Chapter 6 Child Study Committee Flashcards

1
Q

What are the purposes of Child Study Committee?

A

The purpose of the Child Study Committee is to find out more information on a child that may shed light on other factors that may be contributing to the student’s lack of performance.

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2
Q

What are the role in the assessment process?

A
  1. The student’s teacher must meet with a pre-referral team to discuss the nature of the problem and what possible modifications to instruction or the classroom might be made.
  2. Select the issue the child need to improve on
  3. Analyze the results of the outcomes assessment
  4. Find ways to improve the following results of the assessment plan.
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3
Q

What are some of the sources of information on student performance that might be considered at the Child Study Committee?

A

The sources of information they use at the CST are:
1. School Records

  1. Prior Academic Achievement
  2. Prior Test Scores
  3. Group Standardized
    Achievement Test Results
  4. Attendance Records
  5. Prior Teachers Reports
  6. Group IQ Test Information
  7. Medical History in the School Nurse’s Office
  8. Student Work
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4
Q

What are the pre-referral strategies?

A

The pre-referral strategies are techniques and screening to attempt to resolve the child’s issues without the need for a more comprehensive assessment.

The intervention include:

  • Parents Interview
  • Classroom Management Techniques
  • Progress Report
  • Hearing Test
  • Medical Exam
  • Help Classes
  • Remedial reading or math services
  • Vision Test
  • In- school counseling
  • Progess report
  • Change of Programs
  • Disciplinary Action
  • Referral to child protective services
  • Consolidation of Programs
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5
Q

Why is it important to rule out vision, hearing, medical, economic, cultural, and environmental issues during the pre-referral process?

A

These thing have nothing to do with academic work rather than the child having issue at home, under going health issue, or a love one died and they are going through depression.

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