Needs based assessment.
College 1
Needs based assessment at school.
- Knowledge
o Upon completion of the course the student has acquired knowledge of:
The psychoeducational diagnostic process, based on the NBA model and
Various learning/ school related difficulties
- Skills
o Upon completion of the course, the student has acquired skills necessary for:
The formulation of evidence-based and goal directed problem analysis and
hypotheses.
The administration of various assessment tools
Formulating acceptable recommendations
Writing psychological assessment reports and
Professional reflection
- Lectures
o Theory regarding
The process of need based assessment.
Intelligence
Various learning difficulties
Internalizing / externalizing behavioral deficits
- Workgroups
o Skills related to working through the NBA stages e.g.:
Practicing and performing an intake-session an intelligence assessment a
forming an inter-colleague consultation
Writing an integrative assessment report, based on anonymized cases and
your individual case.
Grading:
- Two reports
- 1 with other
- 1 with a child
Case 1:
- Writing a complete psychoeducational assessment report based on anoymized assessment
results provided by the course lecturer after the 2 nd workgroup
- Deadline march 26the
Case 2:
- Writing a complete psychoeducational assessment report, based on your work with a child
(classroom observation, intake with parents, WISC-administration, CBSK/ Harter)
, - Requirements, information for parents/ schools & forms available per 15 th
- What to do
1. Find a family to work with (intake, WISC-assessment, CBSK, classroom observation)
2. You can start working on the intake per 12 th feb
3. You can start working on the classroom observation and WISC + CBSK administration per
march 12th
- Deadline may 7th
Age range: 6-16 years recommended 7 and 12
Final assignment
- Online individual presentation, in which you present your professional (assessment)
perspective on 3 anoymized cases provided by the course lecturer
- Dates: June 4th and 11th
- 50 % of your grade
- 20 min discussion for the case
Needs based assessment introduction
- Assessment is essential for making decisions concerning diagnosis and intervention
- Aims: 1. Bridging the gap between diagnostic information and recommendations, 2 that all
parties find acceptable
- Functional when questions concern both an understanding (diagnosis) and recommendations
(intervention)
- Goal direction: targets relevant risk and protective factors with the child, the educational
environment and the home environment
Principles
1. Goal direction
o Aims to produce effective interventions
o Only functional information is collected
o Part of a change- oriented cycle of investigation, case formulation, intervention and
evaluation
o Aims to improve a problematic situation
2. Transactional perspective
o Children develop through a continuous interaction with their instructional and home
environments
o The development of a problematic situation is related to risk factors in the child and
in the social environment
Risk factor: big changes
Protective factor: support from teacher, home, friends
,For a child to be okay you need more protective factors then risk factors. Sometimes you need to try
to find more protective factors
3. Special needs of the child
o Focuses on the student’s needs related to education and parenting
o Parental behavior can either advance or hinder academic achievement, behavior and
well being at school
- Sometimes you need to mediate between school and the parents
4. Support needs of teachers and parents
- Teachers and parents both play a significant role
- Didactic skills and student-teacher relationship
5. Protective factors and strengths
- Positive aspects of the student, teacher, class, school and parents are relevant
- Every child, no matter how severe the problems, displays positive aspects
6. Collaborative partnerships
o Assessors cooperate with students, teachers, counsellors and parents when
searching for explanations and formulation goals and needs
o The insights and solutions of child, teacher and parents are just as valuable as those
of the school-psychologist
7. A systematic and transparent assessment process
o Afl progresses systematically in five stages, each stage with its own steps
, Four conditions
1. The referral questions concern learning problems and/or learning support
2. Assessment is necessary to answer the questions
3. Is the SP sufficiently qualified to answer the questions?
4. The professional ethics of all parties involved are clear
College 1
Needs based assessment at school.
- Knowledge
o Upon completion of the course the student has acquired knowledge of:
The psychoeducational diagnostic process, based on the NBA model and
Various learning/ school related difficulties
- Skills
o Upon completion of the course, the student has acquired skills necessary for:
The formulation of evidence-based and goal directed problem analysis and
hypotheses.
The administration of various assessment tools
Formulating acceptable recommendations
Writing psychological assessment reports and
Professional reflection
- Lectures
o Theory regarding
The process of need based assessment.
Intelligence
Various learning difficulties
Internalizing / externalizing behavioral deficits
- Workgroups
o Skills related to working through the NBA stages e.g.:
Practicing and performing an intake-session an intelligence assessment a
forming an inter-colleague consultation
Writing an integrative assessment report, based on anonymized cases and
your individual case.
Grading:
- Two reports
- 1 with other
- 1 with a child
Case 1:
- Writing a complete psychoeducational assessment report based on anoymized assessment
results provided by the course lecturer after the 2 nd workgroup
- Deadline march 26the
Case 2:
- Writing a complete psychoeducational assessment report, based on your work with a child
(classroom observation, intake with parents, WISC-administration, CBSK/ Harter)
, - Requirements, information for parents/ schools & forms available per 15 th
- What to do
1. Find a family to work with (intake, WISC-assessment, CBSK, classroom observation)
2. You can start working on the intake per 12 th feb
3. You can start working on the classroom observation and WISC + CBSK administration per
march 12th
- Deadline may 7th
Age range: 6-16 years recommended 7 and 12
Final assignment
- Online individual presentation, in which you present your professional (assessment)
perspective on 3 anoymized cases provided by the course lecturer
- Dates: June 4th and 11th
- 50 % of your grade
- 20 min discussion for the case
Needs based assessment introduction
- Assessment is essential for making decisions concerning diagnosis and intervention
- Aims: 1. Bridging the gap between diagnostic information and recommendations, 2 that all
parties find acceptable
- Functional when questions concern both an understanding (diagnosis) and recommendations
(intervention)
- Goal direction: targets relevant risk and protective factors with the child, the educational
environment and the home environment
Principles
1. Goal direction
o Aims to produce effective interventions
o Only functional information is collected
o Part of a change- oriented cycle of investigation, case formulation, intervention and
evaluation
o Aims to improve a problematic situation
2. Transactional perspective
o Children develop through a continuous interaction with their instructional and home
environments
o The development of a problematic situation is related to risk factors in the child and
in the social environment
Risk factor: big changes
Protective factor: support from teacher, home, friends
,For a child to be okay you need more protective factors then risk factors. Sometimes you need to try
to find more protective factors
3. Special needs of the child
o Focuses on the student’s needs related to education and parenting
o Parental behavior can either advance or hinder academic achievement, behavior and
well being at school
- Sometimes you need to mediate between school and the parents
4. Support needs of teachers and parents
- Teachers and parents both play a significant role
- Didactic skills and student-teacher relationship
5. Protective factors and strengths
- Positive aspects of the student, teacher, class, school and parents are relevant
- Every child, no matter how severe the problems, displays positive aspects
6. Collaborative partnerships
o Assessors cooperate with students, teachers, counsellors and parents when
searching for explanations and formulation goals and needs
o The insights and solutions of child, teacher and parents are just as valuable as those
of the school-psychologist
7. A systematic and transparent assessment process
o Afl progresses systematically in five stages, each stage with its own steps
, Four conditions
1. The referral questions concern learning problems and/or learning support
2. Assessment is necessary to answer the questions
3. Is the SP sufficiently qualified to answer the questions?
4. The professional ethics of all parties involved are clear
