Re: Psycological Assessment forms depressing...

[Guest guest]

Carol,

I have to agree with you, most of these tests feel very depressing to

me and they don't reflect who my girls are or their strengths.

Cheryl

> We took Trisha to what we thought would be her psycological and

educational

> eval but turns out it was the pre-meeting to determine what tests

to use for

> the actual eval. I was given several forms to fill out and return

for the

> eval next week. One of the forms is the ABAS-II parent form and

the other is

> Child Behavior Checklist for ages 6-18 and the last one is a one

page Behavior

> Rating Scall (DSM-IV) Alot of the questions on these forms either

do not

> pertain to Trisha, or needs modifications or supervision but there

is no where

> on the form for that other than a small area for comments which is

neither

> enough room for all the comments nor adequate enough for

explanation. When are

> they going to come up with a form that is more suitable for our

kids? I

> realize there is more than just scoring that takes place with

these forms but I

> also know that these forms really do not give a clear and accurate

picture of

> our kids. on the ABAS it really was depressing when I looked at

the markings

> Home Living was 26/75

> Health and Saftey 13/66

> Communication 10/72

> Community use 0/69

> Leisure 14/66

> Self-care 29/72

> Self-direction 9/75

> Social 23/69

> Functional Academics 3/69

>

> Under The Child Behavior Checklist

> some of the questions were like these:

> Acts too young for her age (which age? mental or chronological?)

> Sees things that isn't there (considering she is pretty much non-

verbal, how

> would I know?)

> Secretive keeps things to herself, well since she is non-verbal I

bet she

> can hold a secret pretty good.

> Speech problem- again non-verbal

> Strange behavior (I guess some of her behavior to others may seem

strange

> but for us it's the norm)

> Stubborness (well heck who isn't from time to time)

> Talks about killing self (again non-verbal how would she talk

about it if

> she doesn't have a way?)

> wishes to be of opposite sex( heck she doesn't even know what that

means)

> worries (and I would know this how?)

> I " m sorry, I know that these assessments are a necessary evil but

do the

> forms have to be so negative. There are enough children with

special needs that

> they should be able to write a form that is more appropriate to

our

> children's needs. Most of these forms are written for the

speaking world more so

> than for the non-verbal. There should at least be a column for

non-verbal so

> that our kids don't look like they can't do anything. Sorry but

these forms

> just make me so angry everytime I have to fill them out and so far

I have not

> really seen an accurate picture of my child described by these

professionals

> and a working educational plan evolved around these assessments.

What I have

> seen is the schools being more limiting because of these

assessments. I am

> also not so sure that even the psycologist all get it, at th e

meeting with

> the psycologist the special ed director and I were both there and

I mentioned

> that Trisha was not getting adequate peer role-modeling because

all she was

> doing was taking up space in the resource classes she wasn't

included in the

> participation part and the psycologist goes, doesn't she go to

music and art,

> I'm like yes she goes but she sits in the back with the aid in her

own little

> world and she is not pulled into the group to be part and to

particpate.

> Just being in the same room is not beneficial, being included and

participating

> IS beneficial. When are they going to get that? Sorry this is so

long but

> boy am I getting fed up!

>

> Side note: I just heard a car horn, I go to see who it is, and my

lovely

> daughter (who Ithought was getting dressed after her bath) was

sitting in the

> driver's seat buck naked trying to put the keys in the ignition.

>

> Carol

> Trishasmom

> She isn't typical, She's Trisha!

>

>

>

[Guest guest]

Carol

When reading the questions I could feel my blood pressure rising at yet another

stupid form that makes no sense, but usually ends up doing more damage than good

for our kids. But... thank you for your " side note " my pressure is now back to

normal after the hearty laugh at picturing your the " new driver " in your

family!!

Psycological Assessment forms depressing...

We took Trisha to what we thought would be her psycological and educational

eval but turns out it was the pre-meeting to determine what tests to use for

the actual eval. I was given several forms to fill out and return for the

eval next week. One of the forms is the ABAS-II parent form and the other is

Child Behavior Checklist for ages 6-18 and the last one is a one page

Behavior

Rating Scall (DSM-IV) Alot of the questions on these forms either do not

pertain to Trisha, or needs modifications or supervision but there is no

where

on the form for that other than a small area for comments which is neither

enough room for all the comments nor adequate enough for explanation. When

are

they going to come up with a form that is more suitable for our kids? I

realize there is more than just scoring that takes place with these forms but

I

also know that these forms really do not give a clear and accurate picture of

our kids. on the ABAS it really was depressing when I looked at the markings

Home Living was 26/75

Health and Saftey 13/66

Communication 10/72

Community use 0/69

Leisure 14/66

Self-care 29/72

Self-direction 9/75

Social 23/69

Functional Academics 3/69

Under The Child Behavior Checklist

some of the questions were like these:

Acts too young for her age (which age? mental or chronological?)

Sees things that isn't there (considering she is pretty much non-verbal, how

would I know?)

Secretive keeps things to herself, well since she is non-verbal I bet she

can hold a secret pretty good.

Speech problem- again non-verbal

Strange behavior (I guess some of her behavior to others may seem strange

but for us it's the norm)

Stubborness (well heck who isn't from time to time)

Talks about killing self (again non-verbal how would she talk about it if

she doesn't have a way?)

wishes to be of opposite sex( heck she doesn't even know what that means)

worries (and I would know this how?)

I " m sorry, I know that these assessments are a necessary evil but do the

forms have to be so negative. There are enough children with special needs

that

they should be able to write a form that is more appropriate to our

children's needs. Most of these forms are written for the speaking world

more so

than for the non-verbal. There should at least be a column for non-verbal so

that our kids don't look like they can't do anything. Sorry but these forms

just make me so angry everytime I have to fill them out and so far I have not

really seen an accurate picture of my child described by these professionals

and a working educational plan evolved around these assessments. What I have

seen is the schools being more limiting because of these assessments. I am

also not so sure that even the psycologist all get it, at th e meeting with

the psycologist the special ed director and I were both there and I mentioned

that Trisha was not getting adequate peer role-modeling because all she was

doing was taking up space in the resource classes she wasn't included in the

participation part and the psycologist goes, doesn't she go to music and art,

I'm like yes she goes but she sits in the back with the aid in her own little

world and she is not pulled into the group to be part and to particpate.

Just being in the same room is not beneficial, being included and

participating

IS beneficial. When are they going to get that? Sorry this is so long but

boy am I getting fed up!

Side note: I just heard a car horn, I go to see who it is, and my lovely

daughter (who Ithought was getting dressed after her bath) was sitting in the

driver's seat buck naked trying to put the keys in the ignition.

Carol

Trishasmom

She isn't typical, She's Trisha!

[Guest guest]

In a message dated 1/11/2005 5:21:49 PM Eastern Standard Time,

Csvillars@... writes:

> Side note: I just heard a car horn, I go to see who it is, and my lovely

> daughter (who Ithought was getting dressed after her bath) was sitting in

> the

> driver's seat buck naked trying to put the keys in the ignition.

Hi Carol,

LOL!!! Never a dull moment. It wasn't Zeb so I can laugh, sorry. The

psychological testing is only a small piece of the picture. If at anytime you

feel

that any of the testing is not appropriate for Trisha you have the right to

refuse any particular test that you do not agree with. In doing that you should

ask

the psychologist what other tests would best portray the questions that the

team is trying to answer. The psychologists are well versed on various and

alternative tests. You do not have to sign or agree to any forms of testing if

you

feel the team has adequate data on Trisha. Some of the testing is redundant.

Trisha is not being appropriately included. Trisha should not be sitting in

the back of the class with an aide attached to her hip. I would ask that the

team attend inclusive training classes immediately. You also have a right to

request the team be trained if they are having difficulty accomodating her in

the

classroom. I would ask what books on inclusion are available in the school

library for the teachers. If no books are available for reference in the school

request that the IEP chair order the books. I will supply you with a book list

if you are not familiar with any. Insist that seating with her peers during

the general ed classes are imperative and the general ed teacher needs to take

ownership of Trisha as her student. She is not the aide's student. Trisha's

accomodations and modifications in that classroom are the responsibility of the

teacher not the special ed dept. Special ed teachers should provide support for

the general teacher not Trisha directly. Special education is a service,

remind the team. It is Trisha right to be successfully included in the least

restrictive enviroment( that is with proper supports). The concept is not new

and

has been the law for 30 yrs. You need to hold them accountable.

Charlyne

Mom to Zeb 12 DS/OCD/ASD?

[Guest guest]

We used the VINELAND assessment for Elie which allowed for age (Mwental and

Chron) and started in each area at the earliest level (identifies fingers,

reaches for toys, .........plans games) . I found it most useful and have

reused it twice.

Sara - Choose to make lemonade, not complain about the lemons.

>

>Reply-To:

>To:

>Subject: Re: Psycological Assessment forms depressing...

>Date: Tue, 11 Jan 2005 23:20:17 -0000

>

>

>

>Carol,

>I have to agree with you, most of these tests feel very depressing to

>me and they don't reflect who my girls are or their strengths.

>

>Cheryl

>

>

> > We took Trisha to what we thought would be her psycological and

>educational

> > eval but turns out it was the pre-meeting to determine what tests

>to use for

> > the actual eval. I was given several forms to fill out and return

>for the

> > eval next week. One of the forms is the ABAS-II parent form and

>the other is

> > Child Behavior Checklist for ages 6-18 and the last one is a one

>page Behavior

> > Rating Scall (DSM-IV) Alot of the questions on these forms either

>do not

> > pertain to Trisha, or needs modifications or supervision but there

>is no where

> > on the form for that other than a small area for comments which is

>neither

> > enough room for all the comments nor adequate enough for

>explanation. When are

> > they going to come up with a form that is more suitable for our

>kids? I

> > realize there is more than just scoring that takes place with

>these forms but I

> > also know that these forms really do not give a clear and accurate

>picture of

> > our kids. on the ABAS it really was depressing when I looked at

>the markings

> > Home Living was 26/75

> > Health and Saftey 13/66

> > Communication 10/72

> > Community use 0/69

> > Leisure 14/66

> > Self-care 29/72

> > Self-direction 9/75

> > Social 23/69

> > Functional Academics 3/69

> >

> > Under The Child Behavior Checklist

> > some of the questions were like these:

> > Acts too young for her age (which age? mental or chronological?)

> > Sees things that isn't there (considering she is pretty much non-

>verbal, how

> > would I know?)

> > Secretive keeps things to herself, well since she is non-verbal I

>bet she

> > can hold a secret pretty good.

> > Speech problem- again non-verbal

> > Strange behavior (I guess some of her behavior to others may seem

>strange

> > but for us it's the norm)

> > Stubborness (well heck who isn't from time to time)

> > Talks about killing self (again non-verbal how would she talk

>about it if

> > she doesn't have a way?)

> > wishes to be of opposite sex( heck she doesn't even know what that

>means)

> > worries (and I would know this how?)

> > I " m sorry, I know that these assessments are a necessary evil but

>do the

> > forms have to be so negative. There are enough children with

>special needs that

> > they should be able to write a form that is more appropriate to

>our

> > children's needs. Most of these forms are written for the

>speaking world more so

> > than for the non-verbal. There should at least be a column for

>non-verbal so

> > that our kids don't look like they can't do anything. Sorry but

>these forms

> > just make me so angry everytime I have to fill them out and so far

>I have not

> > really seen an accurate picture of my child described by these

>professionals

> > and a working educational plan evolved around these assessments.

>What I have

> > seen is the schools being more limiting because of these

>assessments. I am

> > also not so sure that even the psycologist all get it, at th e

>meeting with

> > the psycologist the special ed director and I were both there and

>I mentioned

> > that Trisha was not getting adequate peer role-modeling because

>all she was

> > doing was taking up space in the resource classes she wasn't

>included in the

> > participation part and the psycologist goes, doesn't she go to

>music and art,

> > I'm like yes she goes but she sits in the back with the aid in her

>own little

> > world and she is not pulled into the group to be part and to

>particpate.

> > Just being in the same room is not beneficial, being included and

>participating

> > IS beneficial. When are they going to get that? Sorry this is so

>long but

> > boy am I getting fed up!

> >

> > Side note: I just heard a car horn, I go to see who it is, and my

>lovely

> > daughter (who Ithought was getting dressed after her bath) was

>sitting in the

> > driver's seat buck naked trying to put the keys in the ignition.

> >

> > Carol

> > Trishasmom

> > She isn't typical, She's Trisha!

> >

> >

> >

[Guest guest]

In a message dated 1/11/2005 11:53:39 PM Eastern Standard Time,

charlyne1121@... writes:

The concept is not new and

has been the law for 30 yrs. You need to hold them accountable.

you have to remember in this county anything under 300 is new! The church I

work at was moved from it's orginal location (built in 1630) in 1737 and

it's still called the new Church.

Carol

Trishasmom

She isn't typical, She's Trisha!

[Guest guest]

In a message dated 1/12/2005 2:57:20 PM Eastern Standard Time,

Csvillars@... writes:

> you have to remember in this county anything under 300 is new! The church

> I

> work at was moved from it's orginal location (built in 1630) in 1737 and

> it's still called the new Church.

>

Hi Carol,

LOL, I hear you, more reason to insist the staff be retrained. Sit in a PPT

with a sped law book it may spark them into doing the right thing,LOL. Ask for

an IEE anything that will add additional costs to the district. I seem to find

the old school fades fast when it involves the pocketbook.

Charlyne

Mom to Zeb 12 DS/OCD/ASD?

[Guest guest]

In a message dated 1/12/2005 5:18:02 PM Eastern Standard Time,

charlyne1121@... writes:

LOL, I hear you, more reason to insist the staff be retrained. Sit in a PPT

with a sped law book it may spark them into doing the right thing,LOL. Ask

for

an IEE anything that will add additional costs to the district. I seem to

find

the old school fades fast when it involves the pocketbook.

Well,now that you mentioned it, we are having several evals being done that

the school is paying for so we shall see what they do next.

Carol

Trishasmom

She isn't typical, She's Trisha!

[Guest guest]

In a message dated 1/12/2005 5:30:25 PM Eastern Standard Time,

Csvillars@... writes:

> Well,now that you mentioned it, we are having several evals being done

> that

> the school is paying for so we shall see what they do next.

Hi Carol,

I'm sure they will provide the staff with helpful information in addition to

your asking for staff training on anything you feel that would be helpful for

Trisha.

Charlyne

Mom to Zeb 12 DS/OCD/ASD?

[Guest guest]

don't be too sure! I have already contacted the dept of Ed about training

for staff and parent in sign language, the special ed director is taking her

own sweet time in arranging a time for this to take place, but I'll just keep

on after her and if she hasn't set something up by the end of this month,

I'll see about filing a state complaint.

Carol

Trishasmom

She isn't typical, She's Trisha!