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The Use of Assessment Instruments in School Social Work: Looking Beyond Grades, Discipline Referrals and Attendance Developed by Faculty and Staff of:

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Presentation on theme: "The Use of Assessment Instruments in School Social Work: Looking Beyond Grades, Discipline Referrals and Attendance Developed by Faculty and Staff of:"— Presentation transcript:

1 The Use of Assessment Instruments in School Social Work: Looking Beyond Grades, Discipline Referrals and Attendance Developed by Faculty and Staff of: The University of Maryland School of Medicine Department of Psychiatry Center for School Mental Health

2 Rational for Using Assessment Instruments Qualitative Quantitative

3 Eligibility for Services School Based – Enrolment – Discharge Community Based – Non Public – Residential

4 Assessment DSM Disorders – Mood Disorders – Disruptive Behavior Disorders – Language Based Learning Disabilities – Cognitive Ability Treatment Planning – Data Driven – Specific, Realistic, Quantifiable Goals Progress – Pre/Post Testing – Treatment Planning

5 Progress Re-Assessment – Set Intervals Treatment Planning Interdisciplinary Communication

6 Treatment and Program Evaluation Pre/Post Testing – Group Protocols – Individual Protocols Aggregates of Client Progress Overtime – Program Sustainability – Investment of Team Members to Collaborate

7 Response to Intervention (RTI) Useful in Three Tier Model – Early Mental Health Intervention – Targeted Intervention Services – Identify Individuals Who Require Intensive Support Supports the Ecological and Systemic Models – Biopsychosocial Needs Assessment – Identifies Protective and Risk Factors in Clients Environment – Evaluates student progress specific to behavioral, emotional, and mental health concerns and the effect on academic progress. Team Collaboration – Data Driven Guide to Decision Making – Aides in Team Understanding of Identification and Chosen Interventions

8 Challenges Cost Time Missing Data Integrity of Instruments Culture Competency Confidentiality

9 Challenges Continued Unethical Usage or Pigeon Holing Difference in Educational and Psychological Coding Abandoning Traditional Qualitative Interviewing Assessment Knowledge and Comfort

10 How to Select an Instrument Purpose – Functionality – Symptomology – Risk – Climate – Program Evaluation

11 Credentials – Licensed Clinical Psychologist – Masters Degree in Mental Health/Health Field Under Supervision if Unlicensed – No Educational Prerequisites

12 Certification Site Licensure Train the Trainer One Time Training With Periodic Boosters One time Training None

13 Cost Introduction Packet ($99 - $500) Individual Packets of 25 ($25 - $125) Individual Scoring Sheets of 25 ($25 - $125) Clinician Instruction Manual With Reprintable Forms ($25 - $130) Public Domain Free Assessments Including Tool and Scoring Instructions

14 Instrument Integrity Reliability – Speaks to the stability of the test and/or administrator Test Retest - Same data each time Interrater – Two administrators will score similarly Internal Consistency – Divided into parts, there is still a likeness in responses – (.70) and Above Optimal

15 Validity – Does the Instrument Measure What it Claim Face - Looks as though is measures the construct Criterion - Correlates well with present or future results Construct - When compared to other instruments deemed valid it correlates as expected – Convergent - Strong correlation with instrument measuring the same construct – Discriminant - Less Strong correlation with an instrument measuring a different construct – (.60) an Above Optimal Integrity Continued

16 Norms – The Numbers of Participants and Population Tested Standardized – Giving the Same Instrument, the Same Way, in the Same Conditions

17 Resources Buros Institute – – Test in Print (TIP) – Mental Measurements Year Book (MMY) Center or School Mental Health (CSMH) – – Locate Instruments and Information For a Fee ($15)

18 Overview of Instruments Functionality Risk Symptomology Climate Program Evaluation

19 Functionality Child and Adolescent Functionality Assessment Scale (CAFAS) – Emotional, Behavioral, Psychological, Psychiatric, Substance Abuse Home, Community, School, Relationships, Justice System – Separate Caregiver Scale – Ages (PECFAS for younger clients) – Reliability.73+, Validity reported as acceptable – Train the Trainer Model and Boosters (Fee) – Materials (Fee) – 15 Minutes – Kay Hodges, Author

20 Functionality Continued Child and Adolescent Needs and Strengths Assessment (CANS) – Six Areas of Functioning Problem Presentation Risk Functioning Care Intensity Caregiver Capacity Strengths – Certification Training and Booster (Fee) – Materials (Unknown) – 35 Minutes – John S. Lyons, Ph.D.

21 Risk Global Clinical Impairment Scales (CGI) – Administered at Set Intervals – Response Client Clinician Parent Teacher

22 Symptomology Center for Epidemiological Studies Depression Scale for Children (CES-DC) – Client Response – 20 Items – Range From – Ages – Cut off score of 15 – Public Domain (Free) Spence Children Anxiety Scale (SCAS) – Client response – 45 Items – Ages 7 – 18 – Public Domain (Free)

23 Symptomology Continued NIHQ Vanderbilt Assessment Scales – ADHD and Oppositional Symptoms – 55 items – Ages – Response Parent Teacher

24 Climate School as a Caring Community Profile – II (SCCP-II) – 42 Items – Response Students Adults

25 Lets Practice!

26 Questions and Comments Your contact info here….


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