The RIOT Method of Psychoeducational Assessment

In the field of school psychology, the RIOT (records review, interview, observation, testing) Method is an easy to follow guideline to conduct a comprehensive student assessment.

A comprehensive psychoeducational assessment by a school psychologist involves gathering and analyzing information about a student's academic, social, emotional, and behavioral functioning. Other areas such as executive functioning, attention, Autism, and health may also be evaluated based on the initial referral and suspected areas of disability. This process helps to understand the student's strengths and weaknesses and informs appropriate interventions and support. RIOT (records review, interview, observation, testing) is a recommended method for school psychologists to follow when conducting a psychoeducational evaluation for special education and related services.

Review of Records

Prior to any formal testing, the school psychologist collects relevant background information about the student, including their developmental history, medical history, family background, and any previous assessments or interventions. A comprehensive review also includes academic records, behavior reports, outside medical or psychological evaluations, and any relevant Individualized Education Programs (IEPs) or 504 Plans. Information about the initial referral from a teacher, parent, or other school staff member and date that the Assessment Plan was received by the school should also be included in this information.

For initial evaluations, this process is lengthy and the school psychologist should allow enough time to conduct a thorough review of all relevant materials. Be sure to send forms to outside providers ASAP to ensure you can give them enough time to get all information back to you.

Observations

It is recommended to conduct at least two observations of the student during the assessment process for a minimum of thirty-minutes each. Although more time is always better, keep in mind your own time, workload, and mental capacity when scheduling observations.

The school psychologist should observe the student in at least two different settings, such as the classroom, cafeteria, playground, or special education setting to gain insight into the student's work habits, behavior, and social interactions. Every psychologist has a different approach to observations, but it is a good rule to be on the look out for areas of concern noted in the initial referral. For example, if there were noted difficulties with attention, the school psychologist might monitor percentage of on-task behavior, how many times during the observation the student became distracted, if they followed verbal directions, etc. Most observations are recorded as a paragraph with the time, date, amount of students present, activity, and then observations of the student's overall demeanor and behavior.

Interviews

Interviews are an important part of the psychoeducactional assessment process as they give insight into behavior and work habits in multiple environments. For example, the school psychologist may conduct interviews with the student, parents, teachers, and other relevant individuals like a counselor, administrator, or special educator. This provides different perspectives on the student's strengths and challenges. Again, each school psychologist will have their own way of conducting interviews, some may opt for in-person, others may conduct them over the phone.

Formal Testing/Rating Scales

Likely the most time-consuming part of the psychoeducational assessment process, formal testing involves the administration of standardized tests and assessments with students. These various tests can cover domains including cognitive abilities, psychological processing areas, academic achievement, social-emotional functioning, and behavior. Keep in mind that your test battery should be individualized per student.

1. Cognitive Abilities: This involves the evaluation of intellectual abilities, including skills such as verbal and nonverbal reasoning, problem-solving, memory, and processing speed. It provides information about a person's overall intellectual functioning. Tests that are generally used are the WISC, WJ, CAS, DAS, PEP, etc.

2. Psychological Processing: This involves the evaluation of specific psychological processing areas such as auditory/phonological processing, visual processing, attention, and sensory-motor skills. Information from cognitive assessments can also inform information from these areas. Tests that are generally used are the TAPS or CTOPP for auditory/phonological processing, TVPS or MVPT for visual processing, VMI for sensory-motor, and the CAS for attention.

3. Academic: This assesses an individual's proficiency in core academic subjects like reading, writing, and mathematics. Other areas such as oral language, orthographic processing, or other subjects may be assessed if deemed necessary for the areas of concern. Academic assessments help to identify areas of strength and areas that may require additional support. Tests that are generally used are the WJ, WIAT, WRAT, etc.

4. Social and Emotional: This part of the assessment evaluates a student's social skills, emotional well-being, and behavior. It can help identify any social or emotional factors that may be impacting their learning. There are both wide-band and narrow-band assessments that can be helpful in pinpointing areas a student is struggling social-emotionally. Specific assessments that can be used are the BASC, SAED, CDI, RMCAS, etc.

5. Attention/Executive Functioning: Depending on the evaluation, school psychologists may send home rating scales to measure specific areas of attention or executive functioning. Specific assessments that can be used are the Conners, scales for ADHD, and BRIEF.

6. Autism: If Autism is being considered as a suspected area of eligibility, school psychologists may send home rating scales to measure specific areas associated with Autism Spectrum Disorder. Most psychologists will agree that the ASRS is the premiere rating scale for understanding how Autism may be manifesting in the school and home environment.

7. Adaptive Functioning: This evaluates an individual's ability to independently perform everyday tasks necessary for self-sufficiency, such as personal hygiene, communication, and managing personal resources. This area is specifically important if Intellectual Disability is being considered as an area of eligibility. The ABAS and Vineland are both great for measuring adaptive skills, but the DP is good for younger students or those with developmental delays.

After conducting the full comprehensive assessment using RIOT, a report is generated. This report includes all areas that were assessed, including background information, formal assessment results, interpretations, and recommendations for interventions or accommodations. The information obtained from the evaluation is valuable in creating tailored educational plans, such as Individualized Education Programs (IEPs) or 504 Plans, to support the individual's learning and development.

It's important to note that the specific procedures and assessments used can vary depending on the individual needs of the student and the policies of the school or district. Additionally, ethical guidelines and legal regulations must be followed throughout the assessment process and the school psychologist must consider all information sources equally in their determinations for special education eligibility.