1. Preparing for the Assessment Day of the Assessment

2. Setting Up the Test Environment In order to maximize your time: Your room should be set up and ready to go no later than 10 minutes before the evaluation will begin. You should be walking down to the waiting room to pick up the client no later than 5 minutes before the evaluation will begin.

3. Setting Up the Test Environment Table/Chair or Floor Configurations Please make sure that the client will be oriented so that we can get a good picture using the available cameras. Suggestions follow (These are also on the wall in 184)

4. Option 1 – When working on the floor with the child

5. Option 2 – When working at the table with the child

6. Bottom Line Please… Check your camera angles before you get the client!

7. Setting Up the Test Environment Audio Back-up Recording In addition to video recording your session, you should also audio record it. In one of the cabinets in the evaluation room there should be an audio cassette recorder with microphone that is designated for PSLE use.

8. Setting Up the Test Environment The audiometer should have already been plugged in and tested before you walk down the hall to get the client. Your other materials should be neatly organized and ready to go. Turn to the page in the test book where you are planning to start.

9. The Billing Slip

10. Have Your Billing Slip Ready (the purple sheet) Fill it out completely. Do NOT forget the ICD-9 code: choose the one that matches the presenting concerns in the application. Tip: Tape the charge slip to the light switch so that you will be reminded to hand it to them when the evaluation is over.

11. The billing slip 

12. Which ICD-9 Code to use? If the client has been previously diagnosed, use the code that corresponds to that diagnosis If the client has been previously diagnosed, use the code that corresponds to that diagnosis Example - Autism – 299.0 Example - Autism – 299.0

13. Which ICD-9 Code to use? If the client has not been previously diagnosed, choose a code that appears to best match the chief concerns. If the client has not been previously diagnosed, choose a code that appears to best match the chief concerns. Example: from the application you can tell that the family has concerns about speech sounds – 315.39,Developmental articulation disorder). Example: from the application you can tell that the family has concerns about speech sounds – 315.39,Developmental articulation disorder).

14. Importance of ICD-9 Codes These are required for our accounting and billing system. These are required for our accounting and billing system. We cannot provide statements to families without the proper ICD-9. We cannot provide statements to families without the proper ICD-9. Remember – if you are not sure, please ask your supervisor for help. Remember – if you are not sure, please ask your supervisor for help.

15. For the observation booth…

16. Observation Booth Have a folder which contains: Have a folder which contains: PSLE Planning Sheet and your session plan (see website for examples) PSLE Planning Sheet and your session plan (see website for examples) 1 set of test forms – preferably copies, not originals 1 set of test forms – preferably copies, not originals

17. This is first page of the planning sheet that should be in the folder in addition to the session plan (i.e., the list of test/activities/procedures you will be doing).

18. Observation Booth Make sure the DVD recording device is working and that you have put a DVD into it. Do a test recording. Make sure the DVD recording device is working and that you have put a DVD into it. Do a test recording.

19. Planning for Difficult Behaviors

20. Use Positive Behavioral Support techniques to PREVENT problem behaviors.

21. Planning for Difficult Behaviors Schedules

22. Create a schedule of events Create a schedule of events For older children: you can write it on the chalk board or on a piece of paper. Allow the client to erase or draw a line through each task as it is complete. For older children: you can write it on the chalk board or on a piece of paper. Allow the client to erase or draw a line through each task as it is complete. For younger children: use symbols (Boardmaker or whatever) depicting the schedule. For younger children: use symbols (Boardmaker or whatever) depicting the schedule.

23. Time Management Tip Create schedules that can be flexible and used many times with many clients. Ask your supervisor to show you examples if you are not sure what this means.

24. Planning for Difficult Behaviors Reinforcement

25. Start with lots of praise for participation. But Stickers, bubbles, tokens may also need to be used to reward the client.

26. Planning for Difficult Behaviors Stickers can be paper clipped every 5 pages (or more) in a test booklet to keep the child engaged. Have a sticker sheet handy to give the child something to put their stickers on. Caution: The child will likely get distracted by the stickers. Wait until s/he removes the sticker from the page before presenting the stimulus item!

27. Planning for Difficult Behaviors Stickers Once the sticker break is over, move the stickers out of the child’s reach and line of sight. Direct them back to test materials.

28. Planning for Difficult Behaviors Bubbles can be used every several items as well (a little more time consuming – use only in an emergency) Especially appropriate for young children. Caution: Stay in control of the bubbles; make clear boundaries about “number of blows” before getting back to task.

29. Planning for Difficult Behaviors Tokens (e.g., put into plastic Ice cream Cones; Animugs; other token materials) can be used to help the child see how many more items are left before an unpleasant task is over – maybe can earn a sticker or break Sometimes just putting the token into the ice cream cone is inherently rewarding and that is all you need.

30. Getting the Client

31. Avoid overwhelming the client and family: Send only the lead clinician down to the waiting room.

32. Getting the Client Lead clinician should take a few moments to say “hi” to the child and talk to the family about what will be happening. Find out if the child will be comfortable not having the parents in the room with them.

33. Tip Avoid talking about giving “tests” – that can cause anxiety. Avoid talking about giving “tests” – that can cause anxiety. Instead – talk about what you will be doing in a general way: doing “show-n-share” (or play); looking at some different books to do some pointing and talking; etc. Instead – talk about what you will be doing in a general way: doing “show-n-share” (or play); looking at some different books to do some pointing and talking; etc. Make it sound fun! Make it sound fun!

34. Getting the Client Be aware if there are many student observers in the booth. If there are, warn the family and let them know that they will be in a different room for the interview. If there is room in the observation booth they will be welcome to watch the remainder of the assessment, but we also may have to invite them to stay in the waiting room after the interview is over.

35. Bringing the Client Back Stop to introduce the family to the rest of the team. Stop to introduce the family to the rest of the team. Show family where everybody will be going. Show family where everybody will be going.

36. Anything Not Making Sense? Ask your supervisor! Rule: Take initiative! Make no assumptions; ask lots of questions!