PAR Winter 2021 School Catalog DigitalVersion Final - Flipbook - Page 11
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Assessing the impact of trauma
PAR E X PE RTS
W E IG H IN
By Terri Sisson, EdS
W
hen a child experiences trauma
(either complex or acute in
nature), their neurodevelopment
is disrupted. While there is no consistent
profile that occurs after a trauma, many
areas of functioning are often impacted,
including memory, executive function,
behavior, depression, and anxiety.
These students are also likely to have
difficulties with relationships, self-concept,
and self-regulation. Following are some
tips to consider during your evaluation to
address the most common areas of impact:
Has there been trauma? There are
many ways to assess this, either formally or informally. Informal methods
may include social history or interview.
More formal methods may include
assessments, such as the Trauma
Symptom Checklist for Children (TSCC)
or Trauma Symptom Checklist for
Young Children (TSCYC). See page 96.
Executive function (EF). Students
who have experienced trauma often
have compromised EF skills. It’s
important to measure EF across the
three domains of functioning: cognitive,
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behavioral, and emotional. The Behavior
Rating Inventory of Executive Function,
Second Edition (BRIEF2) measures
all three areas. See page 70.
experienced trauma. Both behavior
and emotional functioning can be
measured with the Clinical Assessment
of Behavior (CAB; see page 79).
Memory. Although memory can be
impacted by EF deficiencies, it appears
that verbal learning and memory
tend to have the greatest impact. The
Child and Adolescent Memory Profile
(ChAMP; see page 59) measures both
verbal and nonverbal memory as well
as immediate and delayed memory.
There is no prescribed assessment
battery for students who have experienced
trauma; therefore, assessments used must
be carefully considered by reviewing a
student’s history and current academic and
social/emotional functioning. It’s important
to determine not only if a trauma has
occurred but also what areas have been
impacted so appropriate interventions
and accommodations can be developed.
Behavior. Behavior can be measured
in many ways—through observation,
interview, or rating scales. Students who
have experienced trauma often have
trouble forming relationships with others
and have trouble managing strong emotions (self-regulation). They are more likely
to have negative thinking, blame others,
or be overly alert to danger. Anger and
aggression may be common during “fight
or flight” responses to perceived threats.
Emotional functioning. Difficulties
with emotional functioning, including depression and anxiety, are
common in students who have
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solutions finder
Q:
What are some signs
of COVID-19-related
trauma to look
for at schools?
Terri: Many students who
have experienced trauma
display behavioral concerns.
Remember—behavior is
communication. What is the student trying
to communicate?
Darla: Clinginess, distraction, irritability, and fear of
Terri Sisson, EdS
asking questions about the
pandemic. Anxiety,
depression, lethargy, impaired social
Educational Assessment
interaction, and reduced appetite are also
Advisor–National Accounts
commonly reported manifestations.
tsisson@parinc.com
Theo: Many students may
Terri spent more than 20 years in public schools
illustrate a depressed mood
as a licensed school psychologist and is a past
and withdraw from
president of the Virginia Association of School
Psychologists. She works with PAR’s largest
friendships, appear lethargic,
and generally avoid school engagement.
school district customers to coordinate trainings
and provide insight about PAR products.
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