How to Have Reliable, Productive Psychological Testing Sessions

Since Husband had eye surgery yesterday and Winter Storm Nemo is bearing down on Northeast, I thought today would be an excellent day to stay home and hunker down in a baggy ol' college sweatshirt with a Starbucks Skinny Cinnamon Dolce Latte and bust out a blog post!

Recently on my Facebook page, I mentioned a case where I had heard that two brothers were planning to throw their testing in order to get classified with special education services. Every now and then, I evaluate kids who do not give their "all" during testing--whether it's because they're unmotivated, uncooperative, excessively fidgety, or a plotful mastermind like these brothers. These kiddos can be challenging to test because we don't want to push too hard, but we also require reliable results for decision-making. It's a delicate balance.

Here are some general recommendations to make sure you're getting the most accurate scores possible:

• Make sure to spend the time building rapport with the kids you're testing. Whether it's a game of Uno, asking about their interests, reading a story together, or an extra long walk & chat to the testing location, making kids feel at ease and comfortable with you is the first step towards having a productive assessment session. 
• Pick a place to test that is relatively quiet, private, and distraction free. This is one of the first things you'll learn about assessment in grad school, and 30 years later it'll still be the solid base you need. Not all of us have our own offices or even a desk (or pencils, protocols, etc...), but doing your best to find a good place for testing can make a world of difference. You may have to get creative... nurse's exam room, librarian's office, or janitor's closet ring a bell?
• Be familiar with your own assessment materials. As you're fumbling to see if an answer is 1pt or 2pt, trying to find your place in the manual, or checking to see if you're putting a model together the right way, it give kiddos chances to get off-track. This will come with time and practice, but making sure you know the assessment like the back of your hand will let you focus on the kid, not the text (which you will be able to recite in your sleep). 
• Be open and flexible, but firm and structured. The more you test, the more you'll find the balance between being Robot Psychologist and Out of Control Psychologist. We need to maintain standardization and boundaries, but also be a person who the kid can relate to. Kids will run wild when given too much freedom, but can crack under someone who is too rigid. 
• For kids that are reluctant, uncomfortable being wrong, give up easily when challenged, or who seem to not being exhibiting all their effort--be encouraging. Obviously, we can't tell kids if they are right or wrong on an answer when they ask, but saying things like, "You worked really hard on that one," "This seems easy for you," "You're positive about that answer," "Excellent effort," etc can give kids the extra push to keep going. Make sure that you give positive feedback even if a child is incorrect--it's supportive and they'll pick up if you're only responding when they're right, which can throw them.
• For kids who are excessively fidgety, hyperactive, hard to focus--be consistent and repetitious. They are going to need multiple repetitions of directions and expectations, constant reminders to "sit on your bottom/look at me/put your listening ears on/take your time/look at these *tap finger*" and possibly breaks to let their energy out. There's nothing wrong with stopping after a few subtests (or every one) for some jumping jacks or to take a walk if it means that they'll be refocused afterwards. I always give kids the option for stretch and bathroom break halfway through regardless of their attention level--I don't like sitting for 1+hrs and I'm a typically-functioning adult (unless I have too much coffee, then I'm a tweak)! Providing reinforcers, such as M&Ms or small stickers, in short, variable intervals is also a good way to help maintain attention and give reinforcement.
• That being said, don't be afraid to break testing into multiple sessions, especially if you're administering more than one measures. You will have to for especially little kiddos, because developmentally they just can't focus for taxing tasks for extended periods. If kiddos start getting frustrated, pushing them to keep going is only going to irritate them more, leading to less reliable results. If you have an inkling that things aren't going as they should, it's best to postpone until a later date. You may even want to ask the kid when they'd like to finish--maybe getting out of a certain subject they don't like will be extra incentive or motivation for them!

We can bend over backwards as Super Psychologists and do all the little things to make an assessment session as close to perfect as possible, but kids are unpredictable precious monsters that can still go rogue. In these instances, you'll have to decide how to report your assessment findings. It will be very important to write a strong "behavioral observations" section describing explicitly with observable terms what the child did during testing that might have impacted your results, and how they reacted to the things you did to maintain them. You will also need to write a statement describing why your results may not be reliable. Mine usually comes at the end of my "behavioral observations" section, right before my "assessment results" and sounds something like: Due to XX, the following results are believed to be an inaccurate and unreliable representation of CHILD'S current levels of cognitive functioning." Where "XX" is, note whatever it was that may have skewed the testing, such as "inattentive and hyperactive behaviors," "a lack of consistent and appropriate effort," etc. It would be painful to completely throw out your results and hard work, so when I appropriate I also note that "scores should be interpreted with caution" in whichever areas were particularly impacted.

What other suggestions, tips, and tricks do you have for productive testing sessions? 

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Retention on Repeat

A seventh grade student mistaken for a parent by a staff member. A 13-year-old in fourth grade. A first grader a two heads taller and more developed than all her classmates. An eighth grade student able to drive to school. Sound nonplausible? I have them all in my school.

Retention is an epidemic in my building and district. The district has pass/fail guidelines, and if a student does not meet them, chances are they will be retained and repeat the grade. Give them an extra year to make up what they didn't learn the first time through, and they're on their way. Since I recently found out that my school is in the lowest 5% of schools in the entire state, and our graduation rate hovers around 50% district-wide, my Spidey senses tell me there's a hole in that logic.

We could go on and on about the research regarding retention, but in short: retention doesn't work. Kids that are retained can lose their achievement gains from repeating within 2-3 years, are more likely to be unemployed, on public assistance, or in jail as an adult, may have negative social/emotional adjustment, are more likely to have negative social outcomes as adults (drug use, low self-esteem, emotional distress), and are 5-11x more likely to drop out of school or not achieve a diploma by age 20. In an urban setting with many of these problems already present in the community, retention is just one more strike against getting students prepared for a productive life in a post-school world.

Are there instances where retention is a good option? Sure, but educators must look at it on a kid-by-kid basis and consider the whole child (academics, social/emotional development, maturity, physical development, etc)--not use blanket guidelines or benchmarks.

Since we can't change the system, we need to work at a building and classroom level. What are some other options for educators, aside from retention? NASP has some great ideas in this excellent article. A sampling of some that would work within an urban education framework, for the short attention-spanned :) :

• "Early developmental programs and preschool programs to enhance language and social skills. Implementing prevention and early intervention programs is more promising than waiting for learning difficulties to accumulate.
• Early reading programs: developmentally appropriate, intensive, direct instruction strategies have been effective in promoting the reading skills of low-performing students. 
• Systematic assessment strategies, including continuous progress monitoring and formative evaluation, to enable ongoing modification of instructional efforts.
• Student support teams with appropriate professionals to assess and identify specific learning or behavior problems, design interventions to address those problems, and evaluate the efficacy of those interventions.
• Extended year, extended day, and summer school programs that focus on facilitating the development of academic skills.
• Tutoring and mentoring programs with peers, crossage, or adult tutors focusing on promoting specific academic or social skills."

Here are two other article resources from NASP:

1. Grade Retention and Promotion: Information for Parents
2. Grade Retention: Achievement and Mental Health Outcomes

How does retention look in your building? Does your district have academic benchmarks for students to meet in order to be promoted to the next grade? What do you do instead of retaining/repeating students?

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Awkward Conversations at School, Part 2

(a warning for sexual slang terms in this post)

At our most recent Committee on Special Education (CSE) meeting day, we held a reevaluation for a young lady in 8th grade, T, who is classified as Emotionally Disturbed. Her special education teacher and Social Studies teacher, Mr. W, were in attendance. Mr. W is a distinguished African American guy in his early 30s who the students look up to as a mentor in the sense that he "got out" and "made something" of himself. He not only teaches Social Studies, but also life skills and lessons that meet the kids where they are. He's so well-spoken, I could listen to him talk all day (plus his voice is buttery smooth). But I digress...

Mr. W was telling the story about his first day back from medical leave and his first encounter with T:

Mr. W: "I was lecturing on the Civil War and how the slaves that could not escape to the North still supported the Northern soldiers in the South. I asked the class to tell me examples of this, and the students were discussing how the slaves sabotaged Confederate weapons, brought food and supplies to the Northern soldiers... all valid points. T responded, "Yeah mister, and they nutted in they food."

Me: 0_o

Mr. W: "The other students were appalled and didn't know what to say, and I have to admit, I was shocked as well..."

Social Worker, interrupting: "Wait, I'm sorry. What happened to their food?"

CSE Chairperson: "Yes, did she mean poison?"

Me (in head, hiding behind laptop): Oh no.

Mr. W: "Oh, um. [pause] Uh... they ejaculated in their food."

Social Worker and CSE Chairperson: "OH OMG!"

Sweet T, thank you for the spectacularly embarrassing laugh we all shared after that revelation. I don't think I've ever seen two naive older ladies in their 50s turn so red, though I probably shouldn't be proud of the fact that I knew it really meant. Chalk it up to experience working in the proverbial trenches! It sure broke up the exhausting monotony of a full day of CSE meetings...

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Kind Over Matter

Last weekend, I traversed to Albany, NY with other area psychologists for the NY Association of School Psychologists' (NYASP) executive board meeting. As I've mentioned before, I'm chapter co-representative for my area of New York, and I travel to Albany three times a year to brainstorm and converse about big issues in the field with other key state playmakers. It's a whirlwind two days of information overload that typically ends in a big dinner with lots of wine (my kind of party).

One of the board members participated in the 26 Acts of Kindness for Newtown, CT in her district and brought some resources to share. For those who are unaware, #26Acts was a challenge of sorts from NBC News' Ann Curry in the wake of the shooting, asking for people to spread kindness and goodwill towards others as a way of answering the question, "What can we do?" Here is an article from NBC, with photos and tweets of dozens and dozens of people who participated, and how they spread kindness.

Our board member shared a printable from Kind Over Matter with tear-off positive thoughts and affirmations. I thought this was a great, simple idea to share at work as a way to "pass it on." I tacked my copy of the poster onto our main office bulletin board last Monday morning, and by the afternoon, two positive thoughts had already been torn off. Pass it on, folks.

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"That Your Dad?"

Ever since I was an intern, I've had a photo of my dad and I sitting on my desk, sitting in between photos of Husband, file folders, colorful pencils, and other trinkets. First, it was a photo of Dad and I at my graduation from graduate school, then he and I at a minor league baseball game, then a Yankees game. Now, it's a photo of us at my wedding.

You may remember that my dad and I have a close relationship; I'm an only child and it was he and I for quite a while after my mom passed away when I was in high school. He's a great confidant and imparter of life wisdom, like how to perform basic maintenance on my car (pfft... I'm so not a handy person, but I can relate it to my job!). He's the best, we're lucky to have each other.

The photo of us on my desk has always drawn a lot of comments from kids. It's a great ice breaker/conversation starter, actually! When I was intern, a kiddo came over and asked me if he was my dad, and when I said "yes," she replied, "He looks nice" in the most kind, longing voice (adorbs). I got lots of conversations out of the Yankees photo because of Dad's Yankees hat and who doesn't know the Yanks (love 'em or hate 'em, their logo is like the golden arches). The Yankees photo always cracked me up because with his hat on, you couldn't see Dad's graying hair, so the kids always asked if he was my husband. He used to think that was hilarious, and probably complimentary, because he looks very youthful. Now, with the wedding photos, kiddos comment on how happy we look--true story, it was a great day! Yesterday, someone even told me that he looked familiar and wanted to know if he had been at school before.

Sometimes the kids' reactions to my dad's photo make me feel a little sad, too. The vast majority of my students come from homes with atypical families, meaning that they don't have a father or mother in their lives, they live in foster care or with another relative, etc. It's tough stuff. Many of them have good relationships with other mentors or parent-like figures, but there's something special about a relationship with a dad. So, Dad shall stay camped out on my desk, able to start conversations with kiddos about connections and good experiences they have to adults, looking on as a pseudo father-figure.

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Square Peg, Meet Round Hole

So we've all seen the cartoon at left, explaining why it's silly to force those of different abilities or skills into the same molds. I recently came across this very conundrum during a reevaluation for the Committee on Special Education (CSE) for a fourth grade student.

Z has been struggling for a long while, and is actually supposed to be in sixth grade but has been retained twice (almost three times, last year he was promoted mid-first quarter due to his age). Z has some severe language deficits that are really impacting his ability to read. He has extreme difficulty with decoding--confuses and substitutes sounds, reverses/transposes letters while reading and writing (i.e. will say "substitute" as "suditute" or "supitute"), doesn't retain learned sounds and sight words, etc. Z has been through the same, basic, 1st grade level reading program for two and a half years, and has made little lasting progress. He's practically memorized it, but can't translate it into classroom use in the subject areas, like science and social studies, and doesn't have the knowledge base and skills to move on to the next level. As the fourth grade curriculum becomes more challenging, he's stagnant. To say he's frustrated is an understatement.

So if everyone can learn to read using decoding and phonics, why can't Z? And why are we still instructing him using the same program he's already failed at twice? Because there isn't anything else available. In my building, we follow one to two district endorsed reading programs, all of which focus on phonics. Z is placed in an Integrated Co-Teaching classroom with two awesome teachers (he was in a model classroom last year, too), so he's received a great deal of individualized and small group instruction. His teachers have supported him in so many ways, and yet he still struggles. To say we're defeated is an understatement.

At his CSE meeting, we scratched our heads about what special education services we could provide for Z. Clearly, the Integrated Co-Teaching setting, despite his wonderful, attentive teachers, was not meeting all of his academic needs. We discussed placing him in a 15:1 Special Class, which in my district is for students with severe learning abilities who need more adult attention to achieve learning standards. We were hesitant, knowing that if he left our building for another placement, we couldn't guarantee that he would have a classroom with a high level of intervention, like he was getting from his two teachers (one would hope, but we can't assume). Unfortunately, we didn't have a good answer, a good place, or the right program to fit a kid like Z.

In the end, we did decide on a 15:1 Special Class, but it wasn't a comfortable one. His special education teacher in particular broke down in tears, knowing that despite providing a lot of support to Z, we didn't have what would be able to help him take off academically, especially with reading. It may be that the 15:1 won't either, but we're hoping that a very specific, detailed Individualized Education Plan (IEP) and a self-contained class will be able to provide him with more varied programs and curricula to draw from, so that he isn't sitting decoding CVC and CVVC words, like "cat" and "roar" for another year.

How do you support kiddos that don't fit the approved curricula and programs used in your schools, when there may not be the man power or budget for other options?

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Best Musings of 2012

Well, it's that time of the year again... time for visits with family, relaxing and recharging over winter break, and eating so much that we dig for the baggiest dress pants/skirt come January 2nd. It's also time to revisit my best musings from the past year! 2012 was a big year for me, both personally and professionally--I got married, spent a killer week in the Dominican Republic, and became more involved within the field (1,000+ Facebook friends and being "published" can't be wrong). Here are the highlights from my bloggy year, as measured by most viewed, most comments, or my personal favorite:

January-- An uber mondo list of non-tangible reinforcement ideas, perfect for those kids you just really shouldn't be giving candy or sweet treats to... you know exactly who I mean. 

February-- A hard-edged, tough look at the challenges faced by professionals working in an urban education setting. This was written in response to a reader's question about commonly faced issues and necessary skill sets needed to work in urban education. Although it's not warm and fuzzy, this is one of my favorite posts because of how passionate I felt for my job when I was writing it. It's the heart of what I do. 

March-- A post about my school's monthly attendance breakfast, a school-wide incentive to increase overall attendance. Months later, I am a master pancake maker, worthy of song and world renown.

April--  An impressive collection of "Musings on Survival from School Psychologists," organized into categories. This post was compiled from entries to my giveaway of Dr. Rebecca Branstetter's book, "The School Psychologist's Survival Guide." This continues to be one of my most viewed posts, and with all the incredible advice and quips from readers and fans, how could it not be?

May-- My "a day in the life" series was a big hit, especially among grad students or new professionals in the field. I will definitely be continuing this... you know, when I have time during the day to make notes on my goings-on!

June-- An interesting case student on a preschooler I completed the transition reevaluation for to prepare him for kindergarten. He's a hearing child of two deaf parents who's native language was American Sign Language. Pair that with a lack of exposure to schooling and significant academic and language delays, and you've got one unique kiddo!

July-- A post where I reviewed my entire insane Committee on Special Education meeting list and assessment schedule from the year, and I realized two things--1) I accomplished an insane amount during the year and 2) It hadn't made me sprout gray hairs. I reiterate: I am psychologist. Hear me roar.

August-- no posts... I was too busy doing Zumba and wedding planning.

September-- My first day back to school for the 2012-2013 school year, where I was graciously gifted with a new nickname. It, thankfully, has gone by the wayside in the time since. 

October-- The compilation of the emotions/anger management small counseling group that I led in our first grade 6:1+1 Special Class, where we played with balloons, said adorable comments, learned "soup breathing," and tried not to make it 50 shades of cray.

November-- An informative post about families experiencing homelessness, and how the McKinney-Vento Act can provide services to them. 

December-- A large gathering of resources relating to grief, loss, crisis, and tragedy response that was posted in the aftermath of the Sandy Hook shootings in Newton, CT. Not a pleasant topic or event to remember, but the information continues to be relevant.

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Grief, Crisis, and Tragedy Resources

There are no words to explain or rationalize what happened at Sandy Hook Elementary on December 14th, 2012. It is truly a tragedy, and moving forward, we must focus on the impact that it may have on the students we work with. As school psychologists, we need to continue the job that our fallen Sandy Hook colleague, Mary Sherlach, lost her life doing: helping our students. 

Below is a list of resources to help students and families cope with crisis and tragedies, and the feelings and fears that may arise from such events. This is by no means exhaustive--PLEASE share further resources that have been helpful to you in your practice.

Tips for Teachers and Parents Following School and Community Violence (PowerPoint; NASP)
School Shootings: How to Empower Kids in the Face of Armed School Violence (KidPower)
15 Ways to Help Your Child Through Crisis (KidsPeace)
Talking With Kids About News: Age-by-Age Insight (PBS Parents)
Helping Kids Cope: When the Unthinkable Happens in Your Backyard (NYU Child Study Center)
Caring For Kids After a School Shooting (Child Mind Institute)
Tips for School Administrators for Reinforcing School Safety (NASP)
The 12 Core Concepts: Concepts for Understanding Traumatic Stress Responses in Children and Families (National Child Traumatic Stress Network)
Crisis or Trauma Reactions (NASP)
Talking With Children About Difficult Subjects: Illness, Death, Violence, and Disaster (NYU Child Study Center)
Talking to Children About Violence: Tips for Parents and Teachers (NASP)
A National Tragedy: Helping Children Cope (NASP)
Kids May Ask Questions About the Newtown Shooting. Be Frank and Reassuring, Psychologist Says (WFPL)
How to Help Children Cope with a Crisis (Save the Children)
How to Talk to Your Kids About the Conn. Shootings (NPR)
Helping Youth and Children Recover From Traumatic Events (multiple links; Readiness and Emergency Management for Schools)
Talking with Students in Response to the Sandy Hook Shootings (School Counseling by Heart)
Tragedy and Disaster Response Resources (multiple links; School Counselor Blog)

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