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Mental health concerns are not a new topic by any stretch of the imagination, but what is new is the validation and support that has been desperately needed by so many... for so long. Throughout history, people with mental illness have been ostracized, lobotomized, institutionalized, and demonized, but as our understanding of many of these common conditions has grown, so has our capacity for compassion and treatment.

If recent events have taught us anything, it’s that we are all facing private battles, often waged internally. In the United States, an estimated 15% of kids and 20% of adults are living with a mental health condition at any one time. While many feel comfortable talking about mental health, others are still lacking support to find the resources they need.

Culturally, there is still a wide range of thinking when it comes to conditions such as depression and anxiety. While some communities still prefer to encourage their members to internalize their struggles or share them only with leaders, many others have adopted a broader mindset on mental health resources by setting up support groups and treatment centers and speaking openly on topics that were once considered “sensitive”. This mindset shift has led to a more global normalization of mental health concerns — and not a minute too soon.

Here are a few ways you can reduce stigma and bring more awareness to mental health concerns in your community.

• Speak openly about mental health. Stigma is rooted in ignorance, so educating yourself and those around you helps counteract lingering negativity. If you feel comfortable speaking about your own mental health with a trusted person in your life, it may help that person feel safe to do the same.
• Utilize local support groups. Open dialogue often leads to discovery, so having available resources at the ready could be a game-changer for the next person you talk to!
• Share relevant articles. Social media’s influence stretches way past the bounds of what we’re eating for dinner, so if you find an article with a positive spin on mental health, share, share, share!
• Reach out to the experts. If you're looking for someone to talk to about your mental health, we’ve gathered some additional mental health resources to help you find support and information.
  • NAMI
  • Mayo Clinic
  • Children's health

Do you have any ideas to share on reducing the stigma of mental health in your community?

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After decades of battling the stigma associated with mental health and anxiety, we are finally seeing a change in the tide. Every day, more people than ever are seeking help and support for these concerns, and those who once suffered in silence are finding their voice and advocating for themselves and their loved ones. Many others are experiencing “situational anxiety” due to increased stressors at home and work. It can be difficult to eliminate these stressors completely, but there are some ways to reduce their effects, beginning with our daily habits. Here are five tried-and-true daily habits that can help.

1. Dream on. An agile, resilient mind needs its rest. Creating a bedtime ritual (e.g., turn off devices, have a cup of herbal tea, journal, and read a book) can help you “power down” and relax before your head ever hits the pillow. Not everyone requires the same amount of sleep — you might need slightly more or less than eight hours — but ensuring you’re getting enough sleep helps your brain “reset” and prepare for a new day.
2. Gonna get physical! Well, now that you’ll be singing that song all day, let it inspire you! An exercise routine you can stick to will not only help maintain your physical health, it will also prompt your body to increase endorphins, your brain's feel-good neurotransmitters.
3. I feel the Earth move... under my feet. If you work at a desk, get up and move as often as you can. If you’re already on your feet, a quick walk is a great way to take a brain break, even if it’s to the parking lot and back. Sometimes a change of scenery is all you need to gain a fresh perspective!
4. All I can do is write about it. Journaling is a great way to process the events of your day. Find one with some inspirational quotes and prompts to help you get started and keep it on your nightstand and at the ready! Getting your thoughts and feelings out on paper helps to purge the negative and reinforce the positive.
5. On the radio... According to the National Alliance on Mental Illness (NAMI), music’s rhythmic and repetitive aspects engage the neocortex of your brain, calming you and reducing impulsivity. Lyrics can also affect your mood, so choosing familiar songs with a positive angle can help propel you to a more positive frame of mind. Create a positive mindset playlist and press “Play” whenever you need to change your perspective. Singing along is optional, but definitely adds to the fun!

We hope this musically inspired list helps you find and maintain your positive headspace. If you find yourself in need of mental health support, please contact a provider in your area. We wish you all the best!

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Our entire Pearson Assessment team upholds a commitment to ensuring our portfolio of assessments is aligned with the needs of our customers. To that end, we are happy to announce that Pearson and Multi-Health Systems, Inc. (MHS) have entered into an agreement to transfer ownership and distribution of a few select products. 

Effective immediately, MHS will transfer ownership of their “Positive and Negative Syndrome Scale” (PANSS) and “Profile of Mood States” (POMS) products to Pearson. In exchange, Pearson will transfer ownership to MHS of the Stanford Achievement Test, 10th Edition (SAT10), Otis-Lennon School Ability Test, 8th Edition (OLSAT-8) and Aprenda® La Prueba de Logros en Español Tercera edición (APR3). Pearson will continue to distribute and provide customer support for these products.

This partnership ensures the continuity of support for these measures and paves the way for future enhancements while enabling us to continue building a well-rounded family of assessments. We are grateful for the trust you place in us to provide the relevant products and support you rely on as you help those in your care achieve their goals.
 

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Whether the first bell of the new school year rings virtually or in person, with it begins the process of benchmarking to determine each student’s ability level in every major domain. Because all learning begins with reading, knowing the strength of each of your student’s reading ability is going to be paramount in the very short term — as if the clock's tick wasn’t loud enough already.

Half the battle is knowing where to start

DRA3’s Level Estimator, as its name suggests, will quickly provide you with each student’s estimated reading level, giving you the best possible indication of where to begin instruction.

Have a minute?

DRA3’s Level Estimator will give you the in-depth information you need to plan instruction and foster a love a reading... in less time than it takes to watch this video.  

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Autism spectrum disorders (ASD) are a complex group of related disabilities marked by differences in communication and socialization, a limited range of interests, and the presence of repetitive behaviors (NASP, 2010). Students with ASD often include the following characteristic:

• Cognitive. Differences in the development of traditional cognitive skills, with incongruencies between development in processing visual/nonverbal information and rote learning with delays in developing skills in processing verbal information and a difference in the learning and use of abstract information;
  
• Social skills. Poor development of traditional social skills and rule governed behavior;
• Communication. Differences in responding to quickly presented verbal information, understanding complex commands, and expressing wants and needs;
  
• Organization/self-direction. Organizational abilities do not conform to traditional classroom practices. Often has difficulty screening out distractions, completing activities independently, initiating work activities, organizing free time, stopping one activity and moving on to the next, being flexible, shifting attention to a new focus.

The Group Autism Speaks

Provides Excellent resources to assist in the Support of Children with ASD, they also provide information and statistics and information about Autism Research.

Here are some of the data and information they have recently collected.

• In 2020, the CDC reported that approximately 1 in 54 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2016 data.
  • 1 in 34 boys identified with autism
  • 1 in 144 girls identified with autism
• 31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70), 25% are in the borderline range (IQ 71–85), and 44% have IQ scores in the average to above average range (i.e., IQ >85).
• Autism affects all ethnic and socioeconomic groups, but minority groups tend to be diagnosed later and less often.
• Early intervention affords the best opportunity to support healthy development and deliver benefits across the lifespan.
• There is no medical detection for autism.

Evaluation procedures and assessments like the Vineland 3 continue to assist in the identification of students who need support for Autism Spectrum Disorder (ASD), increasing its prevalence and requiring educators to develop practices that allow them to support more students.

In order to guide our efforts we have worked with Special Educators, surveying them, in order to discover the challenges they are facing in supporting these students.

They indicated that they need more and better trained coworkers, Professional Development and Resources and instructional programs/materials.

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How do you know if your students are ready for the next level or if they’re at risk for school failure? Spring benchmarking is the ideal time to get a full picture of each student’s abilities in order to determine if they’re ready for the next step in their educational journey. Knowing what to look for and having a test that assesses all domains of development are the most critical factors in that process.

We have a number of valid and reliable tools to help you make that determination. For students ages 2:6–5:11, assess Motor, Concepts, Language, Self-Help, Social, and Emotional domains with the Developmental Indicators for the Assessment of Learning(TM), Fourth Edition (DIAL(TM)-4). To assess Visual Motor/Adaptive, Language and Cognition, and Gross Motor domains for students ages 3:0–5:11, use Early Screening Inventory(TM), Third Edition (ESI(TM)-3).  

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What are they, and why do they matter when choosing a developmental screener?

The extent to which a test performs accurately in a screening situation can be determined by the three indices of a test’s validity: Sensitivity, Specificity, and the Agreement Index. Here’s a brief explanation of each and how they relate to a test’s validity:

• Sensitivity relates to the proportion of the children at the extreme end of the continuum (Potential Delay category) who were identified as such in the screening process.
• Specificity refers to the proportion of those children in the OK category who were identified as OK in the screening process.
• Agreement Index refers to the percentage of children for whom the screening decision was correct, whether at the extreme or in the “OK” range.

These three indices are the best way to determine the extent to which a screening test is doing what it is supposed to do: separating children at the extreme end (potential learning delays) from children who perform in a more typical manner. Having these factors at play when identifying the children who may need further testing can help get them the support they need... sooner.

ESI-3 takes all three indices into account!

If you need to take a closer look at overall abilities to determine where additional support may be necessary, the Early Screening Inventory, Third Edition will give you the tools you need to individually screen kids ages 3:0–5:11 in several areas of development.  

Read the previous articles in this series.

For more information on developmental screening with the ESI-3, visit  

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Reliability, as it pertains to assessment, is a measure of consistency. For example, if a group of people took a test on two different occasions, they should get nearly the same scores both times, assuming that no memory of the items carries over to the second. If an examinee scored high the first time and low the second, we wouldn’t have any basis for interpreting the test’s results. Initially, the most common means of determining reliability was to have the examinee take the same test twice or to take alternate forms of a test. The scores of the two administrations would then be correlated. Generally, one would hope for a correlation between the two administrations to reach .85 to the maximum correlation of +1.00. Reliability is the essential condition of a test: if it’s not reliable, it has to be disregarded.

That being said, a test can be reliable without being valid. A central component in early childhood screening test validity is how accurately the test identifies children who may be in need of service. However, no matter how careful examiners are, there will be some error in the decision-making process. Some children identified as OK, may actually be in the Potentially Delayed range and vice versa. Verifying the validity of the tests you use is paramount in identifying kids who are in need of extra support.

With ESI-3, you don’t have to choose between valid and reliable!

If you need to take a closer look at overall abilities to determine where additional support may be necessary, the Early Screening Inventory, Third Edition will give you the tools you need to individually screen kids ages 3:0–5:11 in several areas of development.

Read the previous articles in this series.  

For more information on developmental screening with the ESI-3, visit  

Read more