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Should I Have My Child “Retested” for the Gifted Program? BY TARA MOTZENBECKER, MS, NCSP

9/28/2018

Many parents wonder about having their child retested after the initial screening or testing at school. This will be a case-by-case decision, but there are certainly some main points to consider. First, if the child was given only the screening and did not qualify for further testing, ask yourself if the child is exhibiting a need for differentiated and more challenging instruction. If you and/or the teacher are saying yes, then it is very possible that the screening is not reflective of the child’s true potential. Also, often, the screening does not correlate well with the psychological testing so results can be vastly different.

Second, if your child moved past the screening and did complete an IQ test with a psychologist but did not qualify for advanced programs, there are multiple things to consider. Eligibility criteria changes over time and the school system will generally accept testing for three years. Take a look at the current eligibility criteria and determine if your child’s performance meets any of the newer criteria. Next, were the testing conditions ideal when your child was tested? An IQ test is measuring a child’s intellectual potential, so conditions must be optimal in order to truly get at that potential. Often when testing is done at school, the parents are unaware of the testing date. Many children are scared or fear something bad happened when they are called down to the office. Once they realize why they were actually called down, it can take a significant amount of time for their nervous system to stabilize. The evaluation could be halfway done before the child’s inner system has calmed down. This compromises the results without much outward appearance that the psychologist can recognize and account for. Other times, a child may be pulled out of PE and be very upset by this. That child may rush through answers in the hopes that they can get back to PE before it ends. Or it can be that the child has just returned from a vacation or an illness and are not at their best, but since this is unknown, they are tested anyway. For these and a multitude of other reasons, evaluations may not have actually captured the child’s true potential. As a parent, if your gut instinct tells you that something interfered with your child’s performance on the day of the testing AND your child is exhibiting signs of giftedness, then it is very likely that retesting could be a beneficial route to take.

Discussing your individual concerns and questions with a psychologist is always recommended. Feel free to contact our office for additional information and to talk through all of your questions &/or concerns.

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"I am told my child needs a psychological evaluation what is it, and what does it do?” By Amanda Hanson, Psy.D.

9/21/2018

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Now that school is back in session and children are beginning to acclimate to the structure of the academic environment, school age children may begin to display behavioral issues in school. The behaviors are often reported to parents as their child is being off-task, not listening, not on academic level, or disrupting the classroom. As a result, many parents are being told that their child would benefit from a psychological evaluation. Parents may be confused and unsure as to what that means, what that entails, and where to even look to start that process.

What is a psychological evaluation?

A psychological evaluation is typically requested to better understand a presenting issue, answer questions related to the issue, and to provide potential recommendations to address the problem. Many common questions that are asked regarding school age children are, “Does my child have Attention Deficit Hyperactivity Disorder (ADHD)?” or “Is there a learning disorder?” Once a specific question has been identified, it will help guide direction for appropriate services.

Where to look?

Parents are often unsure as to where to find a qualified professional to conduct an evaluation and may seek advice or a referral from their local pediatrician. The pediatrician may have appropriate referral sources in the community, or the parent can search online for a local psychologist.

If you are looking to utilize insurance, you can contact your insurance provider and ask for a list of approved providers in your area. However, it is important to understand that some types of testing may not be covered by insurance, and it can be an out-of-pocket cost. While parents want to obtain a good deal, do not trade price for quality.

Psychological evaluations are most often conducted by a Clinical Psychologist, as a psychologist has extensive training in the administration and interpretation of standardized testing.

Once you have identified professionals to contact, feel free to shop around. Ask about the clinician’s experience, qualifications, and ability to adequately perform testing. If you are going to invest in this process, as a parent, you want to make sure you are getting a quality product.

What to expect

It is common for parents or the caregivers to meet with the psychologist first, independently of the child, to discuss background information and the presenting concerns. The psychologist will often ask questions that assist in better understanding your child. At that time, the determination of which testing will be conducted is decided, and what additional information may be needed. Since the issues being explored involve the school, parents should expect the clinician to seek collateral information from teachers as well.

What should I tell my child about testing?

Many parents are unsure as to what their child may experience with psychological testing, and do not know what to say. Telling your child that they will be meeting with a professional to discuss their personal strengths and areas for improvement is appropriate. Letting the child know that they will be engaging in talk and tasks that help the clinician get to know them will also put the child at ease. Once the psychologist meets with the child, they will explain the purpose as well to ease any anticipatory anxiety.

Depending on the type of assessment being requested, your child may be engaged with the clinician for several hours. It can be helpful to bring a drink &/or snack in the event the evaluation is lengthy.

My child is done testing, what happens next and what do I do with it?

Once testing is completed, the clinician will write a thorough report explaining the results of the assessment. Some clinicians will meet with the parents or caregivers to review the results and offer the them the opportunity to ask questions. Based upon the findings, the clinician will offer recommendations that will be beneficial to addressing any concerns and provide appropriate referrals that may be necessary. Depending on the type of assessment, the parents may wish to share the results with other parties, such as the school, caregivers, and pediatrician, etc..

If you are asked to seek out a psychological evaluation for your child, don’t hesitate to ask questions and become informed. The more you know the more you can assist your child moving forward.

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How an Educational Advocate Serves as “Interpreter” by Tara Motzenbecker, MS, NCSP

9/14/2018

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Have you ever been called into a meeting at your child’s school to discuss academic and/or behavioral concerns? If so, you likely walked into a room full of school personnel who only had thirty minutes to discuss a plan of action before members of the staff had to return to their duties. With their limited time, they may have had their own set agenda while time to discuss the deeper aspects of your child is a luxury that occurs rarely. Thirty minutes of technical jargon and lots of paperwork later, you walk out with your head spinning wondering what it all means and, will any of it really help your child.

This is a reality for too many families. It leads to parents worrying that their child’s needs are not being met. In many cases, the school is doing everything it can to address those needs, but time is constrained. It can be difficult to adequately discuss what is in the best interest of the child’s mental health when the school’s mandates are developing skills in reading and writing, and teachers have to dedicate large amounts of time toward documenting progress. And, unfortunately in some cases, the real issues and solutions do go unaddressed.
Let’s talk about children dealing with trauma as an example. Often, school staff will look at a child’s behavior and think, “what is wrong with this child?” versus “what happened to this child?” It is not ill-intentioned on the part of the school staff. They simply may not have the time, training or resources to delve deeper. So let’s think about a child with no trauma history. He is walking down the halls and someone bumps into him. He may say “Oh I’m sorry” or “Excuse me” and then continue on into class and start his reading. Whereas a child with a trauma history gets bumped and they may perceive the bumper as a threat and automatically go into fight or flight mode. This may result in aggression or it may result in the child shutting down. This child may now enter the classroom and stare blankly at the walls and appear to ignore the teacher’s requests to get the reading book out and start an assignment. The school may interpret this behavior one way (e.g. attention issues), call the parents in for a meeting, proceed so quickly with their agenda and their unintentionally intimidating process/language, that the real issue goes completely unaddressed. However, if the parent has an advocate by their side that understands mental health AND the schools, the barriers can be broken and all can work together to truly get at the root of the problems and help the child. The advocate becomes the interpreter not only of the “school lingo” but of the child’s behavior and mental health.

Now none of this is to say that the school personnel do not have the child’s best interest at heart. I think it is fair to say that no one enters a public education career for the money or prestige. They enter the field because they want to care for and guide children towards a brighter future. When teachers are assigned 25-30 kids with diverse needs, to whom standardized testing requirements are applied, and they are tasked with making “adequate yearly progress” these well-intentioned teachers suddenly have a time issue. They simply cannot do it all and do it all as well as they’d like with the limited time and resources provided to them, even when they all work well beyond their allotted hours. Therefore, they generally welcome an “interpreter” helping them to understand the child’s behaviors and needs.

Where does this leave families who walk out of the school meetings bewildered and worried? Several years ago, a wise man told me that “the squeaky wheel gets the grease.” In order to get what you want, you have to ask for it. You have to advocate for it. But how can you do this in a way that won’t alienate the school team members? How can you be the “squeaky wheel” that makes the school team genuinely consider your child’s needs because they understand it is the best thing to do, rather than to make you go away?

This is where some homework needs to be done. The school has certain requirements and restrictions they have to follow. They also have their own foreign language to describe and work through their processes. What does someone do when they need to understand a foreign language? They bring an interpreter. Having this interpreter/advocate by your side to clarify and expand is crucial to understanding what is happening. An educational advocate can speak both languages (of the school and of the family) and serve as an interpreter, mediator, and guide.

If you are finding yourself in need of an “interpreter” to work with you and your child’s school, please contact our office as it will be our pleasure to consult with you and determine if our services could help you and your child achieve greater success.

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How Being Organized Can Reduce Stress by Rachel funnell, lmft

9/6/2018

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Everyone gets stressed out at one point or another throughout the week. At times, you can’t prevent it. However, there are a few organizational tips that you can begin to implement that could help you reduce some of the unnecessary stress that occurs. Below are just a few ways in which a little organization could go a long way.

Prepare as much as you can the night before. The morning can be busy, and time is of the essence due to needing to get to work or get the kids off to school. Therefore, rather than waiting until the morning to prepare certain items, do them the night before. Some items that can be prepared ahead of time include lunches, outfits, your kid’s backpacks, your work bag and putting your keys by the door.
Put reminders/alarms on your phone. If you have a habit of forgetting to call someone or do something then put a reminder on your phone. This will alert you to complete the task in a timely manner.
Put appointments on a calendar with an alert. Sometimes doctor’s appointments are several months apart and it can be hard to remember everyone’s appointment. Therefore, by putting them on a calendar and setting reminder alerts, you won’t forget.
Make lists and do the easy tasks first. Making lists can help reduce stress because it allows you to remember everything that you need to accomplish. By doing the easy items first, you are not only crossing items off your list but you are accomplishing them sooner than if you worked on the harder items first. This will also give you a sense of success.
Fill your car gas before it reaches empty. Again, the key is to decrease preventable stress. By filling up your gas tank sooner, you are preventing extra stress of needing to fill it up when your time is limited.

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4071 Bee Ridge Road, Suite 204
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Should I Have My Child “Retested” for the Gifted Program? BY TARA MOTZENBECKER, MS, NCSP

"I am told my child needs a psychological evaluation what is it, and what does it do?” By Amanda Hanson, Psy.D.

How an Educational Advocate Serves as “Interpreter” by Tara Motzenbecker, MS, NCSP

How Being Organized Can Reduce Stress by Rachel funnell, lmft

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