Transcript Assessing Young Children with Disabilities

SPED 537: ECSE Methods
Multiple Disabilities
May 15-16, 2006
Deborah Chen, Ph.D.
California State University,
Northridge
Evidence-Based Practices
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Research studies
Social validity
Clinical judgment
ASSESSMENT PROCEDURES
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What do you need to know?
What are the best ways to obtain this
information?
How will this information be
documented?
How will this information be used?
Learning Style
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When most attentive/responsive?
Response time?
Reactions to the familiar and unfamiliar?
Use of vision or hearing?
Use of compensatory senses?
Means of communication?
(Chen, 1995)
Learning Style
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Reactions to prosthetic devices?
Responses and preferences:
Tactile
Auditory
Olfactory
Kinesthetic/ motor
Visual
Combinations?
Elicited Situation:
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Select a high preference activity and
create a need for the child to act
Communication
Problem solving
Object permanence
Memory
Goal directed behavior
Qualities of Temperament
Activity level
 Rhythmicity
 Distractibility
 Approach
/withdrawal
 Adaptability
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Attention span and
persistence
Intensity of reaction
Threshold of
responsiveness
Quality of mood
Sally
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34 months old
Loves music and physical activity
Imitates 2-3 word phrases
Totally blind (ROP) with autistic-like
behaviors
Adam
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25 months old
Enjoys being with other children
Beginning intentional communication
using switches and facial expressions
Cortical visual impairment and myopia
Spastic cerebral palsy
Elizabeth
12 months old
 Very social
 Beginning intentional communication
using gestures and vocalizations
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CHARGE association
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Myopia
Moderate sensorineural hearing loss
Cleft palate, hypotonia, other medical needs
Activity
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Break up into groups. Select a recorder
and reporter
Identify your plan to support selected
child’s receptive and expressive
communication