3Program for students with disabilities Lewis & Lewis has the statewide contract to provide specialist assessments for the DEECD to determine student eligibility for consideration for the PSD categories of:Intellectual DisabilitySevere Language Disorder with Critical Educational NeedsThe DEECD’s Resource Coordination Group (RCG) has the responsibility of reading applications and determining eligibility for the PSDOnly provide assessment for ID and SLD-CEN.We are not responsible for providing assessments for other PSD categories:ASDSBDPhysical Disability.Although categories of ASD and SBD will sometimes require cognitive assessment – those assessments should be done by school network psychologistsLewis & Lewis is not responsible for determining whether students are eligible
4Program for students with disabilities Category Referral rate Lewis and Lewis received a total of 4672 referrals.Of those referrals 95% were for ID and 5 % were for SLD CEN.
5Program for students with disabilities The assessments can be for:New referrals for currently enrolled students not supported by the PSD (annual round)Referrals for Prep entryTransfers from other systems, interstate or overseas (previously funded)Year 6 (or age equivalent) transition reviewsTime-limited funding reviews
6Program for students with disabilities Referral type Note: For SLD CEN there were no End Date referrals
7Referral issuesCollecting evidence to support referrals to Lewis & LewisSchools should endeavour to provide Lewis & Lewis with detailed information regarding the student’s presenting difficulties, and evidence of significant and ongoing global difficulties.
8Referral issues Things to remember Students are unlikely to have an intellectual disability if previous assessment results were in the low average or above range.Literacy or behaviour difficulties in isolation are not necessarily indicative of an intellectual disabilityLewis & Lewis through their contract with the DEECD do not conduct assessments for learning disabilities.We do not assess simply because a paediatrician or parent has requested it.It should also be noted that L&L do not assess students for LD or Autism Spectrum Disorders.We are not a general assessment service.
9Referral issues Completion of referral forms All referral forms are expected to be completed and signedIf there is no available evidence under any of the headings in the Teacher Report Form, please specify the reason.Before allocation to a psychologist or speech pathologist we will be looking for evidence of ongoing ‘severe difficulties’The stronger the evidence provided on the referral forms regarding current presentation the stronger the evidence is for your ENQForms with ‘no’ or ‘n/a’ or ‘fine’ written in questions asking about a students overall current presentation do not support an intellectual disability and in the absence of supporting documentation may be screened outIf there is not enough information in the teacher report forms they may be sent back to you.It is important that these are completed completely as this information relates back to ENQ strength, the funding level as well as eligibility
10Referral issues Completion of referral forms Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties. Provide specific examples of difficulties within the classroom/school environmentAt busy times of the year, anything that delays the process will hold up your assessmentThe respondent’s name must be clearly stated on the Vineland –II.All previous assessment reports need to be included when the referral packs are returned even if L&L completed the previous assessmentsIf there is not enough information in forms they may be sent back to you.Relate back ENQ strength to funding level as well as eligibilityDEECD, fund the classroom, therefore it is important that not only a speechies opinion on the students language abilities is noted but also the teacher’s perspective on how the student’s language impacts on their ability to function within the classroom.Name on Vineland – this important as it needs to be stated in the students reports - esp application reportsPrevious Assessment reports – This is very important as we need to guarantee two years between assessments – and also to help with determining eligibility from previous profiles and supporting history
11Referral issues Completion of referral forms – Current Presentation Social Skills e.g. Interactions with peers and adults, parallel play, friendships, etc.Behaviour e.g. Specific examples of behaviours such as oppositional behaviour, aggression and violence, withdrawal and isolation, dealing with transitions and change, dealing with failure, need for routine & structureReceptive & Expressive Language e.g. Echolalia, ability to follow instructions, do they require visual prompts, PECS, visual timetables. Intelligibility of speech, sentence structure, word knowledge, vocabulary, grammar, correct usage of pronouns, word associations, etc.
12Referral issues Completion of referral forms – Current Presentation Fine motor e.g. Pencil grip, legibility of writing, ability to colour within lines, use of scissorsSafety e.g. Following rules, leaving school grounds, road safety, close supervision on excursionsSensory e.g. Hearing and vision difficultiesSelf Care e.g. Specific examples of level of support required for toileting, dressing, eating, personal hygiene. Frequency of accidents.
13Referral issues Completion of referral forms – Current Presentation Strategies and Curriculum ModificationsReading, literacy, numeracy, hand writing interventions. Small group/1:1 supports.Modified curriculum, individual learning plan, behaviour modification plan. Language programs. Use of visual timetables. Modified presentation of material. Aide supportA lot of application were held pending further information due to the school NOT providing information around programs/current and past interventions for the student
14Referral issuesCompletion of parental consent formIt is important that parents are aware of the true purpose of the referral to Lewis & Lewis and the potential outcome of diagnosing their child with a disabilityStress that this is the Schools responsibility and parents should be informed of this when parents sign/are provided with the L&L Consent Form
15Referral issues Vineland - Instructions The following guidelines are provided by Lewis & Lewis to assist you to complete this form correctly and to provide an accurate indication of the referred child’s ability.A referral has been made for this child because it is suspected that he or she may have an intellectual disability. Keep this in mind when scoring each item and always compare their ability to their same age peers.Begin each section from Item 1. Ignore the ‘Start Ages’ in the left column although consider the age at which a normal child would be able to achieve the item before circling 0, 1 or 2.This is the sticker at the front of the Vineland – failure to do this will mean that it WILL be sent back for review.
16Referral issues Vineland A response for each item MUST be provided. Forms with blank sections have to be returned to you as these can not be scored Although the Vineland is used as a screening tool, scores on the Vineland do not predict scores on an IQ assessmentABC and FSIQ have a small positive correlation.We have in the past received
17Profile examplesThis profile is not indicative of an ID and the FSIQ was not calculated.The FSIQ was not calculated due to the significant discrepancy between the VCI and PRI.This profile is more indicative of language difficulties rather than an ID.
18Profile examplesAlthough this student meets criteria with a FSIQ of 70, this student does not present with an ID as his verbal and nonverbal reasoning abilities fall within the Low Average range, whereas his WM performance was extremely low. This profile highlights WM difficulties rather than an ID.
19Severe Language Disorder with Critical Educational Needs 5 Criteria to account forLanguage AssessmentElimination of confounding factorsHistory and EvidenceIntelligence TestingCritical Educational Needs
20Severe Language Disorder with Critical Educational Needs a) A score of three or more standard deviations below the mean for the students age in expressive, receptive and/or core language skills on two of the recommended tests3 Standard Deviations = score of 55 or lowerLanguage profile must be consistent across two tests eg: Expressive <55 on first test should also be expressive <55 on second test
21Severe Language Disorder with Critical Educational Needs CoreELRL≤ 55First testSecond testFirst testSecond test≤ 55≤ 55ELRLCoreELRLCoreFirst testSecond test≤ 55≤ 55ELRLCoreELRLCore
22Severe Language Disorder with Critical Educational Needs b) the severity of the disorder cannot be accounted for by hearing impairment, social emotional factors, low intellectual functioning or cultural factorsSLD is considered a pure disorderStudents may be diagnosed with a language disorder but not be eligible for the SLD-CEN program
23Severe Language Disorder with Critical Educational Needs c) a history and evidence of an ongoing problem with an expectation of continuation during the school yearsEarly interventionSchool programs in placeSpecialist reportsSpeech pathology involvement
24Severe Language Disorder with Critical Educational Needs d) A non-verbal score at or above one standard deviation below the mean on one recommended intellectual test, with a statistically significant (P<0.05) difference between the verbal and non verbal functioning≥ 85Statistically SignificantPIQ/PRIVIQ/VCI
25Severe Language Disorder with Critical Educational Needs In addition to language difficulties students must also demonstrate critical education needs in order to attract at least level three funding
26Severe Language Disorder with Critical Educational Needs In order to meet CEN criteria, the student must demonstrate high ratings on several scales listed on the Educational Needs Questionnaire. Supporting evidence can include:Current descriptive reports from the teacher outlining support or modifications required in specific areas of difficulty such as learning needs, mobility or fine motor skillsExamples of incidences that have or are occurring during the day relating to behaviour or safety concerns
27Severe Language Disorder with Critical Educational Needs Support programs (e.g. Psychology intervention for behaviour) and/or Individual Learning Plans currently in placeDetails of supervision or assistance the student requires in specific areas such as self careCurrent reports from specialists such as Speech Pathologists, Psychologists, Occupational Therapists, Physiotherapists, Medical specialists, Mental Health Workers, Psychiatrists, Audiologists etc
28Childhood Apraxia of Speech - Dyspraxia CAS in children may be known by various names: Developmental Verbal Dyspraxia; Verbal Apraxia; Apraxia of Speech; ApraxiaCAS is a childhood speech sound disorder in which children have difficulty programming, sequencing and initiating movements required to make speech sounds.Although characteristics may overlap, CAS is a motor speech planning disorder and should not be confused with other speech sound disorders. Due to the complexity of its nature diagnosing CAS can be very difficult and requires a very detailed assessment that includes analysing speech movements, sounds, patterns and rhythms
29SLD – CEN SPEECH PATHOLOGY What is Supportive evidence?SPEECH PATHOLOGYSpeech & Language Assessments completed including test scoresIntervention Summary outlining therapy outcomesFor a CAS referral (formal or informal) measures regarding the student’s overall communication difficulties e.g. sound errors, intelligibility ratings, other characteristics which may be consistent with a presenting CAS
32Referrals received per week 2011/2012 50020112012400300200100Week 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9Week 10Week 11Week 12Week 13Week 14Week 15Week 16Week 17Week 18Week 19Week 20Week 21Week 22Week 23Week 24Week 25Week 26Week 27Week 28Week 29Week 30Week 31Week 32Week 33Week 34Week 35Week 36Week 37Week 38Week 39Week 40Week 41Week 42Week 43Week 44Week 45Week 46Week 47Week 48Week 49Week 50Week 51Week 52JanFebMarAprMayJuneJulyAugSepOctNovDecIn 2011, there were many peaks of referrals, especially closer to the annual round deadline.However, in 2012, it was a fantastic on the schools part as the referrals were more evenly spread through the year.
33STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to South-west Region...
34STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to western Metropolitan Region...
35STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Grampians Region...
36STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Barwon South-west Region...
37STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to North-west Region...
38STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Loddon Mallee Region...
39STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Northern Metropolitan Region...
40STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to North-East Region...
41STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Hume Region...
42STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to eastern Metropolitan Region...
43STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to South-East Region...
44STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to southern Metropolitan Region...
45STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Gippsland Region...
46Referral issues Things to remember Vineland should not be older than 12 monthsThe Vineland is one of the criteria for the diagnosis of intellectual disability. It is an official document and must be completed accuratelyOften specific Vineland information is placed into PSD reportsThe DEECD requires 2 years between cognitive assessments (including WPPSI to WISC) and 12 months between language assessments.Lewis & Lewis do not keep DEECD files therefore it is important to provide copies of previous assessments.In regards to 6/7 Reviews, if the assessment is less than two years old after the annual round cut off date but prior the end of term 3.We do not assess simply because a paediatrician or parent has requested it. We are not a general assessment service.
47Two Year Re-Assessment (Reviews/End Date) For early July reassessments schools should be encouraged to meet the existing annual round timelines where possible.So if the annual round timeline (prior to the end of term 3) cannot be met , the regional disability coordinator places a request at the SIED (Student Inclusion and Engagement Division) approval via for a ‘late’ application.If eligible for consideration, the school submits the application ASAP attaching the SIED approval .After the end of term 3, the Regional Disability Coordinator requests SIED consideration via – SIED advises appropriate action.
48Main pointsLewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN onlyTo make a referral, call the L&L office. The person answering the phone will be senior staff member who can answer all queries and take referral information.During busy periods calls may be picked up by our paging service. Your call will be returned by a senior staff member.When you call, make sure you know the student and their relevant detailsDiagnosing disability is not just about providing extra supportIt involves joint effort by Lewis & Lewis and professionals in schools
49 email@example.com www.lewisandlewis.com.au Contact Lewis & Lewis (03) (03)