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Amanda Parkinson South-West Coordinator Amanda Parkinson South-West Coordinator Lisa Palmisano North-West Coordinator Lisa Palmisano North-West Coordinator.

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Presentation on theme: "Amanda Parkinson South-West Coordinator Amanda Parkinson South-West Coordinator Lisa Palmisano North-West Coordinator Lisa Palmisano North-West Coordinator."— Presentation transcript:

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2 Amanda Parkinson South-West Coordinator Amanda Parkinson South-West Coordinator Lisa Palmisano North-West Coordinator Lisa Palmisano North-West Coordinator Renee Styles North-East Coordinator Renee Styles North-East Coordinator Vicky Tsiakalakis South-East Coordinator Vicky Tsiakalakis South-East Coordinator Min Li Amber Fernie Admira Sikiric Megan O’Conner Eunice Lee Tanya King Senior Psychologist Tanya King Senior Psychologist Gamze Cellatoglu Geoffrey Hon Mark Lewis Director Mark Lewis Director Pat McGlinchy Pat McGlinchy Alistair Van Der Ploeg Administration Coordinator Alistair Van Der Ploeg Administration Coordinator Jenny Stott Jenny Stott Danijela Todorovic Maroulla Christodoulou Pauline Dizon Pauline Dizon Alvin Noveloso Support Coordinator NW/SE Alvin Noveloso Support Coordinator NW/SE Lucy Jackson Support Coordinator SW Lucy Jackson Support Coordinator SW Antonia Kangalis Bronwyn Lewis Senior Manager Bronwyn Lewis Senior Manager Alison Jones Manager, Assessment Services Alison Jones Manager, Assessment Services Jo Fish Acting Manager Speech Pathology Services Jo Fish Acting Manager Speech Pathology Services Hazel Travers Office/Accounts Manager Hazel Travers Office/Accounts Manager Geoff Riley Programs Manager Geoff Riley Programs Manager Tanya Boyd Manager Speech Pathology Services (Maternity Leave) Tanya Boyd Manager Speech Pathology Services (Maternity Leave) Rebecca Carmichael (Maternity Leave) Rebecca Carmichael (Maternity Leave) Belynda Evans Jacqueline Duffee Senior Psychologist Jacqueline Duffee Senior Psychologist

3  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 Disability Severe Language Disorder with Critical Educational Needs  The DEECD’s Resource Coordination Group (RCG) has the responsibility of reading applications and determining eligibility for the PSD

4 n = 7148

5 The assessments can be for:  New referrals for currently enrolled students not supported by the PSD (annual round)  Referrals for Prep entry  Transfers from other systems, interstate or overseas (previously funded)  Year 6 (or age equivalent) transition reviews  Time-limited funding reviews

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7 Collecting evidence to support referrals to Lewis & Lewis Schools should endeavour to provide Lewis & Lewis with detailed information regarding the student’s presenting difficulties, and evidence of significant and ongoing global difficulties.

8  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 disability  Lewis & Lewis through their contract with the DEECD do not conduct assessments for learning disabilities.

9  All referral forms are expected to be completed and signed  If 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 ENQ  Forms 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 out

10  Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties. Provide specific examples of difficulties within the classroom/school environment  At busy times of the year, anything that delays the process will hold up your assessment  The 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 assessments

11  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 & structure  Receptive & 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.

12  Fine motor e.g. Pencil grip, legibility of writing, ability to colour within lines, use of scissors  Safety e.g. Following rules, leaving school grounds, road safety, close supervision on excursions  Sensory e.g. Hearing and vision difficulties  Self Care e.g. Specific examples of level of support required for toileting, dressing, eating, personal hygiene. Frequency of accidents.

13 Strategies and Curriculum Modifications Reading, 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 support

14  It 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 disability

15  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.

16 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 assessment

17 Profile examples

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20 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 tests  3 Standard Deviations = score of 55 or lower  Language profile must be consistent across two tests eg: Expressive <55 on first test should also be expressive <55 on second test

21 Core ELRLELRL First testSecond test Core ELRLELRL First testSecond test Core ELRLELRL First testSecond test

22 b) the severity of the disorder cannot be accounted for by hearing impairment, social emotional factors, low intellectual functioning or cultural factors  SLD is considered a pure disorder  Students may be diagnosed with a language disorder but not be eligible for the SLD-CEN program

23 c) a history and evidence of an ongoing problem with an expectation of continuation during the school years  Early intervention  School programs in place  Specialist reports  Speech pathology involvement

24 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 PIQ/PRIVIQ/VCI Statistically Significant

25 In addition to language difficulties students must also demonstrate critical education needs in order to attract at least level three funding

26 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 skills  Examples of incidences that have or are occurring during the day relating to behaviour or safety concerns

27  Support programs (e.g. Psychology intervention for behaviour) and/or Individual Learning Plans currently in place  Details of supervision or assistance the student requires in specific areas such as self care  Current reports from specialists such as Speech Pathologists, Psychologists, Occupational Therapists, Physiotherapists, Medical specialists, Mental Health Workers, Psychiatrists, Audiologists etc

28  CAS in children may be known by various names: Developmental Verbal Dyspraxia; Verbal Apraxia; Apraxia of Speech; Apraxia  CAS 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

29 SPEECH PATHOLOGY  Speech & Language Assessments completed including test scores  Intervention Summary outlining therapy outcomes  For 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

30 n = 176

31 n = 301

32 Week 1 Week 2Week 3Week 4Week 5Week 6Week 7Week 8 Week 9 Week 1 0 Week 1 1 Week 1 2 Week 1 3 Week 1 4 Week 1 5 Week 1 6 Week 1 7 Week 1 8 Week 1 9 Week 20Week 21Week 22Week 23Week 24Week 25Week 26Week 27Week 28Week 29 Jan Week 30Week 31Week 32Week 33Week 34Week 35Week 36Week 37Week 38Week 39Week 40Week 41Week 42Week 43Week 44Week 45Week 46Week 47Week 48Week 49Week 50Week 51Week Feb Mar Apr May June July Aug Sep Oct Nov Dec

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46  Vineland should not be older than 12 months  The Vineland is one of the criteria for the diagnosis of intellectual disability. It is an official document and must be completed accurately  Often specific Vineland information is placed into PSD reports  The 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.

47 Two Year Re-Assessment (Reviews/End Date)

48  Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only  To 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 details

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