MULTILIT

1
(No Transcript)
2
MULTILIT
3
Program for students with disabilities

• Lewis and Lewis are contracted to provide
  specialist assessments to determine students
  eligibility to apply for the PSD categories of
• Intellectual Disability
• Severe Language Disorder with Critical
  Educational Needs
• An independent body, separate to Lewis Lewis is
  appointed the responsibility of reading
  applications and determining eligibility

4
Telephone Referral/Screening

• Initial telephone screening with school
  personnel
• Has school discussed case with Student Services
  personnel?
• Has there been a screening assessment (eg.
  Ravens, K-BIT or Peabody)?
• Previous testing results?
• Has there been any involvement with a Speech
  Pathologist?
• For preschoolers - involvement with Early
  Intervention Services, including consideration of
  any test results?
• Attendance at preschool?

Referral Procedure
5
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent
Referral Procedure

• Principals checklist
• Teacher referral
• Parent consent form
• Critical Educational Needs questionnaire
• In the case of preschoolers, usually the school
  requests the preschool teacher and/or Early
  Intervention personnel to complete these
  documents

6
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent
Referral Procedure

• Please read all instructions carefully
• A sticker is placed on the inside of each
  Vineland with important information to consider
• Be careful with start ages

7
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent
Referral Procedure

• Continue all the way to the end of the form
• LL will score the form
• Compare students to their peers and remember that
  the referral has been made for intellectual
  disability

8
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent
Referral Procedure

• Some applications are unsuccessful due to a lack
  of history. Therefore it is important to ensure
  that completed teacher referral forms contain
  comprehensive information which supports a
  diagnosis and therefore an application.
  Information such as the following
• Copies of reports from relevant professionals who
  have provided support to the student in the past
• Evidence of students progress in intervention
  programs
• Details of the students developmental history

9
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent
Referral Procedure

• Information relating to the students current
  functioning including any concerns regarding
  behavioural, safety and social issues
• Nb Evidence of learning difficulties such
  literacy problems alone, does not constitute
  evidence of an ID or SLD-CEN. While up to 15 of
  the school population may have learning
  difficulties, less than 3 of the students would
  meet PSD criteria

10
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent
Referral Procedure

• Nb It is the role of Lewis Lewis to prepare a
  case history to support a diagnosis and determine
  eligibility to apply to the PSD. The teacher
  referral form has been redesigned to assist
  schools to elicit such information. However,
  additional information may be needed to support
  the completion of an ENQ, which is the
  responsibility of the school.

11
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent to School
Referral Procedure
Completed referral pack returned to Lewis Lewis
Awaiting Further Information
Schedule Assessment

• Once a referral has been screened and accepted it
  is allocated to a psychologist or speech
  pathologist
• The allocated worker will phone the contact
  person listed on the referral form and suggest a
  time for the assessment

12
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent to School
Referral Procedure
Completed referral pack returned to Lewis Lewis
Awaiting Further Information
Schedule Assessment

• The contact person will be asked to invite the
  parents up to the school for feedback once the
  assessment is complete
• Where a parent cannot attend on the day of
  assessment our worker is expected to make a
  follow up phone call to provide feedback unless
  alternative arrangements are made

Assessment Feedback
13
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent to School
Referral Procedure
Completed referral pack returned to Lewis Lewis
Awaiting Further Information

• The worker will require a quiet space to conduct
  the assessment with an appropriate table and
  chairs
• Under no circumstances are our workers expected
  to do home visits

Schedule Assessment
Assessment Feedback
14
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent to School
Referral Procedure
Completed referral pack returned to Lewis Lewis
Awaiting Further Information
Schedule Assessment

• In the case of preschoolers, a parent is normally
  invited to be present
• Feedback and is provided immediately to parent
  and relevant school personnel following the
  assessment. Additional history is also gathered
  at this time if required.

Assessment Feedback
15
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent to School
Referral Procedure
Completed referral pack returned to Lewis Lewis
Awaiting Further Information
Schedule Assessment
Arrange additional Lewis Lewis assessments if
required
Assessment Feedback
Prepare Reports

• For example, in the case of SLD-CEN
• We provide a copy of reports to schools, parents
  and a file copy (including test materials and
  referral forms) to the region

16
Telephone Referral/Screening
Referral does not proceed
Referral Pack sent to School
Referral Procedure
Completed referral pack returned to Lewis Lewis
Awaiting Further Information
Schedule Assessment
Assessment Feedback
Arrange additional assessments if required
Prepare Reports
Prepare PSD attachment
File Returned
Send to school
Process Completed
17
Childhood apraxia of speech - dyspraxia

• 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

18
Childhood apraxia of speech - dyspraxia

• The incidence of children with CAS is very rare
  and typically makes up less than 1 of a speech
  pathologists caseload (Shriberg, 2004 Shriberg,
  Campbell, Karlsson, McSweeney Nadler, 2003)
• For consideration by the PSD the following
  criteria must be met
• History (previous diagnosis by a speech
  pathologist)
• Critical Educational Needs
• Cognitive Assessment
• Current language assessment

19
Spread of IQ results July 2007 july 2008
20
Distribution of referrals received
21

• ? 9380 5742
• ? 9380 6883
• ? info_at_lewisandlewis.com.au
• ? www.lewisandlewis.com.au

22
Severe Language Disorder with Critical
Educational NeedsCRITERIA

• 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 testsAND
• the severity of the disorder cannot be accounted
  for by hearing impairment, social emotional
  factors, low intellectual functioning or cultural
  factorsAND
• a history and evidence of an ongoing problem with
  an expectation of continuation during the school
  yearsAND
• A non-verbal score at or above one standard
  deviation below the mean on one recommended
  intellectual test, with a statistically
  significant (Plt0.05) difference between the
  verbal (VIQ/VCI) and non verbal (PIQ/PRI)
  functioning (VIQ/VCI,PIQ/PRI)AND
• Demonstrated critical education needs equating to
  Program for Students with Disabilities funding
  levels three and above as determined but the
  validated results of the Educational Needs
  Questionnaire.