Evaluations and Eligibilities

Autism Spectrum Disorder

What is Autism?

Autism spectrum disorder (ASD) is a neurodevelopmental disorder. In other words, it is a lifelong disorder of the brain which can affect behavior, emotion, and mood. ASD is a spectrum disorder which means that the severity ranges from very minimal impairments needing minimal support to profound impairments needing extensive support. First and foremost, ASD is a disorder of social deficits with accompanying restricted and repetitive behaviors. It is identified by a cluster of symptoms, with specific criteria about the number and type of symptoms that must be present for ASD to be identified. That is why a child may display behaviors typically associated with ASD, such as strict adherence to routine, but not have autism. Although the criteria for ASD are the same for everyone, because of the variety of symptoms that may be present, two children with ASD can present with very different symptoms, behaviors, and needs. No two individuals with ASD are exactly alike.

How Does Posey County Special Services Identify ASD?

Posey County Special Services (PCSS) utilizes a number of approaches to identify students with ASD. This includes, but is not limited to, a thorough record review of the student, interviews with the parent(s)/ guardian(s), classroom observation, and direct and indirect assessment. Typically, a speech and language pathologist and an occupational therapist are involved in the assessment process as well.

What if My Child Already Has an ASD Diagnosis?

If your child already has an ASD diagnosis, the next step is to submit the report to the child’s school or directly to PCSS. Keep in mind that an outside diagnosis is not a guarantee of an educational eligibility of ASD. Once a psychologist has reviewed the outside report, the parent/guardian will be contacted and the next steps will be determined by the case conference committee.

References

Ham S., Sohn, I., Kim, N., Sim, H. J., & Cheon, K.(2015). Characteristics of brains in autism

spectrum disorder: Structure, function and connectivity across the life span. Experimental Neurobiology, 24(4), 273-284. https://doi.org/10.5607/en.2015.24.4.273

Kim, H, & Lim, C. (2016). Neuronal mechanisms and circuits underlying repetitive behaviors in mouse models of autism spectrum disorder. Behavioral and Brain Functions, 12(3). https://doi.org/10.1186/s12993-016-0087-y

Developmental Delay

What is a Developmental Delay?

A developmental delay (DD) can be defined as a severe delay in one developmental area or mild delays in two or more developmental areas. The developmental areas are motor (fine and/or gross), cognitive, receptive or expressive language, social or emotional, and self-help or other adaptive. Only children between the ages of 3 and 9 years can be eligible for DD.

How Does Posey County Special Services Identify DD?

Posey County Special Services (PCSS) utilizes a number of approaches to identify DD. This includes but is not limited to a thorough record review of the student, interviews with the parent(s)/ guardian(s), classroom observation (if applicable), and direct and indirect assessment. All five developmental areas listed above must be assessed for during the evaluation process.

What if My Child Already Has a DD Diagnosis?

If your child already has an outside diagnosis of DD, the next step is to submit the report to the child’s school or directly to PCSS. Keep in mind that an outside diagnosis is not a guarantee of an educational eligibility of DD. Once a psychologist has reviewed the outside report, the parent/guardian will be contacted and the next steps will be determined by the case conference committee.

Reference

Wahlstrom, D., Raiford, S. E., Breaux, K. C., Zhu, J., & Weiss, L. G. (2018). The wechsler preschool and primary scale of intelligence—fourth edition, wechsler intelligence scale for children— fifth edition, and wechsler individual achievement test—third edition. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 245–282). The Guilford Press.

Intellectual Disability (ID) Formally Cognitive Disability

What is an Intellectual Disability?

An intellectual disability (ID) can be defined as a below average intelligence quotient (IQ) which can range from mild to severe and has a negative effect on education and socialization. Furthermore, the child’s adaptive functioning (ability be successful in tasks and socialization), is at about the same level of his or her level of intellectual impairment.

How Does Posey County Special Services Identify ID?

Posey County Special Services (PCSS) utilizes a number of approaches to identify ID. This includes, but is not limited to, a thorough record review of the student, interviews with the parent(s)/ guardian(s), classroom observation, and direct and indirect assessment. The Indiana State Board of Education Special Education Rules state that a norm-referenced intelligence test must be used. If valid data cannot be collected by a norm-referenced intelligence test, a criterion-referenced assessment is used. Adaptive rating scales must be administered as well.

What if My Child Already Has an ID Diagnosis?

If your child already has an outside diagnosis of ID, the next step is to submit the report to the child’s school or directly to PCSS. Keep in mind that an outside diagnosis is not a guarantee of an educational eligibility of ID. Once a psychologist has reviewed the outside report, the parent/guardian will be contacted and the next steps will be determined by the case conference committee.

References

Jimenez, B. (2020). Using assessment for planning standards-based individualized education programs. In D. M. Browder, F. Spooner and G.R. Courtade (Eds.), Teaching students with moderate to severe disabilities (pp. 62-93). The Guilford Press.

Brosh, C. R., & Knight, V. F. (2020) Promoting social skills and positive behavior

support. In D. M. Browder, F. Spooner and G.R. Courtade (Eds.), Teaching students with moderate to severe disabilities (pp. 62-93). The Guilford Press.

McGown, M. R., & Hennessey, J. M. (2019). The role of intelligence tests in the assessment of intellectual disability. In J. L. Matson (Ed.), Handbook of intellectual disabilities: Integrating theory, research and practice (pp. 367-384) Springer

Other Health Impairment

What is Other Health Impairment?

Other health impairment (OHI) can be defined as the child having a limited amount of strength and/or alertness which can be related to a medical condition. The limited strength and/or alertness must be affecting the child’s education. Although attention-deficit/hyperactive disorder (ADHD) is the most common medical condition for children receiving services under the OHI eligibility, other health issues can include, but are not limited to, seizure disorder/epilepsy, diabetes, asthma, stroke, cerebral palsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, Tourette syndrome, nephritis, and genetic conditions such as Turner’s syndrome. A medical diagnosis from a doctor is not required for a child to receive services under OHI.

How Does Posey County Special Services Identify OHI?

Posey County Special Services (PCSS) utilizes a number of approaches to identify OHI. This includes, but is not limited to, a thorough record review of the student, interviews with the parent(s)/ guardian(s), classroom observation, and direct and indirect assessment. Additionally, RtI/MTSS data is required for the school’s team to consider OHI services.

What if My Child Already Has a Medical Diagnosis?

If your child already has a medical diagnosis, the next step is to submit the report to the child’s school or directly to PCSS. Keep in mind that an outside diagnosis is not a guarantee of an educational eligibility of OHI. Once a psychologist has reviewed the outside report, the parent/guardian will be contacted and the next steps will be determined by the case conference committee.

References

Haraway, D. L. (2012). Monitoring students with adhd within the rti framework. The Behavior Analyst, 3 (2) 17-21.

Langberg, J. M., Epstain, J. N., Girio, E. L., Becker, S. P., Vaughn, A. J. & Altaye, M. (2011). Materials organization, planning, and homework completion in middle school students with ADHD: Impact on educational performance. School Mental Health, 3 (2), 93-101.

Specific Learning Disability

What is a Specific Learning Disability?

A specific learning disability (SLD) is a disorder in one or more of the basic psychological (thinking) processes involved in understanding and using language and affects a student’s school performance. An SLD shows itself when a child does not grow academically at the rate that would be expected for his or her age or grade. This lack of growth is to a significant degree. A child can have SLD issues in only one subject, such as math, or in a number of subjects, such as math, reading, and writing. Posey County Special Services (PCSS) has to consider a number of other factors when determining if a child meets criteria for services as a child with a SLD. The criteria have been set up by the Indiana State Board of Education Special Education Rules. PCSS must consider whether the student has received appropriate instruction, which may include response to intervention/ multi-tiered system of supports (RtI/MTSS). The team must also consider whether or how much the student’s learning may be affected by “exclusionary criteria.” Exclusionary criteria include visual, hearing, or motor disabilities; intellectual or emotional disabilities; cultural factors; environmental or economic disadvantage; and limited English proficiency.

How Does Posey County Special Services Identify Specific Learning Disabilities?

PCSS utilizes a combination of RtI/MTSS (see below for information about RtI/MTSS) and a pattern of strengths and weaknesses. An evaluation for SLD may include direct and indirect assessment procedures, review of records, analysis of RtI/MTSS data, relevant medical information, and information from the school and home settings.

What if My Child Already Has a SLD Diagnosis?

If your child already has an SLD diagnosis, the next step is to submit the report to the child’s school or directly to PCSS. Keep in mind that an outside diagnosis is not a guarantee of an educational eligibility of SLD. Even with an outside evaluation, RtI/MTSS data from the school is still required. Once a psychologist has reviewed the outside report, the parent/guardian will be contacted and the next steps will be determined by the case conference committee.

What is Response to Intervention/Multiple Tiered Support Systems (RtI/MTSS)

RtI/MTSS is a program designed to target academic and/or behavioral needs in the school setting. Although the program has a focus on students with academic or behavioral concerns, all students can benefit from RtI/MTSS services. The first step is to identify students who may need academic and/or behavioral support. Next, research-based interventions targeting the specific academic and/or behavioral concern are implemented. The child’s progress (or response) to the intervention(s) is closely monitored by school personnel and by PCSS. If the child has not improved enough with the intervention(s), then an evaluation is recommended.

*Special Note: The term “dyslexia” has become more popular in our culture, especially with recent state legislation focusing on early dyslexia identification and intervention. It is important to note that dyslexia is another term for a basic reading disorder or difficulties with sight word reading and/or word decoding. Dyslexia falls under the special education category of SLD. As with all reading disorders, dyslexia is a language-based disorder and is not related to letter/number reversal (writing or reading numbers and letter backwards or in reverse order). Therefore, if there are concerns with dyslexia, PCSS’s evaluation will be the same as for any reading disorder.

References

Fiorello, C. A., Hale, J. B., & Snyder, L. E. (2006). Cognitive hypothesis testing and RTI.

Psychology in Schools, 43 (8), 835-853. https://doi.org/10.1002/pits.20192

Hale, J. B., Wycoff, K. L. & Fiorello, C. A. (2011). Response to intervention and cognitive

hypothesis testing for identification and intervention of specific learning disabilities: The best of both worlds. In D.P. Flanagan and V.C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 173-201). John Wiley and Sons.

Naglieri, J. H., & Bornstein, B. T. (2003). Intelligence and achievement: Just how correlated are

they? Journal of Educational Assessment, 21 244-250. https://doi.org/10.1177/073428290302100302

Naglieri, J. H. (2011). The discrepancy consistency approach to specific learning disability

identification using the PASS theory. In D.P. Flanagan and V.C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 145-172). John Whiley and Sons

Snowling, M. J., Gooch, D. C., Hulme, C., Nash, H. M., & Hayiou-Thomas, M. E. (2019).

Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder. Children Development, 90 (5) 548-564

Information Coming Soon!

Traumatic Brain Injury

What is a Traumatic Brain Injury?

A traumatic brain injury (TBI) can be defined as an acquired (not born with) injury to the brain by an external force resulting in social and/or academic impairment. Medical issues that affect the brain without external force do not fall under the TBI eligibility. Such examples include stroke, brain tumor or neurological degenerative disorder, such issues are more common under the other health impairment eligibility. Open or closed headed injuries with and without loss of consciousness are acceptable under the TBI eligibility. A TBI can be further classified based on severity which includes mild, moderate and severe. A mild TBI and a concussion are the same and can be used interchangeably.

How Does Posey County Special Services Identify a TBI?

Posey County Special Services (PCSS) utilizes a number of approaches to identify a TBI. This includes but is not limited to a thorough record review of the student, interviews with the parent(s)/ guardian(s), classroom observation, direct and indirect assessment. Additionally, impairment in one or more of the following areas must be evident post injury; cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem solving, sensory, perceptual, motor abilities, psychosocial behavior, physical functions, information processing and speech. For an educational eligibility there must also be medical documentation of a brain injury.

What if My Child Already Has a TBI Diagnosis?

If your child already has an outside diagnosis of a TBI the next step is to submit the report to the child’s school or directly to PCSS. Keep in mind that an outside diagnosis is not a guarantee of an educational eligibility of TBI. Once a psychologist has a chance to look over the outside report the parent/guardian will be contacted and the next steps will be determined by the case conference committee.

References

Halstead, M. E. Walter, K. D., & Moffatt, K. (2018). Sports-related concussion in children and

adolescents. Pediatrics: Official Journal of the American Academy of Pediatrics, 142 (6) https://doi.org/10.1542/peds.2018-3074

Prasad, M. R., Swank P. R., & Ewing-Cobbs, L. (2016). Long-term school outcomes of children

and adolescents with traumatic brain injury. The Journal of Head Trauma Rehabilitation,

32 (1), 24-32. DOI: 10.1097/HTR.0000000000000218