The Use of Assessment Instruments in School Social Work: Looking Beyond Grades, Discipline Referrals and Attendance Developed by Faculty and Staff of: The University of Maryland School of Medicine Department of Psychiatry Center for School Mental Health
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The Use of Assessment Instruments in School Social Work: Looking Beyond Grades,
Discipline Referrals and Attendance
Developed by Faculty and Staff of:The University of MarylandSchool of MedicineDepartment of PsychiatryCenter for School Mental Health
Rational for Using Assessment Instruments
Qualitative Quantitative
Eligibility for Services
School Based– Enrolment– Discharge
Community Based– Non Public– Residential
Assessment
DSM Disorders– Mood Disorders– Disruptive Behavior Disorders– Language Based Learning Disabilities– Cognitive Ability
Treatment Planning– Data Driven– Specific, Realistic, Quantifiable Goals
Progress– Pre/Post Testing– Treatment Planning
Progress
Re-Assessment– Set Intervals
Treatment Planning
Interdisciplinary Communication
Treatment and Program Evaluation
Pre/Post Testing– Group Protocols– Individual Protocols
Aggregates of Client Progress Overtime– Program Sustainability– Investment of Team Members to Collaborate
Response to Intervention (RTI)
Useful in “Three Tier” Model– Early Mental Health Intervention– Targeted Intervention Services– Identify Individuals “Who Require Intensive Support”
Supports the Ecological and Systemic Models– Biopsychosocial Needs Assessment– Identifies Protective and Risk Factors in Client’s Environment– Evaluates “student progress specific to behavioral, emotional, and mental
health concerns and the effect on academic progress.
Team Collaboration– Data Driven Guide to Decision Making– Aides in Team Understanding of Identification and Chosen Interventions
Challenges
Cost
Time
Missing Data
Integrity of Instruments
Culture Competency
Confidentiality
Challenges Continued
Unethical Usage or “Pigeon Holing”
Difference in Educational and Psychological Coding
Abandoning Traditional Qualitative Interviewing Assessment
Knowledge and Comfort
How to Select an Instrument
Purpose
– Functionality
– Symptomology
– Risk
– Climate
– Program Evaluation
Credentials
– Licensed Clinical Psychologist
– Master’s Degree in Mental Health/Health FieldUnder Supervision if Unlicensed
– No Educational Prerequisites
Certification
Site Licensure
Train the Trainer
One Time Training With Periodic Boosters
One time Training
None
Cost
Introduction Packet ($99 - $500)
Individual Packets of 25 ($25 - $125)
Individual Scoring Sheets of 25 ($25 - $125)
Clinician Instruction Manual With Reprintable Forms ($25 - $130)
Public Domain Free Assessments Including Tool and Scoring Instructions
Instrument Integrity
Reliability– Speaks to the stability of the test and/or
administrator Test Retest - Same data each time Interrater – Two administrators will score similarly Internal Consistency – Divided into parts, there is still a
likeness in responses
– (.70) and Above Optimal
Validity– Does the Instrument Measure What it Claim
Face - Looks as though is measures the construct
Criterion - Correlates well with present or future results
Construct - When compared to other instruments deemed valid it correlates as expected
– Convergent - Strong correlation with instrument measuring the same construct
– Discriminant - Less Strong correlation with an instrument measuring a different construct
– (.60) an Above Optimal
Integrity Continued
Integrity Continued
Norms– The Numbers of Participants and Population
Tested
Standardized– Giving the Same Instrument, the Same Way, in
– Separate Caregiver Scale– Ages 6 -17 (PECFAS for younger clients)– Reliability .73+, Validity reported as acceptable– Train the Trainer Model and Boosters (Fee)– Materials (Fee)– 15 Minutes – Kay Hodges, Author