Psychoeducational Interviews

Psychoeducational Testing Interviews

A special education teacher and mother of three children, one with an intellectual disability of Down syndrome, diagnosed as mild and high functioning, participated in interviews with the author. The interview questions focused on the respondent’s experience and views on psychoeducational testing, which determines a student’s cognitive abilities and academic performance levels that ultimately yields recommendations for instructional planning (Bell, S. M., 2002). In conclusion, the interview includes a reflection of the two interviews through a compare and contrast as well as how the interviewees’ perspective on psychoeducational testing corresponds to the author’s personal and professional roles.

Background

And what type of behavior prompts an evaluation?” As expected, both parties agreed to the necessity of psychoeducational testing in order to determine the student’s needs and instructional accommodations to allow for student success. However, the parties expressed slightly different views on the type of behaviors to prompt an evaluation. While Jennifer believes the psychoeducational testing is “primarily used for students with autism spectrum disorder” (J. Hodge, personal communication, August 28, 2015), and when the student exhibits aggressive, non-compliant behaviors that interfere with the student’s instructional progress, those behaviors warrant an assessment. However, Marisol conveyed when a student exhibits a “lack of interest, not growing academically, or incapable to adapt to changes in curriculum as easy as their peers” (M. Puterbaugh, personal communication, August 29, 2015), then the need for an evaluation or re-evaluation presents

As Marisol stated, “psychoeducational testing alone is not the only thing to take into account”, (M. Puterbaugh, personal communication, August 29, 2015), testing is only one aspect of determining the student’s needs. The parties different reasons for the need of psychoeducational testing stood out most, with one party believing the psychoeducational testing used for students within the autism spectrum and when an exhibition of aggressive, non-compliant behaviors, it prompts testing . Meanwhile, the other party assumed testing applied to any student with special needs with testing prompted once the student displays a lack of interest, slow academic progress or refuses to adapt to change. As a current student learning about psychoeducational testing and assessment, the author agreed with the necessity of assessments and represent an integral part of determining the instructional and functional needs of the student. Therefore, the earlier the assessments in a student’s academic career allows for identification sooner to prevent an insurmountable gap between themselves and their peers as well as assess often to ensure progression in the student’s