An Intervention Assistance Team (IAT) has just gotten a new referral. The student has never been on their "radar" before and so it is odd to them that the student is now having difficulty. They have tried helping the student as much as possible, but nothing seems to be working, so they decide to continue on with an evaluation. They receive parental consent and begin the process. The school
psychologist collects information on the child's behavior by interviewing the child's teacher and through observation. They also gather information on the child's intelligence and academic achievement through standardized testing. The speech pathologist examines the child's verbal abilities, and the teacher provides work samples and academic grades for the team to examine. The team has gathered a lot of information about this student, and decided to qualify the student for services.
Who did they miss when asking about for information on the child and what kind of information are they potentially missing that may be influencing the child's current performance in school?
Answers may include:
Parents—background/history of the child
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The scheduled parent-teacher conference is the time when both the teacher and the family can ____.
a. ?present their concerns
b. ?discuss the child’s progress
c. ?develop a plan for both to follow that will help the child grow to full potential
d. ?all of the above
For group test data that are used for administrative purposes and reported only by group, the recommended level of required reliability is __________
Fill in the blank(s) with correct word
As a rule, nonverbal behaviors are the same no matter what one's cultural background may be
Indicate whether this statement is true or false.
How does having a well-constructed reading program help a teacher when teaching lessons?
What will be an ideal response?