Educational & Psychology Diagnostics in
Teaching Practice
third meeting
DAVID HAVELKA
22.11.2019
CONTENT OF THE LECTURE
What will we be talking/learning about today?
1) Diagnostic interview + essay – revision
2) Case history
3) Psychological diagnostics of ADHD
Colloquium
colloquial discussion (correct answer on two questions)
- topics from meetings (presentation)
- chapters from Kubuszyn´s book (chapters: 1,4,6,12,20, 21)
Possible terms:
December 13
January 17
February 7
ESSAY + DIAGNOSTIC INTERVIEW
REVISION
essay /diagnostic interview
CASE HISTORY
LABELING THEORY
LABELING THEORY
CASE HISTORY
Why to make a case history?
Helps us to put behavior into context
(Goes beyond observable behavior – to the roots)
Facilitate understanding of a child
Helps in diagnostic and intervention proces
Conceptualization
How to make a case history?
FORM
- Mind map
- Inventory (full text)
SOURCES
- Parents
- Colleagues
- Other professionals
- Child
- Diagnostic tools
IMPORTANT
We constantly work with hypotheses = case history needs constant revision
Knowing = understanding
Understanding = influencing in a right way
POSSIBLE CONTENT
possible causes of school failure
family environment
Parent-school communication
Leisure time and hobbies
Specific Learning Disabilities
Health impairment or disability
classification in other subjects
personality traits
attitude towards school and education
work & involvement in lessons
Classmates relationships
relationships with teachers
behavior problems
Strengths + school achievements
A little brain teaser
personality traits
purposefulne
ss
ambition
diligence
perseverance
patience
care
dexterity
tolerance
adaptability
responsibility
laziness
intolerance
dominance
enviousness
impulsive
aggressiveness
incredulity
influenzability
blame
self-control
(good / low)
self-confidence
(adequate / high / low)
attitude towards school and education
interest
responsibility
activity
differences in subjects
the need to encourage
learning
negativism
failure to fulfill obligations
excuses
truancy
Lack of interest towards
education
denial of duties
forgetting aids
avoidance of liability
work & involvement in lessons
active / passive / none
independent
special motivation is needed
Needs teacher´s help
Needs direct management
needs for rigorous control
avoidance of work
cooperates with the teacher
cooperates with classmates
does not cooperate
concentrated / inattentive
(occasionally / frequently / permanently)
effort / any effort
Playing during lesson
Disturbing lesson
(occasionally / continuously)
Classmates relationships
friendly
Tolerant/intolerant
apathetic
trusting / distrustful
Helpful
Frequent conflicts
(verbal / physical)
contradictory relationships
cooperates / does not cooperate
Position in the collective
leader / inferior
social isolation
have / does not have a friend
loner
popular / unpopular
a target of bully
subordinate
Easily influenced
relationships with teachers
respect / does not respect authority
ignores authority
respects / does not respect instructions
indifference
fear
Intolerance
aggressiveness
negative attitude
trustful / distrustful
varies considerably between individuals
submissiveness
manipulation
behavior problems
attention problems
hyperactivity
disturbing in the lesson
showing off
attracts attention
lying
frauds
thefts
threats
bullying
truancy
running away
infantile behavior
verbal aggression
physical aggression
problems in social relations
mental problems
possible causes of school failure
reduced intellect
insufficient effort
attention defficits
frequent absence
lack of interest in education
problems in relationships with classmates
family support is missing
Family environment
Family
Complete – original
complete
incomplete
Foster care / adoptive
care
Institutional care
Family environment
stimulating
indifferent
emotionally positive
emotionally negative
alternately
stable background
Educational approaches
complete freedom
adequacy
stringency
penalties
abuse
disunity
inconsistency
protective
Parent-school communication
Contact
none
only class meetings
frequent
occasional
on request
parents are initiative
Relationship & cooperation
friendly
good cooperation
very problematic
contradictory
negative
Leisure time and hobbies
music
reading
movies
TV / DVD
PC games
Internet
PC technology
PC technology
handcrafting
art work
nature
Bunch/gang/crew
sport
Other…
ADHD + diagnostics
ADHD
Inattention
Fails to give attention to details
Difficulty sustaining attention
Does not seem to listen
Hyperactivity
Aquirms in seat
Leaves seat
Impulsivity
Blurs out answer before question
Got into fights
Interrupts, intrudes others
Boredom (unable to play, or engage in activities appropriatelly or quietly)
ADHD
Important to distinguish from other difficulties:
Beginning before 7 years of age
Symptoms persistence (min. 6 months)
Occurs in at least two different environments
Important to bear in mind that:
The manifestations are variable - depending on the maturation of the brain
Not related to the child's intelligence (although as a result it is associated with impaired school
performance)
6 -10 %
What could be confused with ADHD
Psychosocial deprivation
Bipolar-affective disorder
Anxiety
Depression
+ none of the children with ADHD is the same
How the diagnostic proces could look like ?
- Collecting anamnestic data
- Observation
- Diagnostic interview
Administer specific tests:
- IQ
- Cognitive functions
◦ Attention
◦ Memory
◦ Executive functions
Collecting anamnestic data
„Anamnesis = 50 % of the diagnosis“
- WHO?
◦ Parent
◦ Teacher
- HOW?
- Standardized questionnare
- Interview
- Data from observation
Diagnostic interview
Intelligence tests
WAIS III - Wechsler Intelligence Scale for Children
IDS – Intelligence and Development Scale
SON-R
WJIE – IV
Stanford-Binet´s Test
(Raven´s Progressive Matrices)
Tests of cognition
- Trail making test
- Numbers in square test
- Auditory Verbal Learning Test
- Rey- Osterrieth Complex Figure Test