I remember attending a presentation by Dr. Wayne Secord at a conference at Stockton State College in New Jersey, back in the late 1980s or early 1990s. I couldn’t tell you the topic, however, I recall Dr. Secord saying something along the lines of “today ‘multidisciplinary’ means come together-go apart when it should mean come together-stay together.” That sentiment has remained with me all these years.
At the time the truth of this struck me like a lightening bolt. Twenty-five or so years later, this idea, by and large, still rings true. But despite our best efforts, the time we need for collaboration is sadly limited. We are overwhelmed by staggering caseload numbers, case management responsibilities, massive paperwork requirements, meetings, playground duty and more. In concert with our general duties come more and more highly involved students presenting with academic and medical challenges that require the need for continuing education and research. Never has the need for consistent collaboration been more crucial.
I am fortunate in that I work in one building. I have the luxury of having a quick conversation on the run. I also have the benefit of knowing the students in my building. However, the itinerant speech-language pathologist or evaluator does not have such luxuries of interprofessional access. Recently, several of my colleagues expressed concern that itinerant evaluators may not have the inside scoop on students, potentially posing challenges to testing accuracy.
As a result, I decided to create a document that could be completed by a classroom teacher or case manager and given to an evaluator to provide a better understanding of a student’s dynamics. I based some of the criteria on James Anderson’s Habits of Mind (HoM), but also included general information such as the types of prompting the student responds to best, preferred reinforcement, response speed, signs of fatigue or frustration, ways to redirect the student, whether breaks are needed and the preferred type of break. The document also includes demographic information and opportunities to incorporate work samples and class schedule.
The Habits of Mind present a way to think about the way students learn and are, to a large extent, a determinant in academic success or failure. The HoM include persistence, managing impulsivity, listening with understanding and empathy, thinking flexibly, metacognition, striving for accuracy, questioning, applying past knowledge, thinking and communicating with clarity, gathering data through the senses, creating and imagining, responding with wonderment and awe, taking responsible risks, finding humor, thinking interdependently, and remaining open to continuous learning.
Having an understanding of a child’s ability to manage impulsivity perhaps, or task persistence paints a more complete picture for an evaluator. Such knowledge would allow an evaluator to say, schedule movement breaks or encourage a child to take risks when responding. The upshot is, the information obtained could yield more accurate test results. I am hoping that this document provides evaluators with greater insight when administering tests and interpreting test results.
Anne Doyle, MA, CCC-SLP, is a speech-language pathologist in Bridgewater, New Hampshire, who is in her 31st year of practice in the schools. She is a graduate of ASHA’s Leadership Development Program and is an affiliate of ASHA Special Interest Groups 1, Language Learning and Education, and 16, School-Based Issues. This post is adapted from the post “Help for Itinerant Evaluators” on her blog “Doyle Speech Works.”