Related Posts

• Testing clients with disabilities: Modifications vs. accommodations

  

  During our recent PARtalks webinar series on assessing individuals with disabilities, PAR received some questions about adapting, modifying, and accommodating assessments. It is important to be mindful of a range of psychometric, social, clinical, and disability-related issues. We hope the following will provide helpful guidance when determining if modifications or accommodations are necessary. Considerations when assessing individuals with disabilities There are many issues to consider that may complicate the psychological testing of people with disabilities. It is important to attend to issues of bias, reliability, and validity. Language,  motor, sensory, medical, and cognitive disabilities can impact aspects of an assessment. Additionally, comorbid conditions or secondary disabilities can be a complicating factor. It is crucial for examiners to consider each individual's disability and how it relates to other functions to develop a strategy that ensures the appropriate construct is being measured. For example, disability-related symptoms such as fatigue and pain can confound psychometric tests and artificially inflate measures of depression. Or a motor-functioning disability that affects fine motor control may create results that mistakenly imply cognitive impairment. Examiners who do not take these issues into ...

• A New Framework for Assessing SLD

  

  The Learning Disabilities Association of America (LDA) recently published Specific Learning Disabilities Evaluation Principles and Standards, introducing a comprehensive framework for the assessment and identification of students with specific learning disabilities (SLD). These standards are a valuable resource for educators, psychologists, policymakers, and anyone interested in and involved with enhancing the quality of education and support for individuals with specific learning disabilities.  The primary goal of this new framework is to encourage a transition from a one-size-fits-all approach to a more individualized and research-informed evaluation process that promotes better understanding, increased collaboration, and tailored interventions for students with SLD.  These new principles and standards expand upon the existing mandates of the Individuals with Disabilities Education Act (IDEA) by providing a more comprehensive and interdisciplinary approach to evaluating and supporting students with SLDs.  These guidelines emphasize collaborative evaluation teams involving professionals from various fields, including psychology, education, and medicine. They extend beyond the previous focus on identification and delve into personalized interventions that cater to each student's unique academic, linguistic, social, emotional, and behavioral needs. Additionally, these updated principles highlight the importance of ...

• Individuals with Disabilities 286% More Likely to be a Victim of Violence

  Adults with disabilities, particularly mental illness, have been found to be at an increased risk of being a victim of violence, according to a study funded by the World Health Organization’s Department of Violence and Injury Prevention and Disability. This finding, a meta-analysis of 21 studies, found that one in four people with a mental illness experience some type of violence in a given year – a much higher rate than that experienced by the general population. The chance that a person with a mental illness will experience physical, sexual, or domestic violence was found to be 3.86-fold higher than the odds of an adult without any disabilities at all. However, violence against individuals with other disabilities was common – it was found that individuals reporting any disability were 50 percent more likely to experience physical, sexual, or intimate partner violence in the prior 12 months than those individuals without a disability, and 60 percent higher for people with intellectual impairments. Researchers believe that their inclusion criteria probably underestimated the prevalence of violence against people with disabilities because many of the ...

• December 3 is International Day of Persons With Disabilities

  

  In 1992, the United Nations General Assembly proclaimed an annual observance of International Day of Persons With Disabilities. Since that time, this day has been dedicated to promoting the rights and well-being of individuals with disabilities, increasing awareness of people with disabilities, and furthering the rights of those with disabilities in every political, social, economic, and cultural sphere.  The theme for this year, “Fighting for rights in the post-COVID era,” recognizes that people who live with disabilities are among the most affected populations from this pandemic—with an increase in poor outcomes, reduced access to health care, lack of mental health resources, and inadequate emergency services for those with special needs. The pandemic brought to light the need to make meaningful investments in communities and services that reduce the barriers that individuals with disabilities face.  Learn more about International Day of Persons With Disabilities as well as initiatives from the World Health Organization.     

• We Are All People With Ability

  In 1987, Ronald Reagan declared the month of March as National Disabilities Awareness Month. It serves as a formal time to recognize the efforts, struggles, and initiatives surrounding people with disabilities. In 1990, the Americans with Disabilities Act was passed, thus officially giving legal rights to those with disabilities regarding workplace discrimination. According to The Arc, whose mission is to protect the rights of human beings with intellectual and developmental disabilities, at least 4.6 million Americans have a disability. The Arc advocates in many ways for those with disabilities, including shaping public policy, providing services like employment programs and residential support, and preserving and protecting rights through education and activism. Triangle is a nonprofit organization in Malden, Massachusetts, that “empowers people with disabilities to enjoy rich, fulfilling lives.” Together with the Accessible Icon Project, they are working to transform the original International Symbol of Access into something more visually representative of today’s individuals with disabilities. The new image conjures up words like “active, abled, engaged, ready for action, determined, and motivated…which helps provoke discussion on how we view disabilities and people ...

• Assessing Gifted Students: An Interview with Cecil R. Reynolds (Part 2)

  Cecil R. Reynolds, co-author of the Reynolds Intellectual Assessment Scales (RIAS) and recently revised RIAS-2, is one of the leaders in the field of gifted assessment. The following is part two of a two-part interview conducted with Dr. Reynolds concerning the use of assessments in gifted and talented programs. Did you miss part one of this series? Click here.Q: What originally prompted you to design an assessment for gifted identification?CR: To reduce the confounds present in most traditional measures of intelligence. We wanted to have better instrumentation for identifying the intellectually gifted using methods that are less influenced by culture than most tests—the RIAS is not “culture-free,” nor do such psychological tests exist, and the desirability of a culture-free test is questionable conceptually as well. We live in societies, not in isolation. That said, confounds such as motor coordination, especially fine motor coordination and speed, interpretation of directions that have cultural salience, and even short-term memory can all adversely influence scores on intelligence tests, and these variables are not associated strongly with general intelligence. For programs that seek to ...