The Use of Assessment Instruments in School Social Work: Looking Beyond Grades,

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
Rational for Using Assessment Instruments
Qualitative
Quantitative
Eligibility for Services
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School Based
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Enrolment
Discharge
Community Based
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Non Public
Residential
Assessment
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DSM Disorders
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Treatment Planning
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Mood Disorders
Disruptive Behavior Disorders
Language Based Learning Disabilities
Cognitive Ability
Data Driven
Specific, Realistic, Quantifiable Goals
Progress
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Pre/Post Testing
Treatment Planning
Progress
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Re-Assessment
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Set Intervals
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Treatment Planning
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Interdisciplinary Communication
Treatment and Program Evaluation
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Pre/Post Testing
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Group Protocols
Individual Protocols
Aggregates of Client Progress Overtime
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Program Sustainability
Investment of Team Members to Collaborate
Response to Intervention (RTI)
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Useful in “Three Tier” Model
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Supports the Ecological and Systemic Models
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Early Mental Health Intervention
Targeted Intervention Services
Identify Individuals “Who Require Intensive Support”
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
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Data Driven Guide to Decision Making
Aides in Team Understanding of Identification and Chosen Interventions
Challenges
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Cost
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Time
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Missing Data
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Integrity of Instruments
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Culture Competency
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Confidentiality
Challenges Continued
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Unethical Usage or “Pigeon Holing”
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Difference in Educational and Psychological Coding
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Abandoning Traditional Qualitative Interviewing
Assessment
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Knowledge and Comfort
How to Select an Instrument
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Purpose
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Functionality
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Symptomology
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Risk
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Climate
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Program Evaluation
Credentials
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Licensed Clinical Psychologist
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Master’s Degree in Mental Health/Health Field
Under Supervision if Unlicensed
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No Educational Prerequisites
Certification
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Site Licensure
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Train the Trainer
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One Time Training With Periodic Boosters
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One time Training
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None
Cost
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Introduction Packet ($99 - $500)
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Individual Packets of 25 ($25 - $125)
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Individual Scoring Sheets of 25 ($25 - $125)
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Clinician Instruction Manual With Reprintable
Forms ($25 - $130)
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Public Domain Free Assessments Including
Tool and Scoring Instructions
Instrument Integrity
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Reliability
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Speaks to the stability of the test and/or
administrator
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Test Retest - Same data each time
Interrater – Two administrators will score similarly
Internal Consistency – Divided into parts, there is still a
likeness in responses
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(.70) and Above Optimal
Integrity Continued
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Validity
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Does the Instrument Measure What it Claim
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Face - Looks as though is measures the construct
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Criterion - Correlates well with present or future results
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Construct - When compared to other instruments deemed
valid it correlates as expected
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Convergent - Strong correlation with instrument measuring the
same construct
– Discriminant - Less Strong correlation with an instrument
measuring a different construct
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(.60) an Above Optimal
Integrity Continued
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Norms
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The Numbers of Participants and Population
Tested
Standardized
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Giving the Same Instrument, the Same Way, in
the Same Conditions
Resources
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Buros Institute
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http://buros.unl.edu/buros/jsp/search.jsp
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Test in Print (TIP)
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Mental Measurements Year Book (MMY)
Center or School Mental Health (CSMH)
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www.Schoolmentalhealth.org
www.csmh.org
Overview of Instruments
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Functionality
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Risk
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Symptomology
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Climate
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Program Evaluation
Functionality
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Child and Adolescent Functionality Assessment
Scale (CAFAS)
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Emotional, Behavioral, Psychological, Psychiatric,
Substance Abuse
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Home, Community, School, Relationships, Justice System
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
Functionality Continued
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Child and Adolescent Needs and Strengths Assessment
(CANS)
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Six Areas of Functioning
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Problem Presentation
Risk
Functioning
Care Intensity
Caregiver Capacity
Strengths
Certification Training and Booster (Fee)
Materials (Unknown)
35 Minutes
John S. Lyons, Ph.D.
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JSL329@northwestern.edu
Risk
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Global Clinical Impairment Scales (CGI)
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Administered at Set Intervals
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Response
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Client
Clinician
Parent
Teacher
Symptomology
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Center for Epidemiological Studies Depression
Scale for Children (CES-DC)
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Client Response
20 Items
Range From 0 - 60
Ages 6 -17
Cut off score of 15
Public Domain (Free)
Spence Children Anxiety Scale (SCAS)
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Client response
45 Items
Ages 7 – 18
Public Domain (Free)
Symptomology Continued
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NIHQ Vanderbilt Assessment Scales
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ADHD and Oppositional Symptoms
55 items
Ages 6 - 12
Response
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Parent
Teacher
Climate
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School as a Caring Community Profile – II
(SCCP-II)
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42 Items
Response
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Students
Adults
Let’s Practice!
Questions and Comments
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Your contact info here….