Level Three Refer Onvv Formal AssessmentPsychological Tests Intervention

ASSESSMENT MODEL

The Levels Model :

A levels model is a model of assessment which incorporatesthree levels of screening :

Level 1 - Primary level screening

Level 2 - Secondary level screening

Level 3 - Specialized and/or (restricted) psychologicaltesting

Information and data gathered from previous levels areincorporated into the next level and are the source from whichhypotheses and ideas can be formulated, Each/any level ofscreening can determine or suggest whether to continue assessmentin greater detail or to discontinue screening and enter thedecision-making phase, Inherent in the principle of levels ofscreening is that all information is valid and serves apurpose in the overall assessment and ultimately the decision-making phase .

LEVEL 1 - PRIMARY LEVEL ASSESSMENT

This level is information gathering and informal assessment . Avariety of assessment techniques are applicable .

Informal though they may be, information from observations, checklists, parent interviews and chats with the child give importantdata .

Structured observations and assessment derived from developmentallevels are useful . Many developmental screening tests are wellnormed, however a note of caution is warranted . It is notuncommon to draw incorrect impressions by not recognizing thebroadness of the age range which is still within 'normal' limits .

Consultation with early childhood teachers and review of ongoingrecords, dated examples of childrens work, and check lists areimportant at this level . Parent interviews and developmentalhistories are worthwhile for both assessment and intervention .

Suggested samples for data collection at this level :

1

Referral form for Pre-school/Pre-primary .

2

Procedure for gathering Level 1 data .

3

Suggested format for a Developmental History .

4

Observation methods .

5

Pre-school Developmental Scale .

EDUCATION DEPARTMENT - GUIDANCE BRANCHREFERRAL FORM

ADMINISTRATIVE DETAILS :

Name :

Date of Birth :

Pre-Primary/

PreviousPre-school :

Child Care :

Home Address :

Telephone :

Family Members :

HEALTH : From Medical Card Dated : (or elsewhere)

Sight :

Hearing :

Speech :

Co-ordination :

Other Health Factors :

OTHER RELEVANT INFORMATION :

OTHER AGENCIES INVOLVED :

PERSON MARZNG REFERRAL :

STATEMENT OF REFERRAL PROBLEM :

DEVELOPMENTAL AREAS : Please indicate if an area of concern -

Comments/Impressions

Social

WHAT DO YOU SEE AS THIS CHILD'S MAJOR NEEDS?

PLEASE EXPLAIN WHAT STRATEGIES HAVE BEEN ATTEMPTED SO FAR :

STATEMENT BY PARENTS CONCERNING REFERRAL :

Co~~nitiveri

Lan'~~~e

Personal-ada~~tive '

Physical

SIGNATURES : Class Teacher :

' D ' Principal :REFERRAL

PARENT/GUARDIAN~~~~~-~ AGREEMENT FOR GUIDANCErw r. OFFICER INVOLVEMENT :

Procedure for Gatheri~ Level 1 Data

1 Initial referral .

2

oiscussion with Pre-primary teacher . View the teacher'scheck lists/observations and examples of the child's work .

3

Request School Health check if necessary .

4

Casual observation of the child in the pre-primary/schoolsetting .

5

Interview with parent - informal or semi-informal isfavoured . Try to do this in private ; avoid discussing thechild in front of the child .

6

Structured observations if warranted .

7

Gather data from outside Agencies .

Impressions and data by this stage should be giving directionto either -

(a) an intervention strategy,

(b) further need for assessment,

(c) counselling,

(d) referral on .

Interview Format for a Semi-Structured -Developmental History

The suggested format is semi-structured and is designedso that the flow of the interview is information seeking yetpersonal and non threatening . Avoid asking for information youfeel embarrassed about as this tends to interfere with rapport .Individuals usually develop their own preferred style and that asskills develop with this type of interview informal interchangescan occur during the interview without loss of the main issues .Parents usually do not mind casual note taking down, however toomuch recording may make them feel uncomfortable .

1 PREGNANCY

Question - How was the pregnancy?

Cues

- (Points to focus on)- Any traumas .- Support systems .- Relationship with the father .- Prefered sex of the child .

2 BIRTH

Question - How was the birth/labour?- How did you feel about the baby when it was born?

Cues

- Feeding- Sleeping (mother/child)

3

DEVELOPMENTAL MILESTONES

Question - Can you remember when he/she walked, talked andwas toilet-trained?

- How does the child react to being cared for byothers?

Cue

-Going to pre-school/school/child care/babysitting,

4

SPECIAL EVENTS

Question - Is there anything special or unusual that you canrecall that would help us understand her/him?

Cues

- Illnesses, hospitalizations, nervous habits (egnail-biting, rocking), nightmares, sleepingpatterns, eating patterns .

Question - Any special traumas in your life, child's life?

Cues

- How did this affect your child?- How was this handled? How was it for you? your

child?

5 SIBLINGS

Question - How does he/she get along with sisters/brothers?- How did he/she react to the birth of younger

children?

6 DISCIPLINE

Question - How do you handle discipline when your child isbeing difficult?

Cues

- How does this work for you? for your child?

7

CURRENT CONCERNS

Question - What is the main concern for you at the moment?- Is there anything else that you think would help

me understand your child?

8 CLOSURE

Question - Is there anything you would like to ask me?

(a) You may at this stage want to give feedback tothe parent .

(b) Outline how you see your involvement with themother and the child .

(c) Outline how you intend to follow through fromthis interview .

(d) Ask the parent how they would like you to helpwith the presenting difficulty .

or

or

or

STROCTURED OBSERVATIONS

There are three main stages related to observations .

1 Behaviour

The target behaviour needs to be defined . For recordingpurposes, terms (such as disruptive behaviour) need to bebroken down into smaller, more discrete units .

2

Collection/Recording of Data

3

Interpretation of D ata

1 0

Select a recording method appropriate to the targetbehaviour, eg, event sampling, timed event sampling .

Interpretation of data is somewhat subjective and itssignificance is both a matter of degree and a matter of theexpectations of the people and environment involved .

Always check with the teacher to see if the child's behaviour isrepresentative of the original concern . It is not unusual forchildren to behave differently when being observed, also childrenof this age change rapidly (often last week's problem behaviourhas faded) .

PRE-SCHOOL DEVELOPMENT SCALE

MOTOR DEVELOPMENT

Age Level I Three to Four Years

1

Can stand on one foot momentarily .2

Can hop on one foot .3

Can run on tiptoe .4

Can sit with feet crossed at ankles .5

'Draws' with crayons etc ; probably grasps crayon in fist .

Age . Leve l II Four to Five Years

1

Can stand on one foot 8-10 seconds .2

Can hop 2-3 yards forward on each foot separately .3

Can skip, but may drag one foot .4

Can consistently catch a ball .5

Holds a pencil in an adult fashion, although grip may betense .

~e Level III Five to Six Years

1

Can stand for several seconds on each foot alternately witheyes closed .

2

Can skip using feet alternately .3

Can bounce a ball .4

Can throw a ball overhand, shifting weight from one footto the other .

5

Can cut on the line with scissors .

LANGUAGE DEVELOPMENT

Age Level I - Three to Four Years

1

Uses sentences averaging 5-6 words ; grammatical structuremay be poor .

2

Articulates in an understandable but infantile manner .3

Understands prepositions .4

Relates incidents in simple terms with a few details .5

Asks questions repeatedly, more to establish a relationshipwith the adult than to obtain information .

Age -Level II - Four to Five Years

1

Speech entirely intelligible ; uses only a few infantile soundsubstitutions .

2

Rnows a few rhymes .3

Asks questions for the definite purpose of obtaininginformation .

4

Uses some compound and complex sentences .5

Reports in detail events recently experienced or witnessed .

Age Level III - Five to Six Years

1

Uses fairly accurate grammatical forms,2

Adjusts his language to fit the role in dramatic play orunrehearsed dramatizations .

3

Uses most parts of speech .4

Retells a complete story like the 'Three Little Pigs' withthe events in sequence .

5

Uses polysyllabic words .

COGNITIVE DEVELOPMENT

Age.Lev el I Three to Four Years

1

Draws a man with head and indication of one other body part .2

Can imitate a cross .

3

Can copy a bridge of three cubes

(eg

;;; ;)4

Recognizes and gives names for common colours,5

Can build a tower of nine cubes .

Age Level LI Four to Five Years

1 2

1

Draws a man with head and legs and also trunk or features,2

Can copy a square,3

Can build three steps with six cubes after a demonstration,4

Can draw a very simple house .5

Can count the fingers of one hand with the index finger ofthe other .

Ale Level III - Five to Six Years

1

Draws a simple house with a door, windows2

Can copy a triangle .3

Can copy a pyramid of six blocks .4

Can Copy the letters V, T, H, 0, K, L, A, C, N, Y .5

Knows his own right hand and foot from the left .

Age Level IV - Six to Seven Years

1

Draws a man with neck, hands and clothes .2

Can tie shoe laces .3

Can recite numbers to 30's .4

Can copy a diamond .5

Can write his own Christian name .

and roof .

1 3

LEVEL 2 - SECOND LEVEL ASSESSMENT

This may be the first time you actively work with the child on al :l basis . Children sometimes take a long time to relateappropriately to a new adult and it would facilitate assessmentif the Guidance Officer has taken time to allow the child tobecome familiar with him/her in the pre-primary setting .

STRUCTURED PLAY

Preliminary information about children's language, concepts andfine-motor development can be gathered in an informal way usingkindergarten equipment familiar to the child . This also buildsrapport for the more formalized testing and aids the developmentof an hypothesis,

LANGUAGE

Any activity the child is doing allows investigation of hisability to handle the questioning techniques beginning with'what', 'when', 'where', 'how', 'what would happen if', andoccasionally 'why' . An inappropriate response will requireinvestigation of receptive language . Appropriate responses allowthe assessment of the child's expressive language, eg . how thesentences are constructed . Consider whether the child is usingtenses and conjunctions correctly . Record articulation errorsand immaturities .

CONCEPT

Using structured play you can investigate the child's knowledgeof various concepts such as number, classification, colour,spatial and positional awareness . Look at the child's hierarchyof knowledge, eg :

Colour

(holding toys up one at a time)

"What colour is this"? (naming)

If the child cannot name, then ask :"Show me - red/yellow/blue/green"?

If the child still can't do this task then trythe lower developmental level :"Can you find me one this colour" (Matching)

Number

Check the child's knowledge of 1-1correspondence using concrete materials .

If the child is unable to do this task thencheck at the lower level of rote learning .

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Sorting

Place all the toys before the child and say :

"Put these into piles that go together"(colour/shape) .

Fine-Motor

(using the kindergarten's drawing centre)

Ask the child to draw a boy/girl and/or ahouse .

Ask the child to print his/her own name (ifappropriate) .The information collected from thesestructured observations may be related to theage appropriate developmental levels .

STANDARDIZED TESTS

There are many standardized tests which are designed to provideadditional information . This is not a definitive list, but givesdetails of tests currently in use .

Auditory Discrimination

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Rosner Test of

If time is short it will not be vital to giveAuditory

this test as children who have adequatePerception

language generally have adequate auditorydiscrimination . It is possible to supply anintervention programme based on this test .

Language Tests

Boehm Test of

This is a test to see which verbal conceptsLanguage

the child is able to use to facilitateConcepts

efficient functioning in communciation/environment .

Bureau Auditory

A test of verbal concepts embedded in aComprehension

sentence format .Te st

Peabody Picture

This is a test of receptive vocabulary only .Vocabulary

Local use suggests that significantTest (both the

differences appear to exist between new andold test and

old norms .revised test)

Renfrew Action

This test of sentence structure assessesPicture Test

syntax and the information conveyed in asentence . The norms have been correlated withWestern Australian children .

Renfrew Bus

A language test which assesses the ability toStory

produce consecutive speech .

Diagnostic

This test was developed in Melbourne andScreening Test

assesses linguistic maturity and receptivefor Receptive

language competency .Language Abilities(DSTRLA)

Perceptual Motor

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Visual-Motor

Developmental test of eye-hand co-ordination .Integration(Beery)

Draw-a-man

It is possible to assess the approximatedevelopmental drawing stages of the child withthis test .

Frostig

This test is no longer given extensively butDevelopmental

the intervention programme MOVE-GROW-LEARN isTest

useful .

Developmental

Psychology

This is a normed developmental checklist,Developmental 11

Kindergarten

A developmental checklist normed forBehavioural

Australian children .y -

Index (Banks)

Portage Guide

A developmental checklist normed forto Early

Australian children,Education

SEE (School

An assessment tool (not standardized) designedEntry Evaluation) to investigate developmental levels for

appropriate programming . Computer analysis ofthe data suggests the language section ofassessment is particularly sensitive inidentifying children with language problems .It is still undergoing trial . Copies areavailable from the South East MetropolitanRegion .

School Readiness

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An ton Brenner

This test is specifically normed for theDevelopmental

USA school year .Gestalt Test

Metropolitan School

This is a pencil and paper test but aReadiness Test

pointing response is adequate .

McCarthy Screening

This test is a screening test which givesTest (MST)

an at risk or not at risk classificationfor children aged 4 - 6~ years . (Usesmaterials from the MSCA . Manualavailable through ACER) .

It is not recommended that all these tests be used during thesecond level screening . It would be best to select a smallbattery that allows diagnosis of specific areas as quickly aspossible (remember referred pre-primary children may have shortinterest spans) . For example one battery may consist of :

(a) Structured observations through the medium of play/toys .

(b) Developmental Test of Visual-Motor-Integration (Beery) .

(c) Draw-a-man .

(d) Renfrew Action Picture Test (RAPT) .

(e) Peabody Picture Vocabulary Test

or

Bureau Auditory Comprehension Test .

It is the intention to keep the level two battery of tests smalland effective .

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LEVEL 3 - FORMAL PSYCHOLOGICAL ASSESSMENT

Level 3 of the levels model is a flow on from the previous twolevels and entails detailed and formal psychological testing .

The working party strongly recommends against the use of IQ testsin isolation and cautions against the hazards of an earlyclassification of a child on the basis of one only IQ testresult . IQ tests used with the child below the age of 6 are notalways reliable and have limited predictive validity . Thepossibility of channeling a child outside the mainstream on thebasis of IQ scores alone is to be treated with great caution ;premature streaming is fraught with long term difficulties .

It is recommended that guidance officers adopt the principleof levels of screening, working from informal to formal, so thatall data gathered can be considered in conjunction with theformalised psychological assessments .

The issue is primarily one of careful selection and skilfulinterpretation that combines information about social/adaptivebehaviour, communication and IQ. The following significantissues need to be considered :

1

Early Labelling and Self Fulfilling Prophecies

Early categorization and the resultant school records thatare not reviewed and updated may lead to inaccurateperceptions of a child despite subsequent developmentalattainments .

2

Misdiagnosis due to Test Resistant Children

A preprimary child may be resistant in a test situation,particularly if this involves leaving the group and/orinteracting with a strange adult .

3

Poor Physical Testing Conditions

Preprimary centres often do not have a suitable venue, freefrom interruptions or distractions, in which to assesschildren . As an alternative, consider booking the preprimaryfor a Friday morning or using a suitable room elsewhere, butremember that the child will be re-assured by familiarity ofsurroundings .

4

Insufficient Expertise of the Tester

Because the preprimary workload of the guidance officer isthe smallest component, there is a risk that the guidanceofficer can be 'out of touch' with the preprimary child .The testing sessions may take longer to conduct and therapport may not be achieved as easily as with older children .The guidance officer may have to be prepared to useconsiderable flexibility in relating to or testing thepreprimary child .

5

Cultural and Language Differences (both English and non-standard English) :

Formal IQ tests may not be appropriate . Consultation withdepartments, such as Aboriginal or Migrant Education isrecommended .

6

Inadequate Test Tools

1 9

Reference has been made to the problems of using traditionalIQ tests with children of other cultural and language groups .In addition, certain tests may disadvantage children fromthe mainstream culture who have certain developmental delays ;eg the Stanford Binet L-M is unfair to a child who islanguage impaired . The use of the levels of screening willensure that there will be adequate supplementary informationin situations where the formal assessment is deemedinadequate .

The working party is not prepared to recommend any one testin favour of others . The issue is somewhat compounded bythe requirements of other branches within the Department,which prefer certain assessments for special placements .See Appendix for further information .

At Level 3, the following tests are applicable

1

Stanford Binet Intelligence Scale L-M2

Wechsler Intelligence Scale for Primary and PreschoolChildren

3

McCarthy Scales of Children's Abilities4

McCarthy Screening Test5

British Abilities Scale6

Leiter Non Verbal Test of Intelligence7

French Pictorial Test of Intelligence - Non Verbal

In addition, there are other specialized areas of information(paediatric, neurological, speech pathology, occupationaltherapy, social work and psychiatric) which, if available,must be considered in conjunction with the psychological testresult .

Should a child prove to be 'untestable' (most probablybecause of behavioural reactions) alternatives should beconsidered ; eg asking a colleague to undertake the assessmentwith you as the observer or seeing the child at home or usingmore detailed observations in natural, informal settings .

2 0

NOTE : It is not necessary to administer all the tests suggested eg, in Level 3 it would generally only benecessary to select one of the psychological tests listed .

LEVEL 1

TABLE 2 : LIST OF ASSESSMENT MATERIALS AND TESTS

LEVEL 2 LEVEL 3

1 Informal Observation 1 Auditory Discrimination (a) Stanford Binet(a) Rosner Test of Auditory Intelligence Scale L-M

2 Teacher Check List Perception - test of (b) Wechsler IntelligenceAuditory Analysis Skills . Scale for Primary and

3 Teacher Interview Pre School Children2 Language Tests (c) McCarthy Scales of

4 Parent Interview (a) Boehm Test of Language Concepts Children's Abilities(b) Bureau Auditory Comprehension Test (Also Short Form

5 Child Contact (Informal) (c) Peabody Picture Vocabulary Test Screening Test)(d) Renfrew Action Picture Test (d) British Abilities Scale(e) Renfrew Bus Story(f) Diagnostic Screening Test for Non Verbal

Receptive Language Abilities (a) Leiter InternationalPerformance Scale

3 Perceptual Motor (b) French Pictorial Test(a) Visual-Motor-Integration (Beery) of Intelligence(b) Draw-a-Man (Goodenough)(c) Frostig Developmental Test SPecialists.

4 Developmental Medical(a) Psychology Development 2(b) Kindergarten Behavioural Index Speech Pathology

(Banks)(c) Portage Guide to Early Education Occupational Therapy(d) School Entry Evaluation

Neuropsychology5 School Readiness

(a) An ton Brenner Developmental restalt Test Others(b) Metropolitan School Readiness Test(c) McCarthy Sceening Test

TAE DECISION MARING PROCESS

2 1

Guidance officers need to avoid being seen as the end decisionmaker . Recommendations should only be made with supportive dataThe prefered format is one that involves all significant partiesin the decision making process .

There is a need for guidance officers to be sensitive andresponsive to parental questions and concerns during this phase .In our multicultural society parents views will differ . Someparents may favour a child entering school at a later age andwould see deferral as a favoured option, other groups will viewa repeat year or alternative placement as a stigma against theirchild or themselves . The decision making process requires acareful analysis of all the relevant information to ensure thatthe child receives the benefit of 'the least restrictiveenvironment' . It is essential that the teacher be involved inany case discussions, particularly between the guidance officerand other agencies .

It is standard practice to ensure that parents are made fullyaware of their rights in relation to decisions and that they befully informed about the outcome of assessments . However,parents can be put into an uncomfortable position by not beingsure of the exact nature of the offered alternatives,particularly if they have not already been involved with theschool system . Guidance officers must ensure that parents arewell informed about alternative placements and also aboutfacilities .

Unlike a child with more obvious disabilities, a child referredin pre-primary may not have previously been considered at riskby his family . Socially, a child's first day at school isconsidered an important milestone ; recommendations which involvedeferral or alternative placement have to be handled withsensitivity . Parents may have to go through stages ofacceptance and may need on-going support from the guidanceofficer .

Currently, many pre-primary assessments are made close to thelong holidays, when most field staff are in recess and notaccessible . If possible, guidance officers should try to ensurethat these early childhood assessments are completed so thatdecisions about placement are clearly determined before the endof the school year .

2 2

FACTORS AFFECTING THE DEFERRAL DECISION

Seven points to assist decision making and recommendations forschool deferral are outlined below .

Test scores are not sufficient in themselves to determine arecommendation . When making a recommendation all of the pointsbelow should be considered . xowever in individual circumstancesone or several of the points may take precedence over the otherdata .

Immaturity can be defined as a developmental delay, in that it isanticipated that adequate development will occur with maturation,growth and experience .

Points to consider when look ing at deferral

1

Parents must be agreeable to deferral and accept therecommendation for a further years education at the pre-primary level .

2

Deferral may be an option when assessment scores indicatethat the child's general developmental levels are below the4 year old level as measured on a standardized developmentaltest . It is also an option where scores are one or moreyears delayed in the major developmental areas and theevidence suggests a delay rather than a 'handicap' .

3

Deferral may not be the 'best' option where children presentwith a clearly defined intellectual handicap, severeemotional disability, language disability, physical handicapor other handicap which may be better served by earlyintervention in an alternative or specialized educationalsetting .

4

The option of deferral needs to be carefully considered wherethe child's social, personal or physical development is ageappropriate or above . A further year at pre-primary or pre-school level may be too restricting for the child's overalldevelopment, large or robust children may face embarrassmenthaving to repeat pre-school with smaller children . Inaddition, sexual maturity may present as a difficulty laterin the primary years .

5

The option of deferral must be considered in relation to thealternatives that the school can provide, eg . a transitionclass, or a mainstream support class for Year 1 children atrisk .

6

It is necessary to consider whether the repeat pre-primaryprogramme will facilitate the growth and development of thechild .

7

Where there is evidence of physical or emotional risk orongoing environmental deprivation, school deferral may notbe in the best interest of the child .

GUIDLINES ON ASSESSMENT PROCEDURES FOR A SPER CENTRE

a) At School

1 Reason for Referral

Description of the problem

2 3

(i) Attention to classroom activities(inattention, day-dreaming,withdrawal) .

(ii) Physical activity (restlessness,noisemaking, hyperactivity) .

(iii) Reaction to tension (emotionalout-bursts, tantrums, headaches,encopresis, eneurises, stomachpains) ,

(iv) Meeting work requirements (self-criticism, giving up easily,refusing to do work, showing nointerest) .

(v) Getting along with others (namecalling, fighting, passivity) .

(vi) Response to teacher requirements(arguments, rudeness,disobedience) .

(vii) Degree of independence (seekingpraise, attention, support,currying favour) .

(viii) Regard for school rules andconventions (swearing, rule-breaking etc) .

(ix) Regard for general rules andconventions (truancy, tardiness,disallowed objects, destroyingproper ty) .

(x) Integrity (cheating, tale-bearing,stealing) .

(xi) Solutions school has attempted,

Comments :Duration/Fr equency/Intensity

b) At Home

(i)

(iv)

(vii)

(viii)

(ix)

3 Cognitive Functi oning

2 4

Physical activities (restlessness,noisemaking, hyperactivity, sleeppatterns) .

Reaction to tension (headaches,vomiting) .

Getting along with others(siblings, parents, peers) .

Type of play - destructive,(solitary etc) .

Degree of independence .

Response to authority (compliant,openly defiant, passivelyuncooperative, demands parent'sattention, overly anxious toplease) .

Parents perception of the problem .

Duration of the problem .

Solutions parents have attempted,eg referral to other agency .

2 Developmental History

(Include medical details)

Intellectual development, languagedevelopment (expressive and receptive)perceptual motor skills .

4 Summary and Conclusion b~GO

(eg Parental insight into the problemcommitment to intervention ; GO'sassessment of school environment ; GO'sperception of how the SPER Centre canassist the child) .

and

Comments :Duration/Frequency/Intensity

LANGUAGE CENTRES

2 5

The Language Development Centres were established by Dr WarrenLouden, Director of Special Education in February, 1982 . EachMetropolitan Region has a centre . The educational programmes ofthese Centres are designed to cater for the needs of childrenwith a significant language disorder or what is often termeddevelopmental aphasia or dysphasia .

A language disorder appears to result from a specific disabilityin decoding and/or encoding speech . Specific because it canoccur in the presence of :

1

Normal hearing .

2

Average or even well above average measurable non-verbalintelligence .

3

Normal potential for cognitive function as shown by thehandling of concrete materials and by responses to visualstimuli .

4

Social awareness and environmental responsiveness .

5

Strong desire to communicate as demonstrated by ingenuity inspontaneous drawing and use of gestures, etc .

6

Emotional responsiveness to others .

These children are usually grouped into two broad categories -those with receptive (and therefore also expressive) difficultiesand those with mainly expressive difficulties .

Referrals for this centre are made by principals, guidanceofficers, speech therapists and clinical psychologists, etc .through SEO at the Education Support Branch . All the relevantdata is then collated and presented to the Placement Committee .

This committee also has the power to co-opt other professionalmembers with expertise in medical, neurological and audiologicalassessment should the need arise . Following recommendation bythis committee and parental approval children are admitted to thelanguage development centre . Placement may be 'for short or longterm duration depending on individual needs .

Basically the criteria for admission is :

Intelligence within normal limits

A phonological disability (ie difficulty in speaking clearly)with associated language and motor problems .

2 6

Receptive or expressive language disorder causing delayedlanguage development, atypical or disordered speech or even atotal absence of speech, plus difficulties with comprehension oflanguage even to the extent of not understanding speech at all .

Among the functional difficulties presented by the languagedisordered child are receptive and expressive dysphasia,difficulty in the production of speech sounds (dysarthria anddysphasia) distractibility, hyperactivity, clumsiness, visual andauditory perceptual problems, limited short-term memory resultingin a severe learning difficulty .

Should you wish to refer a child to the Language Intake Committeefor consideration for placement then it is necessary to forward :

(a)

Psychological Assessment- preferably a WPPSI (up to 7 years)

or a

WISC-R (over 7 years)

(b)

Speech Therapy Report

and

(c)

Teacher's comments, achievement levels and examples ofwork .

CRITERIA FOR CHILDREN COMMENCING SCHOOL IN JUNIOR SPECIALCLASSES

The three main variables to be considered when referring childrenof school entry age for junior special class placement are :

- intellectual functioning- adaptive behaviour- communication

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EDUCATION SUPPORT BRANCH

ALL FACTORS NEED TO RE CONSIDERED WITH NO VARIABLE BEING MOREIMPORTANT THAN ANY OTHER . CHILDREN WHO ARE SEVERELY DELAYED INANY ONE AREA ARE UNLIKELY TO MAKE A SATISFACTORY ADJUSTMENT TOTHE JUNIOR SPECIAL CLASS AND PRIMARY SCHOOL ENVIRONMENT, ALLINFORMATION PRESENTED NEEDS TO BE RECENT AND UP TO DATE,

INTELLECTUAL FUNCTIONING

Intelligence testing using a standardized test (preferablyStanford-Binet or WPPSI) is considered an essential part of theinformation gathering process when looking at junior specialclass placement, General intellectual functioning needs to be inthe range of 60+ to 80 IQ,

It is found that children who come into junior special classeswith a developmental age of less than four years have difficultycoping in the regular school environment, Children need to beable to generalize learning at a simple level and to be able toconcentrate on a task for three to five minutes,

ADAPTIVE BEHAVIOUR

Defined broadly as the ability to manage at home and at schoolwith the same ability as persons of the same age and class,

Children entering junior special classes need to be able to :

separate from adults ie parents and teachersinteract with other children of the same age without beingoverly aggressivelearn classroom routines and accept changes in routines andactivities without undue stressremain within the classroom or playground without persistentrunning off or wanderingtoilet trained except for very occasional accidents during thefirst term,manage his/her own clothing independently, discriminate betweenhis/her possessions and other childrenrespect the rights and property of otherswork independently for a minimum of five minutes

COMMUNICATION

Children entering junior special classesto

2 8

instructions at leastobey appropriateyear old childcommunicate his/her needsdemonstrate expressive language skillsyear old level .

at

at

AIMS AND OBJECTIVES FOR JUNIOR SPECIAL CLASSES

SPECIAL SCHOOL PLACEMENT

Consult with Education Support Branch

YECASSPROC

need to be able

the level of the four

the three-and-a-half

Children enter junior special classes the year in which they turnsix, or the year in which they turn seven in the case ofdeferrals .

Children can remain in junior special classes for three years andin some cases for four years depending on the child's size andacademic progress .

The emphasis in junior special class programmes is on attainmentof academic skills, guided by the Junior Primary curriculum .Emphasis is on reading, spelling, printing and maths . It isexpected that a child would attain an end of Year 2 level afterthree or sometimes four years in a Junior Special Class .Emphasis is also placed on developing appropriate social skills .Where appropriate, children are integrated into the regularstream on a part-time basis in subject areas where they arelikely to experience success .