APPROPRIATE SCREEING AND ASSESSMENT PRACTICES WITH CHILDREN WITH SPECIAL NEEDS

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APPROPRIATE SCREEING AND ASSESSMENT PRACTICES
WITH CHILDREN WITH SPECIAL NEEDS

• Mary Frances Hanline
• Florida State University

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APPROACHES TO ASSESSMENT

• Standardized, norm-referenced assessments
• Play-based assessments
• Portfolio assessments
• Observations in daily routines and activities

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STANDARDIZED, NORM-REFERENCED ASSESSMENTS

• Describes behavior and functioning relative to
  the norming population
• Typically involves sampling from a large
  behavioral domain
• Must be reliable
• Must be valid

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DIFFICULTIES WITH NORM-REFERENCED INSTRUMENTS

• Test construction
• Test administration
• Predictive validity
• Effects of early labeling
• Does not respect/consider the developmental
  issues of young children
• Inappropriate for children with disabilities
• Not useful in developing intervention

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the science of the strange behavior of
children with strange adults in strange
situations for the briefest of time.Bronfenbr
enner, 1979
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Because of these difficulties
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PLAY-BASED ASSESSMENT

• Involves pre-planned observations in play
  situations
• Natural, functional approach
• Allows cross-disciplinary analysis of development
  and behavior
• Observations across domains
• Cognitive processes can be observed

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PLAY-BASED ASSESSMENT

• Learning styles can be observed
• Includes observations of interactions
• Respects developmental issues of young children
• Includes parents/caregivers as team members
• Holistic approach
• Results can be used to determine learning goals
  and objectives

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However, after formal evaluation, on-going
assessment in natural environments is critical.
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PORTFOLIO ASSESSMENT

• Purposeful collection of childrens work that
  illustrates their efforts, progress, and
  achievements
• Allows analysis of changes over time, as
  information collection is on-going
• Assesses progress in naturalistic settings
• Focuses on the whole child
• Information is collected from many sources
• Child is active in the process
• Diversity is respected
• Information gathered can be used for program
  planning

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OBSERVATIONS IN DAILYACTIVITIES AND ROUTINES

• Difficulty generalizing skills
• Progress may not be evident on more standardized
  approaches
• Behaviors not needed in daily activities may not
  be relevant

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OBSERVATIONS TO MAKE

• Appearance
• Abnormal posturing
• Asymmetry
• Height and weight
• Skin color/palor
• Physical differences
• Appearance, dress, grooming

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OBSERVATIONS TO MAKE

• Behavior
• Tremors, seizure behavior
• Early hand preference
• Indicators of sensory impairments
• Respiration rate and depth
• Attention level
• Reaction to others

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CHILDREN WITH

• Physical disabilities
• Correct positioning
• Normalization of muscle tone
• Use of adaptive equipment
• Alternative movement strategies
• Alternative communication strategies
• Childs energy level
• Allow time for responses

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CHILDREN WITH

• Visual disabilities
• Allow time to explore materials and setting
• Be aware of the meaning of self-stimulation
• Consider light and acoustical needs
• Consider how the child uses cues in the
  environment
• Allow time for responses

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CHILDREN WITH

• Hearing impairments
• Communicate in childs modality
• Consider acoustical needs
• Check hearing aid, if appropriate
• Model directions in addition to verbal directions

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CHILDREN WITH

• Autism spectrum disorder
• Allow time for the child to orient and organize
  self
• Use alternative and augmentative communication
  systems
• Use visual cues
• Anticipate multiple attempts

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CHILDREN WITH

• Developmental delays
• Consider developmental level of child
• Allow time for responses
• Use multiple sensory avenues for input and output

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WHEN TO REFER FOR FORMAL EVALUATION??

• Developmental alerts
• Parental/guardian concerns
• Professional judgment