Assessment of Developmental Skills for Young Multihandicapped Sensory Impaired Children

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Assessment of Developmental Skills for Young
Multihandicapped Sensory Impaired Children

• The INSITE Developmental Checklist
• Presentation Developed
• By
• Carol Amburn - Denise Hilton - Leslie Randall

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Manual Divisions

1. General Description of the Checklist
2. Concurrent Validity
3. Use of the Checklist
4. Instructions for Scoring and Reporting
5. The Checklist, Forms, and Score Sheets

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1. General Description

• The checklist is based on the development of
  normal children but adapted for use with
  multi-handicapped, sensory impaired (MHSI)
• It is used in the home to assess the childs
  development in order to write and update the
  Individualized Family Service Plan (IFSP) and the
  Individual Educational Plan (IEP)
• The checklist includes the developmental areas of
  gross motor, fine motor, self-help, cognition,
  social-emotional development, communication,
  vision, audition and taction.
• There is a long version of the checklist which
  assesses MHSI children 0-6 years and a short
  version which assesses children 0-2 years. The
  items on the 0-2 checklist are the same as the
  0-2 portion of the 0-6 checklist.
• The checklist is made of milestone behaviors that
  are cross-referenced to activities in specified
  curricula.

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2. Concurrent Validity

• Study was conducted at the SKIHI Institute to
  look at the relationship of Callier-Azusa scores
  to INSITE Developmental Checklist scores. Twenty
  nine children were involved in the study.
• The Callier-Azusa is a standardized,
  criterion-referenced developmental scale the was
  specifically designed to assess deaf-blind and
  other profoundly handicapped children.
• The overall correlation of the INSITE Checklist
  to the Callier-Azusa is high (0.68).
• Even though the correlation is high, children
  tend to score as much as 6.2 months lower on the
  INSITE Checklist.

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3. Use of the Checklist

• Before using the INSITE Checklist medical and
  diagnostic information should be carefully
  reviewed in order to determine how the assessment
  will be made.
• The entire checklist may be overwhelming for the
  parent and other support personnel may be able to
  provide information that the parent may not feel
  confident about.
• The length of time to complete the checklist will
  vary according to the childs age and
  disabilities.
• Areas of the checklist can be covered in any
  order.
• The initial assessment should take no longer than
  four to six weeks with only 20 to 30 minutes of
  the home visit being used for assessment. Updates
  will go more quickly.

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Checklist Use cont.

• Step 1 Find out which developmental areas the
  parent is most concerned about and begin with
  these. Ask general questions that allow the
  parents to give descriptive information.
• Step 2 Before the next home visit, study the
  selected areas of the checklist, mark any skills
  already observed and plan questions or behaviors
  to be covered.
• Step 3 - If possible , do not take the checklist
  into the home. Do the activities and ask the
  questions in a relaxed manner. Discuss and
  summarize with the parent and decide on several
  specific skills to work on over the next few
  months. Ask probe questions for the next area of
  assessment.
• Step 4 use the information from the visit to
  finish scoring the checklist. Write parent and
  child goals and objectives and plan the next area
  of assessment using the same four steps.

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Checklist Use cont.

• During the last visit of the assessment phase,
  review the objectives that were chosen and
  prioritize if necessary.
• Help parents be realistic about what they can
  actually do. Help them to be realistic and
  flexible.
• Urge parents to chose objectives in areas of
  strength as well as weakness so they see success.
• Goals and objectives should be written on the
  Individualized Family Service Plan (IFSP). A
  goal should be a skill that can be accomplished
  within one year. Objectives are sub skills that
  might be accomplished within months.
• Look at the objectives and determine which are
  interrelated. Group objectives and begin planning
  activities.
• Plan activities that meet more than one objective
  so that parents will have only a few things they
  will try to do each week.
• Use activities geared to fit into the routine of
  the family day and they will more likely be
  carried out.

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4. Scoring Instructions

• Step by step instructions are included in the
  manual.
• The behavior must be a spontaneously occurring
  behavior in order for it to be considered
  accomplished.
• Do not report emerging skills on the score sheet
  or profile form.
• The child cant go lower than the original base
  step unless there is actual regression due to
  illness, increase in seizures, progressive
  hearing loss or visual deterioration.
• The score sheets show the age intervals of the
  childs base-steps instead of the highest levels
  of the childs base-steps as ar shown on the
  profile sheet. The score sheets have room in the
  margins for the parent advisor to make notes.

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5. Checklist, Profile Forms and Score Sheets

• The score sheet automatically accompanies each
  INSITE Checklist when ordered. Additional score
  sheets may also be ordered.
• Each checklist comes with a quick instruction
  sheet and one set of profile and scoring forms.
• Pictures are provided in forms to help with
  recognition of desired behaviors.

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For Additional Information

• Contact
• Home Oriented Program Essentials (HOPE)
• 1780 North Research Park Way, Suite 110
• North Logan Utah 84321
• Telephone [phone]
• http//wwwhopepub.com