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Transcript MAKING APPROPRIATE Referrals

Lewis Lewis
Intellectual Disability
Severe Language Disorder with Critical Educational Needs
ID & SLD Statistics
Business Structure
Organisational Structure
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
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
Parental Consent
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.
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
Sub-average general intellectual functioning which is demonstrated by a full-scale score of
two standard deviations or more below the mean score on a standardised individual test of
general intelligence (WPPSI-III, WISC-IV, WAIS-IV)
Significant deficits in adaptive behaviour established by a composite score of two standard
deviations or more below the mean on an approved standardised test of adaptive behaviour
(Vineland Adaptive Behaviour Scale)
A history and evidence of an ongoing problem with an expectation of continuation during the
school years (Parent Consent Form, Teacher Report Form, Parental Interview)
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 specific learning disabilities (e.g., Dyslexia).
Discussion with student support service.
All sections 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 a history 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
Please 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
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,
Fine motor e.g. Pencil grip, legibility of writing, ability to
colour within lines, use of scissors, keyboard skills.
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
Strategies and Curriculum Modifications
Reading, literacy, numeracy, hand writing interventions. Small group/1:1
Modified curriculum, individual learning plan, behaviour modification
plan. Language programs. Use of visual timetables. Modified
presentation of material. Aide support
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 typically developing peers.
Begin each section from Item 1. Ignore the ‘Start Ages’ in the left
column although consider the age at which an average developing
child would be able to achieve the item before circling 0, 1 or 2.
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
Unsuccessful referrals (ID and SLD)
Referrals may be screened out based on a
variety of factors:
 Lack of supporting evidence.
 Previous assessment results that do not indicate ID
and SLD.
 Vineland too high (>70)
 Conflicting presentation (e.g. SBD)
Unsuccessful referrals (ID and SLD)
Regional Coordinators will contact the school to
discuss the reason for an unsuccessful referral.
A screen out letter will be sent to the school
including a copy for the parent/carer - which needs
to be passed on.
 It is expected that the school explain why the referral is not
progressing with the parent/carer.
PSD: Guidelines for Schools 2014
PSD Roles and responsibilities in the
assessment process
A score of three or more standard deviations below the mean for the student’s age in
expressive, receptive and/ or core language skills on TWO of the recommended tests;
The severity of the disorder cannot be accounted for by hearing impairment, social emotional
factors, low intellectual functioning or cultural factors;
A history and evidence of an on-going problem with the expectation of continuation during
school years;
A non-verbal score not lower than one standard deviation below the mean on one
comprehensive intellectual test, with a statistically significant (p‹0.05) difference between
verbal (VIQ/VCI) and non-verbal (PIQ/PRI) functioning (VIQ/VCI‹PIQ/PRI);
Demonstrated critical educational needs equating to Program for Students with Disabilities
funding levels three and above as determined by the validated results of the Educational
Needs Questionnaire
Lewis & Lewis will complete all assessments if no testing
has been carried out prior to referral. Students require 2
language assessments (not more than 12 months old) and
a cognitive assessment (not more than 2 years old) for an
SLD-CEN application.
Language scores needed: standard score of 55 or below
(3 standard deviations below mean) on 2 language
assessments in the same language area (expressive,
receptive or core)
Cognitive score needed: Standard score of 85 or above
for non-verbal abilities (average range) and significantly
lower verbal abilities.
Severe Language Disorder with Critical Educational Needs
Referrals may be screened to ensure that other SLD-CEN
criteria is evident before carrying out assessments:
1. Ruling out impacting factors such as hearing difficulties,
social/emotional disorders & cultural factors;
2. A history of ongoing language problems;
3. Demonstrate critical educational needs equating to funding
levels 3 and above as determined by the Educational Needs
The assessing speech pathologist needs to include this
information in the application attachment.
CAS is a motor speech planning disorder and should not be confused
with other speech sound disorders. Children have difficulty initiating
and sequencing the movements for speech sounds and intensive
speech therapy is required.
Characteristics can overlap with severe articulation or phonological
delays. 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.
Students diagnosed with CAS can be referred under SLD-CEN where
an additional speech-motor will be completed in addition to
language and cognition.
ID & SLD Statistics
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Year 2012
Year 2013
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 a minimum of 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.
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 a 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
When you call, make sure you know the student and
their relevant details
(03) 9380 5742
(03) 9380 6883
[email protected]