Loading presentation...
Prezi is an interactive zooming presentation

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Developmental Assessment MSE 7403

No description
by

Darnell Schul

on 2 September 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Developmental Assessment MSE 7403

Diagnostic Scales
produce a comprehensive, in-depth evaluation of performance
Why Do We Use
Developmental Assessment?
1-to
screen
young children for potential developmental and learning problems
2-to assist in
diagnosing
a child with a disability
3-to assess the
readiness skills
of young children with special needs
4-to obtain information for writing
individual plans
and
interventions
5-to measure the
developmental progress

of young children with special needs
is the process of
measuring
and
evaluating

the
growth
and
progress
of children
from
infancy
through the
primary grades
.

Developmental Readiness Tests
*
used for measuring children's knowledge of the basic skills necessary for success in the beginning years of school
Developmental Assessment for students with

Severe Disabilities
Infant Assessment
Differences between Traditional Assessment Models
and Infant and Toddler Assessment
Chapter 8
Developmental Assessment
Developmental Screening
focuses on the question "Does a potential learning or behavior problem exist that requires further attention?"
helps identify the general performance levels from birth to about 6 years old
helps develop initial programming goals for new students
uses concise, abbreviated tests and evaluation procedures
has limited predictive validity so treat results as estimates and avoid using screening to label or diagnose children!
Guidelines for Developmental Screening
rely on play as a key part of screening
conduct positive interactions with the child
use hands-on activities
give parents information about purpose and limitations of screening
allow parents to stay with their child
include parent interview
give parents immediate feedback
parents should be active members of screening team
ensure that evaluators have experience with child being screened
certify that all screeners are trained, sensitive to sociocultural issues and knowledgeable about limitations of screening instruments
follow developmental screening with formal audiological testing and vision screening
Developmental Screening...
Developmental Indicators for the Assessment
of Learning, Third edition (DIAL-3)
-Carol Mardell & Dorothea S. Goldenberg 1998
-used for individual and group screenings of children ages 3-6 years in about 30-45 minutes
-can be given by a single evaluator or by a team
-assesses learning in 5 areas: motor, concept, language, self-help and social development
-materials appeal to young children and make it easy to conduct an assessment in a play-like atmosphere
-test kit includes excellent training material
Denver II
-originally published in 1954, revised in 1960's and 1990
-an individually administered screening for children from birth to 6 years in 20-30 minutes
-assesses areas of personal-social, fine motor, gross motor, and language skills
-originally designed for health care providers to screen young children in hospital settings
-even though it is widely used in many disciplines, our textbook states that "strong consideration should be given to selecting other screening instruments"
Other Developmental Screening Tests
1-AGS ESP (Early Screening Profiles)
2-Brigance Screens
3-FirstSTEP
4-ESI-R (Early Screening Inventory, Revised)
Special Educators use diagnostic information...
to
identify
young children who require
special education services
to
place
young children into
appropriate
programs
to develop
individual plans
to develop intervention
objectives
to measure
progress
LAP-3
personal-social
language & literacy
gross motor
self-help skills
*For ages
36-72 months
*individually administered in 3-4 hours
*Criterion-referenced
*suitable for students with mild to moderate developmental delays
BDI-2
personal-social
adaptive
motor
communication
cognitive
*For ages birth to
7 years
*Norm-referenced
*individually administered in 1-2 hours
screening test in 10-30 minutes
*suitable for students with mild, moderate, and severe disabilities
cognitive
fine motor & prewriting
IED-II
*For ages birth-7 years
*Criterion-referenced
*individually administered, amount of time varies depending on use
*suitable for students with mild and moderate disabilities
11 skills in 5 areas:
physical development
language development
academic/cognitive
daily living skills
social/emotional
Carolina Curriculum
Developmental Observations Checklist System
Gesell Developmental Scales
Mullen Scales of Early Learning: AGS Edition
Other Diagnostic Tests of Developmental Skills
*
measure the behavior of children 4-7 years old
*
Teacher's should use more than just testing to assess school readiness because the behavior of preschool children varies a lot from day to day
*
Boehm Test of Basic Concepts, 3rd ed (Boehm-3)
Basic School Skills Inventory, 3rd ed (BSSI-3)
Daberon Screening for School Readiness Test, 2nd ed
Early School Assessment (ESA)
Metropolitan Readiness Tests, 6th ed (MRT-6)
A special category of developmental assessment...
severe to profound intellectual impairment, severe language and communication deficits, sensory impairments, physical disabilities,
severe emotional disturbance and autism
primary method of communication-
assessment procedures should be tailored to the individual communication skills of the child
sensory input and intactness of motor processes-
refers to how well the child sees, hears, moves about, and performs fine motor manipulation
medical stability-
some medically fragile students require participation of medical specialists
fatigue-
common problem in young children, medication may be factor, assessment may take longer
maladaptive behaviors-
self-stimulation, self-abuse, noncompliance, may interfere with assessment process
Key
Characteristics of the Assessment Instrument
to look for in order to minimize student's impairments and maximize the student's ability to respond :
Characteristics of the student
that must be considered before choosing an appropriate assessment:
Adaptable response modes-
allow sign language responses or pointing to a symbol on a communication board; use toys that produce sound, have knobs or buttons to maintain child's interest
Flexible administration procedures-
allows evaluators to modify the assessment to meet the unique needs and response styles of each student; some tests provide specific guidelines for adapting administration procedures and test items i.e. Developmental Activities Screening Inventory-II includes instructions of how to adapt the test when testing blind or nonverbal
Provisions for partial credit-
scoring that gives credit for completing part of a task i.e. "pass, emerging, fail" or "task resistive"
A wide sample of behaviors-
numerous test items provide opportunities to discover what these students CAN do
Procedures for developing a positive intervention plan-
use instruments that include extensive information on intervention and programming
Specialized Developmental Assessment Instruments for
young children with severe, profound and multiple disabilities
Developmental Activities Screening Inventory-II (DASI-II)
Developmental Assessment for Students with Severe Disabilities (DASH-2)
The Hawaii Early Learning Profile (HELP)
HELP for Preschoolers Assessment and Curriculum Guide
Vulpe Assessment Battery, Revised Ed (VAB-R)
*
Team approach emphasizes family unit
*
home-based assessment in natural setting
*
direct participation from health-related disciplines, including PT and OT
*
Steps in process also differ slightly:
obtaining case history information through questionnaires and direct interviews in the home environment-necessary step prior to testing
conducting developmental screening in the home setting
completing comprehensive assessment in the natural environment, using appropriate instruments
discussing the results with the parents and other professionals
*Developmental Assessment with infants and toddlers is a dynamic process. The evaluator observes behavior in both unstructured play settings and more structured test-like situations to obtain information about developmental functioning across several domains:
Language and communication
Fine motor development
Gross motor development
Social development
Reflex development
Organizational behavior and cognitive processes
sensory skills
Family assessment
Environmental influences
Birth to Three Assessment and Intervention System, 2nd Ed (BTAIS-2)
Early Learning Accomplishment Profile (E-LAP)
Full transcript