By the time our children reach kindergarten, we all seem to be facing the same pressure with regard to testing. If that isn’t enough, we are asked to have our children further “tested” if he or she is not excelling at the same pace as the other children in the class.
I want to inform you about the two most common reasons for testing our children. The first is entrance testing. Entrance testing is an evaluation protocol to determine if your child meets the requirements of a school. A school may require a certain score, or range of scores in order to be accepted. Other schools may require an interview or ask your child to join a class for a day, in order to observe how he or she participates in a group, and interacts with peers. Some schools require formal review while others are more informal.
Next is educational testing. Educational testing is a more lengthy evaluation protocol, recommended when a child is having difficulty in class. A school may require this type of testing for many reasons. Some common reasons are: promotion is in question, below grade level achievement scores, poor score on the 4th grade ELA, and general difficulty keeping up with new academic challenges. Other reasons may include problems with focus and attention, memory and carry-over, difficulty with decoding, reading, comprehension, and auditory processing. Social and emotional issues that interfere with a child’s ability to get along with others, fears, or bullying may also require evaluation.
In general, I would like to say that we are obsessed with testing, but as a professional I know that testing is often important and necessary. As a parent, I understand the frustration. Instead of addressing the pros and cons of testing I would like to help empower each one of you by helping you understand the different types of testing, why they are recommended and how you can be part of the testing decision.
Entrance Testing
The Wechsler Preschool Primary Scale of Intelligence (WPPSI) is commonly used to test our children as they enter school between the ages of 2.5-7.3 years old. The WPPSI is an IQ test which assesses your child’s intellectual capabilities. There are four different test areas which include: verbal IQ, performance IQ, processing speed and general language. Your child’s level of factual knowledge, visual-spatial abilities, comprehension, abstract reasoning, and short term memory will all be factors related to his or her performance. The results referred to as the “full score” is the measurement of your child’s IQ, which is considered a good indicator of your child’s academic and intellectual potential.
The typical IQ score ranges from 90-110, with 100 the average. A score below 90 falls into the below average range, and can be an indicator that you child will have difficulty learning in a large classroom setting. On the other hand, a score of 110 is above average, and 120+ is a good indicator that your child is intellectually gifted. The gifted child will need to be challenged both at home and in school.
Educational Testing
Educational Testing, also referred to as Psychoeducational or Neuropsychological Testing, is usually recommended when your child is experiencing difficulty with academic performance. There are a variety of tests used to determine and understand why your child is having difficulty learning. Testing may take two or three days to complete. Upon completion, the evaluator will provide you with a detailed report explaining the tests and the results.
After the testing is completed, you want to be sure that you will have functional recommendations that will target and address your child’s needs. Recommendations should include techniques and strategies that you can employ with your child at home, as well as recommendations for the teacher to implement in the classroom. Your goal is two-fold: to help your child reach his or her fullest potential, and to work as a team member with the school.
Psychoeducational testing includes assesment in the following:
Reading: decoding, comprehension, recall, summarization, speed and proficiency.
Spelling: accuracy, types of errors, spelling in context during writing.
Writing: pencil grip, handwriting and legibility, punctuation, language usage and grammar, topic selection, ideas, development, and organization.
Math: proficiency, understanding concepts, word problem solving skill, visual/geometric ability.
Other areas to consider are:
Attention, behavior, psycho-social development, environment, culture, medical history, and whether more than one language is spoken at home.
A full assessment will provide scores for all the different tests administered. It is the job of the evaluator to interpret, compare and contrast these scores, and draw a conclusion about your child’s ability to process information, and learn. A good diagnosis is the result of many different tests, observation of your child, and a detailed history from you, teachers, related school professionals, and any other party that has an unbiased understanding of your child.
A Few Warnings Regarding Test Assessments
Just like any product or service, you must always be aware of important warnings:
1. Testing assessments are not perfect. There are many factors that can affect testing: testing environment, lack of rapport between your child and the evaluator, your child’s attitude (due to fear, hunger, being tired or sick), and evaluators’ experience and style. Make sure the tests that are being selected target the specific needs of your child. There are different tests for different issues.
2. Your child can have a normal IQ score, and still fail in the classroom. This is often due to a specific learning disability or challenge such as: dyslexia (a visual learning disability), CAPD (Central Auditory Processing Disorder), LLD (Language Learning Disability, NLD (Nonverbal Learning Disability) or ADD/ADHD (Attention Deficit/ Hyperactivity Disorder)
These specific learning disabilities may require specialists trained in the specific fields to evaluate your child such as an: educational vision specialist, speech language pathologist, audiologist, pediatric neurologist, or pediatric psychopharmacologist.
Remember, although psychoeducational testing is usually appropriate, it may not be appropriate all the time. Specific testing may be the appropriate path to take. If you’re not sure, you may always consult with a specialist to get their advice.
We are our children’s best advocates. Ask questions and gather information. Understand the concerns related to your child so you can take part in finding resolutions. Make well thought out decisions using a team approach. Also, if a teacher or school administrator asks you to have your child tested, don’t interpret it as an attack on you or your child. You would not be asked to test your child unless there was concern. Maybe a candid discussion with your child’s teacher can explain the situation. You may not realize that your child may be sensitive to problems or sudden changes at home, and that may account for the reason behind his or her change in school. However, if testing is necessary it should be viewed as an experience that will bring about positive change, and a happier child.
I would like to wish the entire community a happy and healthy new year.
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Barbara L. Offenbacher is the owner and director of the Manhattan Beach Speech Language Reading Center. She has been in private practice serving our community for the past 20 years.
