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General Considerations<br />
When to Assess<br />
Guidelines for Cognitive Evaluation<br />
June, <strong>2003</strong><br />
In our work in the context of the school system, a complete evaluation of a child should<br />
begin with a comprehensive academic assessment by the school's support team and<br />
classroom teacher and attempts to address the child's needs by a variety of approaches<br />
including but not limited to differentiating the instructional strategies. The Clinician can<br />
consult regarding these activities but only when such efforts leave unanswered questions<br />
should the process proceed to a formal psychological evaluation.<br />
Why to Assess<br />
It is the School Psychologist's job to describe, as completely as possible, the child's<br />
circumstances in relation to educational functioning. The holistic ecological approach we<br />
support includes an assessment of intellectual, adaptive, social-emotional and behavioural<br />
functioning, as well as personality, mental health, family and community relations. This<br />
can be achieved with the Psychologist providing either comprehensive data or more<br />
limited input as part of a Team Evaluation. However accomplished, the goal of these<br />
evaluations is to provide information useful in programming effectively to improve the<br />
child's opportunity for success in school and in life. It is not to generate a set of numbers<br />
in isolation in order to garner grant funds. It is the role of others in the system to<br />
determine if the child meets criteria for categorical funding or inclusion in a specific<br />
program, be it Divisional (e.g., placement in a segregated Special Education Centre) or<br />
Provincial (e.g., acceptance into the Inter-Divisional Program for Students with Autism).<br />
How to Report<br />
The same reporting guidelines apply to school reports, Manitoba Education and Youth<br />
Level 2 and Level 3 funding applications, as well as applications to Vocational<br />
Rehabilitation and Supported Community Living. In all CGC Psychology reports,<br />
single I.Q. scores, single number percentiles or age equivalents are not provided. If<br />
formal testing was completed, the ranges of the three summary scores (Full Scale,<br />
Verbal and Performance) and the appropriate descriptive terms provide the necessary<br />
information for the responsible parties to make educational support or placement<br />
decisions. Provision of ranges also protects against the reification of the specific I.Q.<br />
numbers in favour of the clinical judgment expressed. In every case, the Psychologist's<br />
opinion needs to be based on a thorough review of the historical evidence available, as<br />
well as an understanding of the child's current circumstances. The evidence supporting<br />
the Psychologist's opinion needs to be referenced in the report.
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