Preparing for the Assessment Day of the Assessment

Preparing for the Preparing for the AssessmentAssessment

Day of the Day of the AssessmentAssessment

Setting Up the Test Setting Up the Test EnvironmentEnvironment

In order to maximize your time:In order to maximize your time:

Your roomYour room should be set up and ready should be set up and ready to go no later than to go no later than 10 minutes 10 minutes beforebefore the evaluation will begin. the evaluation will begin.

YouYou should be walking down to the should be walking down to the waiting room to pick up the client waiting room to pick up the client no later than no later than 5 minutes before5 minutes before the the evaluation will begin. evaluation will begin.


Table/Chair or Floor ConfigurationsTable/Chair or Floor Configurations

Please make sure that the client will be Please make sure that the client will be oriented so that we can get a good oriented so that we can get a good picture using the available cameras. picture using the available cameras.

Suggestions follow (These are also on Suggestions follow (These are also on the wall in 184)the wall in 184)

Option 1 – When working on the floor with the child

Option 2 – When working at the table with the child

Bottom LineBottom Line

Please…Please…

Check your camera angles Check your camera angles before you get the client!before you get the client!


Audio Back-up RecordingAudio Back-up RecordingIn addition to video In addition to video

recording your session, you recording your session, you should should also audio recordalso audio record it. it.

In one of the cabinets in the In one of the cabinets in the evaluation room there evaluation room there should be an audio cassette should be an audio cassette recorder with microphone recorder with microphone that is designated for PSLE that is designated for PSLE use.use.


The audiometer should have already The audiometer should have already been plugged in and tested before you been plugged in and tested before you walk down the hall to get the client.walk down the hall to get the client.

Your other materials should be neatly Your other materials should be neatly organized and ready to go. Turn to the organized and ready to go. Turn to the page in the test book where you are page in the test book where you are planning to start.planning to start.

The Billing SlipThe Billing Slip

Have Your Billing Slip Have Your Billing Slip ReadyReady

((the purple sheetthe purple sheet))Fill it out completely.Fill it out completely.

Do NOT forgetDo NOT forget the the ICD-9 codeICD-9 code: choose the : choose the one that matches the presenting concerns in one that matches the presenting concerns in the application.the application.

Tip:Tip: Tape the charge slip to the light switch so Tape the charge slip to the light switch so that you will be reminded to hand it to them that you will be reminded to hand it to them when the evaluation is over.when the evaluation is over.

The billing slip The billing slip

Which ICD-9 Code to Which ICD-9 Code to use?use?

If the client has been previously If the client has been previously diagnosed, use the code that diagnosed, use the code that corresponds to that diagnosiscorresponds to that diagnosis

Example - Autism – 299.0Example - Autism – 299.0

Which ICD-9 Code to Which ICD-9 Code to use?use?

If the client has If the client has notnot been previously been previously diagnosed, choose a code that diagnosed, choose a code that appears to best match the chief appears to best match the chief concerns.concerns.

Example: from the application you can Example: from the application you can tell that the family has concerns about tell that the family has concerns about speech sounds – 315.39,Developmental speech sounds – 315.39,Developmental articulation disorder).articulation disorder).

Importance of ICD-9 Importance of ICD-9 CodesCodes

These are required for our These are required for our accounting and billing system.accounting and billing system.

We cannot provide statements to We cannot provide statements to families without the proper ICD-9.families without the proper ICD-9.

Remember – if you are not sure, Remember – if you are not sure, please ask your supervisor for help.please ask your supervisor for help.

For the observation booth…For the observation booth…

Observation BoothObservation Booth Have a folder which contains:Have a folder which contains:

PSLE Planning Sheet and your session PSLE Planning Sheet and your session plan (see website for examples)plan (see website for examples)

1 set of test forms – preferably copies, 1 set of test forms – preferably copies, not originalsnot originals

This is first page of the planning sheet that should be in the folder in addition to the session plan (i.e., the list of test/activities/procedures you will be doing).

Observation BoothObservation Booth Make sure the DVD recording device Make sure the DVD recording device

is working and that you have put a is working and that you have put a DVD into it. Do a test recording.DVD into it. Do a test recording.

Planning for Difficult Planning for Difficult BehaviorsBehaviors


Use Use Positive Behavioral SupportPositive Behavioral Support techniques to PREVENT problem techniques to PREVENT problem behaviors.behaviors.


SchedulesSchedules


Create a schedule of events Create a schedule of events For older children: you can write it on For older children: you can write it on

the chalk board or on a piece of paper. the chalk board or on a piece of paper. Allow the client to erase or draw a line Allow the client to erase or draw a line through each task as it is complete.through each task as it is complete.

For younger children: use symbols For younger children: use symbols (Boardmaker or whatever) depicting the (Boardmaker or whatever) depicting the schedule.schedule.

Time Management TipTime Management TipCreate schedules that can be flexible Create schedules that can be flexible

and used many times with many and used many times with many clients.clients.

Ask your supervisor to show you Ask your supervisor to show you examples if you are not sure what examples if you are not sure what this means.this means.


ReinforcemenReinforcementt


StartStart with lots of praise for with lots of praise for participation.participation.

ButBut

Stickers, bubbles, tokens may also Stickers, bubbles, tokens may also need to be used to reward the client.need to be used to reward the client.


StickersStickers can be paper clipped every 5 can be paper clipped every 5 pages (or more) in a test booklet to pages (or more) in a test booklet to keep the child engaged. Have a sticker keep the child engaged. Have a sticker sheet handy to give the child sheet handy to give the child something to put their stickers on.something to put their stickers on.

Caution:Caution: The child will likely get The child will likely get distracted by the stickers. Wait until distracted by the stickers. Wait until s/he removes the sticker from the page s/he removes the sticker from the page before presenting the stimulus item!before presenting the stimulus item!


Stickers Stickers

Once the sticker break is over, move Once the sticker break is over, move the stickers out of the child’s reach the stickers out of the child’s reach and line of sight.and line of sight.

Direct them back to test materials.Direct them back to test materials.


BubblesBubbles can be used every several can be used every several items as well (a little more time items as well (a little more time consuming – use only in an consuming – use only in an emergency)emergency)

Especially appropriate for young children.Especially appropriate for young children.

Caution:Caution: Stay in control of the Stay in control of the bubbles; make clear boundaries bubbles; make clear boundaries about “number of blows” before about “number of blows” before getting back to task.getting back to task.


TokensTokens (e.g., put into plastic Ice cream (e.g., put into plastic Ice cream Cones; Animugs; other token materials)Cones; Animugs; other token materials) can be used to help the child see can be used to help the child see how many more items are left how many more items are left before an unpleasant task is over before an unpleasant task is over – maybe can earn a sticker or – maybe can earn a sticker or breakbreak

Sometimes just putting the token into Sometimes just putting the token into the ice cream cone is inherently the ice cream cone is inherently rewarding and that is all you need.rewarding and that is all you need.

Getting the Getting the ClientClient

Getting the ClientGetting the Client

Avoid overwhelming the client Avoid overwhelming the client and family:and family:

Send only the lead clinician down to Send only the lead clinician down to the waiting room.the waiting room.

Getting the ClientGetting the ClientLead clinician should take a few Lead clinician should take a few

moments to say “hi” to the child and moments to say “hi” to the child and talk to the family about what will be talk to the family about what will be happening.happening.

Find out if the child will be Find out if the child will be comfortable not having the parents comfortable not having the parents in the room with them.in the room with them.

TipTip AvoidAvoid talking about giving “tests” – talking about giving “tests” –

that can cause anxiety.that can cause anxiety.

Instead – talk about what you will Instead – talk about what you will be doing in a general way: doing be doing in a general way: doing “show-n-share” (or play); looking at “show-n-share” (or play); looking at some different books to do some some different books to do some pointing and talking; etc.pointing and talking; etc.

Make it sound fun!Make it sound fun!

Getting the ClientGetting the ClientBe aware if there are many student Be aware if there are many student

observers in the booth. If there are, warn observers in the booth. If there are, warn the family and let them know that they the family and let them know that they will be in a different room for the will be in a different room for the interview.interview.

If there is room in the observation booth If there is room in the observation booth they will be welcome to watch the they will be welcome to watch the remainder of the assessment, but we also remainder of the assessment, but we also may have to invite them to stay in the may have to invite them to stay in the waiting room after the interview is over. waiting room after the interview is over.

Bringing the Client BackBringing the Client Back Stop to introduce the family to the Stop to introduce the family to the

rest of the team.rest of the team.

Show family where everybody will Show family where everybody will be going.be going.

Anything Not Making Anything Not Making Sense?Sense?

Ask your supervisor!Ask your supervisor!

Rule:Rule:

Take initiative!Take initiative!Make no assumptions; ask lots of Make no assumptions; ask lots of

questions!questions!

Documents

Preparing for the Assessment Day of the Assessment