 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 has the responsibility of reading applications and determining eligibility for the PSD

n = 4750

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

Pre-referral processes  Due to the increase in inappropriate referrals to Lewis & Lewis in 2011 we are encouraging more rigorous pre-referral information gathering BY SCHOOLS in 2012

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 learning difficulties.

The following questions may assist schools when collecting information to support a referral to Lewis & Lewis:  Are the student’s parents aware of any delayed developmental milestones, such as crawling, walking, talking, and toilet training?  Has there been any involvement of early intervention services, external specialists and/or Student Support Services?  Have there been any previous formal assessments administered, and if so, what were the results?  Does the student have any medical conditions, or receive prescribed medication?  Is there a family history of similar problems?

 Is the student delayed across a range of academic and/or developmental areas (i.e. not just literacy)?  Are there any specific measures of academic performance that may indicate significant delay in comparison with age peers?  Have observations of the student been made in order to make comparisons of his/her daily functioning and social maturity, in comparison with age peers?  Have there been any school interventions, targeted supports, or repeated years?

Examples of supportive pre-referral information  Milestones  Comparison to peers and/or siblings  NAPLAN results  Academic progress issues across all areas  Early Years screening  Preschool/Early Intervention attendance/ Reports  ESL or refugee background  Previous assessments  Speech Pathology intervention/Reports

Examples of supportive pre-referral information ( cont.)  Family History  Genetic Testing (results)  Pediatrician involvement/Reports  Occupational Therapy/Physiotherapy Report  Agency involvement  Screening Tools eg. K-BIT, Ravens, Peabody  Age appropriate behaviour/self care  Experience of trauma  School attendance  School Interventions/support programs in place

 The DEECD requires 2 years between cognitive assessments (including WPPSI to WISC) and 12 months between language assessments  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  Lewis & Lewis do not keep DEECD files therefore it is important to provide copies of previous assessments.

 Students are unlikely to have an intellectual disability if previous assessments were in the low average to 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

 All referral forms are expected to be completed and signed  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 adaptive ability do not support an intellectual disability and in the absence of supporting documentation may be screened out  Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties. Provide specific example of difficulties within the classroom/school environment  At busy times of the year, anything that delays the process will hold up your assessment

 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.

 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.

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

 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

IMPORTANT: PLEASE READ THIS FIRST  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.

 0 = Never achieved, 1 = sometimes or partially achieved and 2 = usually achieved. An item should not be scored 1 if the child cannot perform the task independently without assistance.  A response for EACH item MUST be provided. Forms with blank sections have to be returned to you as they cannot be scored.  If you place a tick in the ‘Est’ box, this indicates that the response is estimated NOT established. You are still required to circle 0, 1 or 2.  You do not need to complete the ‘Motor Skills Domain’ sections if the child is over 7 years of age.

Although the Vineland is used as a screening tool, scores on the Vineland do not predict scores on an IQ assessment

ABC FSIQ VS ABC n = 4035

ABC FSIQ VS ABC 55% Eligible 70

ABC ABC = 117 FSIQ = 117 FSIQ VS ABC

ABC ABC = 51 FSIQ = 118 FSIQ VS ABC 19%

a) A score of three or more standard deviations below the mean for the students age in expressive and/or receptive 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

a) ELRLELRL First testSecond test ELRLELRL First testSecond test

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

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

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

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

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

 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

 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

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

n = 165

n = 250

Discuss Referral with Parents and SSSO SuitableNot Suitable Discuss Suitability of Referral with Family and SSSO SuitableNot Suitable Ring Lewis & Lewis to Discuss Referral AcceptedNot Accepted Completed Referral Pack Sent Back to Lewis & Lewis to Review AcceptedNot Accepted Assessment, Feedback Given and Report Written EligibleNot Eligible School and SSSO Support to Student Application Made by School

Jan Week 30Week 31Week 32Week 33Week 34Week 35Week 36Week 37Week 38Week 39Week 40Week 41Week 42Week 43Week 44Week 45Week 46Week 47Week 48Week 49Week 50Week 51Week 52 0 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 Feb Mar Apr May June July Aug Sep Oct Nov Dec n = 6517

... n = 4570

 Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only  To make a referral, call us  When you call, make sure you know the student and their relevant details

 Diagnosing a student with a disability is significant  Last year the number of inappropriate referrals increased  This year we are aiming for better screening of referrals

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