Making Sense of Individualized Education Programs and Neuropsychiatric Assessments: Practical Tools to Support Children and Families in School and During Transition to Higher Education

Making Sense of Individualized Education Programs and Neuropsychiatric Assessments: Practical Tools to Support Children and Families in School and During Transition to Higher Education

At the conclusion of this presentation, participants will be able to do the following: 1) review the structure and purpose of 504 Plans, Individual Education Programs (IEPs), and accommodations for children and adolescents with mental illnesses to improve child and adolescent psychiatrists’ skills i...

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Bibliographic Details
Published in:Journal of the American Academy of Child and Adolescent Psychiatry Vol. 57; no. 10; p. S330
Main Authors: Chan, Vivien, Hardy, Kristina K., Sakolsky, Dara J., Elberg, Zhanna J., Van Deusen, Timothy C.
Format: Journal Article
Language:English
Published: Baltimore Elsevier Inc 01-10-2018
Elsevier BV
Subjects:
Adolescents
Child & adolescent psychiatry
Child psychology
Children
Children & youth
College students
Education
Educational programs
Families & family life
Higher education
Illnesses
Individualized education programs
Mental disorders
Mental health
Neuropsychological assessment
Psychiatrists
Psychiatry
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Summary:At the conclusion of this presentation, participants will be able to do the following: 1) review the structure and purpose of 504 Plans, Individual Education Programs (IEPs), and accommodations for children and adolescents with mental illnesses to improve child and adolescent psychiatrists’ skills in educating patients and families on IEP procedures and rights; 2) receive best-practice information on the importance of mental health secondary transition and IEP obligations to assist educators in facilitating postschool success; 3) review several redacted IEPs and discuss pragmatic ways to establish communication and collaboration to create better IEP goals to support students; 4) learn how to incorporate information from IEPs and neuropsychological reports into patient management; and 5) improve the understanding of the purpose and limits of neuropsychological reports via neuropsychologist-led practical show-and-tell presentations of some neuropsychological assessment tools and a review of redacted neuropsychological reports.
ISSN:0890-8567
1527-5418
DOI:10.1016/j.jaac.2018.07.834