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Lewis

&. Lewis. Lewis. Senior Management. Mark Lewis Director. Bronwyn Lewis Senior Manager. Management. Tanya Boyd Manager Speech Pathology Services (Maternity Leave). Jo Fish Acting Manager Speech Pathology Services. Alison Jones Manager, Assessment Services. Geoff Riley

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Lewis

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  1. & Lewis Lewis

  2. Senior Management Mark Lewis Director Bronwyn Lewis Senior Manager Management Tanya Boyd Manager Speech Pathology Services (Maternity Leave) Jo Fish Acting Manager Speech Pathology Services Alison Jones Manager, Assessment Services Geoff Riley Programs Manager Hazel Travers Office/Accounts Manager Regional Coordinators Amanda Parkinson South-West Coordinator Vicky Tsiakalakis South-East Coordinator Renee Styles North-East Coordinator Lisa Palmisano North-West Coordinator Lucy Jackson Support Coordinator SW Alvin Noveloso Support Coordinator NW/SE Psychologists Speech Pathologists Office Administration Tanya King Senior Psychologist Jacqueline Duffee Senior Psychologist Rebecca Carmichael (Maternity Leave) Alistair Van Der Ploeg Administration Coordinator Gamze Cellatoglu BelyndaEvans Amber Fernie Eunice Lee Min Li Maroulla Christodoulou Antonia Kangalis Jenny Stott Geoffrey Hon Megan O’Conner Admira Sikiric Pauline Dizon Pat McGlinchy Danijela Todorovic

  3. Program for students with disabilities • Lewis & Lewis has the statewide contract to provide specialist assessments for the DEECD to determine student eligibility for consideration for the PSD categories of: • Intellectual Disability • Severe Language Disorder with Critical Educational Needs • The DEECD’s Resource Coordination Group (RCG) has the responsibility of reading applications and determining eligibility for the PSD

  4. Program for students with disabilitiesCategory Referral rate n = 7148

  5. Program for students with disabilities The assessments can be for: • New referrals for currently enrolled students not supported by the PSD (annual round) • Referrals for Prep entry • Transfers from other systems, interstate or overseas (previously funded) • Year 6 (or age equivalent) transition reviews • Time-limited funding reviews

  6. Program for students with disabilitiesReferral type

  7. Referral issues Collecting evidence to support referrals to Lewis & Lewis Schools should endeavour to provide Lewis & Lewis with detailed information regarding the student’s presenting difficulties, and evidence of significant and ongoing global difficulties.

  8. Referral issues Things to remember • Students are unlikely to have an intellectual disability if previous assessment results were in the low average or above range. • Literacy or behaviour difficulties in isolation are not necessarily indicative of an intellectual disability • Lewis & Lewis through their contract with the DEECD do not conduct assessments for learning disabilities.

  9. Referral issues Completion of referral forms • All referral forms are expected to be completed and signed • If there is no available evidence under any of the headings in the Teacher Report Form, please specify the reason. • Before allocation to a psychologist or speech pathologist we will be looking for evidence of ongoing ‘severe difficulties’ • The stronger the evidence provided on the referral forms regarding current presentation the stronger the evidence is for your ENQ • Forms with ‘no’ or ‘n/a’ or ‘fine’ written in questions asking about a students overall current presentation do not support an intellectual disability and in the absence of supporting documentation may be screened out

  10. Referral issues Completion of referral forms • Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties. Provide specific examples of difficulties within the classroom/school environment • At busy times of the year, anything that delays the process will hold up your assessment • The respondent’s name must be clearly stated on the Vineland –II. • All previous assessment reports need to be included when the referral packs are returned even if L&L completed the previous assessments

  11. Referral issues Completion of referral forms – Current Presentation • Social Skills e.g. Interactions with peers and adults, parallel play, friendships, etc. • Behaviour e.g. Specific examples of behaviours such as oppositional behaviour, aggression and violence, withdrawal and isolation, dealing with transitions and change, dealing with failure, need for routine & structure • Receptive & Expressive Language e.g. Echolalia, ability to follow instructions, do they require visual prompts, PECS, visual timetables. Intelligibility of speech, sentence structure, word knowledge, vocabulary, grammar, correct usage of pronouns, word associations, etc.

  12. Referral issues Completion of referral forms – Current Presentation • Fine motor e.g. Pencil grip, legibility of writing, ability to colour within lines, use of scissors • Safety e.g. Following rules, leaving school grounds, road safety, close supervision on excursions • Sensory e.g. Hearing and vision difficulties • Self Care e.g. Specific examples of level of support required for toileting, dressing, eating, personal hygiene. Frequency of accidents.

  13. Referral issues Completion of referral forms – Current Presentation Strategies and Curriculum Modifications Reading, literacy, numeracy, hand writing interventions. Small group/1:1 supports. Modified curriculum, individual learning plan, behaviour modification plan. Language programs. Use of visual timetables. Modified presentation of material. Aide support

  14. Referral issues Completion of parental consent form • It is important that parents are aware of the true purpose of the referral to Lewis & Lewis and the potential outcome of diagnosing their child with a disability

  15. Referral issues Vineland - Instructions • The following guidelines are provided by Lewis & Lewis to assist you to complete this form correctly and to provide an accurate indication of the referred child’s ability. • A referral has been made for this child because it is suspected that he or she may have an intellectual disability. Keep this in mind when scoring each item and always compare their ability to their same age peers. • Begin each section from Item 1. Ignore the ‘Start Ages’ in the left column although consider the age at which a normal child would be able to achieve the item before circling 0, 1 or 2.

  16. Referral issues Vineland A response for each item MUST be provided. Forms with blank sections have to be returned to you as these can not be scored Although the Vineland is used as a screening tool, scores on the Vineland do not predict scores on an IQ assessment

  17. Profile examples

  18. Profile examples

  19. Severe Language Disorder with Critical Educational Needs 5 Criteria to account for • Language Assessment • Elimination of confounding factors • History and Evidence • Intelligence Testing • Critical Educational Needs

  20. Severe Language Disorder with Critical Educational Needs a) A score of three or more standard deviations below the mean for the students age in expressive, receptive and/or core language skills on two of the recommended tests • 3 Standard Deviations = score of 55 or lower • Language profile must be consistent across two tests eg: Expressive <55 on first test should also be expressive <55 on second test

  21. Severe Language Disorder with Critical Educational Needs Core Core First test Second test ≤ 55 ≤ 55 Core Core EL RL EL RL First test Second test First test Second test ≤ 55 ≤ 55 ≤ 55 ≤ 55 Core Core EL RL EL RL EL RL EL RL

  22. Severe Language Disorder with Critical Educational Needs b) the severity of the disorder cannot be accounted for by hearing impairment, social emotional factors, low intellectual functioning or cultural factors • SLD is considered a pure disorder • Students may be diagnosed with a language disorder but not be eligible for the SLD-CEN program

  23. Severe Language Disorder with Critical Educational Needs c) a history and evidence of an ongoing problem with an expectation of continuation during the school years • Early intervention • School programs in place • Specialist reports • Speech pathology involvement

  24. Severe Language Disorder with Critical Educational Needs d) A non-verbal score at or above one standard deviation below the mean on one recommended intellectual test, with a statistically significant (P<0.05) difference between the verbal and non verbal functioning ≥ 85 Statistically Significant PIQ/PRI VIQ/VCI

  25. Severe Language Disorder with Critical Educational Needs In addition to language difficulties students must also demonstrate critical education needs in order to attract at least level three funding

  26. Severe Language Disorder with Critical Educational Needs In order to meet CEN criteria, the student must demonstrate high ratings on several scales listed on the Educational Needs Questionnaire. Supporting evidence can include: • Current descriptive reports from the teacher outlining support or modifications required in specific areas of difficulty such as learning needs, mobility or fine motor skills • Examples of incidences that have or are occurring during the day relating to behaviour or safety concerns

  27. Severe Language Disorder with Critical Educational Needs • Support programs (e.g. Psychology intervention for behaviour) and/or Individual Learning Plans currently in place • Details of supervision or assistance the student requires in specific areas such as self care • Current reports from specialists such as Speech Pathologists, Psychologists, Occupational Therapists, Physiotherapists, Medical specialists, Mental Health Workers, Psychiatrists, Audiologists etc

  28. Childhood Apraxia of Speech - Dyspraxia • CAS in children may be known by various names: Developmental Verbal Dyspraxia; Verbal Apraxia; Apraxia of Speech; Apraxia • CAS is a childhood speech sound disorder in which children have difficulty programming, sequencing and initiating movements required to make speech sounds. • Although characteristics may overlap, CAS is a motor speech planning disorder and should not be confused with other speech sound disorders. Due to the complexity of its nature diagnosing CAS can be very difficult and requires a very detailed assessment that includes analysing speech movements, sounds, patterns and rhythms

  29. SLD – CEN What is Supportive evidence? SPEECH PATHOLOGY • Speech & Language Assessments completed including test scores • Intervention Summary outlining therapy outcomes • For a CAS referral (formal or informal) measures regarding the student’s overall communication difficulties e.g. sound errors, intelligibility ratings, other characteristics which may be consistent with a presenting CAS

  30. SLD-CEN Applications n = 176

  31. SLD-CEN Applications n = 301

  32. Referrals received per week 2011/2012 500 2011 2012 400 300 200 100 0 Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec

  33. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to South-west Region - 2012 ...

  34. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to western Metropolitan Region - 2012 ...

  35. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Grampians Region - 2012 ...

  36. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Barwon South-west Region - 2012 ...

  37. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to North-west Region - 2012 ...

  38. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Loddon Mallee Region - 2012 ...

  39. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Northern Metropolitan Region - 2012 ...

  40. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to North-East Region - 2012 ...

  41. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Hume Region - 2012 ...

  42. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to eastern Metropolitan Region - 2012 ...

  43. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to South-East Region - 2012 ...

  44. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to southern Metropolitan Region - 2012 ...

  45. STATEWIDE Distribution of IQ scores for students referred for ID assessment Compared to Gippsland Region - 2012 ...

  46. Referral issues Things to remember • Vineland should not be older than 12 months • The Vineland is one of the criteria for the diagnosis of intellectual disability. It is an official document and must be completed accurately • Often specific Vineland information is placed into PSD reports • The DEECD requires 2 years between cognitive assessments (including WPPSI to WISC) and 12 months between language assessments. • Lewis & Lewis do not keep DEECD files therefore it is important to provide copies of previous assessments. • In regards to 6/7 Reviews, if the assessment is less than two years old after the annual round cut off date but prior the end of term 3.

  47. Two Year Re-Assessment(Reviews/End Date)

  48. Main points • Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only • To make a referral, call the L&L office. The person answering the phone will be senior staff member who can answer all queries and take referral information. • During busy periods calls may be picked up by our paging service. Your call will be returned by a senior staff member. • When you call, make sure you know the student and their relevant details

  49. Contact Lewis & Lewis (03) 9380 5742 (03) 9380 6883 info@lewisandlewis.com.au  www.lewisandlewis.com.au

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