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Is the child able to make choices when provided with 2 or more options? For example, would they consistently “choose” what is clearly the preferred choice (e.g., favorite TV show or favorite food)?.Is the child able to communicate essential needs such as hunger, thirst, and pain?.

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To learn more about assessing and supporting children with complex communication needs, see the Communication Matrix, a free online tool available at. When you are looking at communication, look both for the goal of the communication, and the mode of communication (see the table below). If you are lucky enough to have a speech and language pathologist as part of your team, their assessment will provide an in depth look at communication. It is essential for quality of life: choice making, social relationships, reducing frustrated behaviour, etc. CommunicationĬommunication is often THE most important area to address for children with severe disabilities. Evaluation of socio-emotional development and behaviour will be discussed in a separate chapter.

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The remainder of this chapter is devoted to discussing how to do this in a child who cannot complete a standardized test. The models above can be complemented with an evaluation of the child’s developmental functioning in various domains. The Functional Scheme Assessment provides a structure to evaluate functioning across areas in order to develop an appropriate learning plan. Active learning by Lili Nielsen is an approach for assessment and curriculum for children with multiple, severe disabilities.The g oal is developing “Coherence” – the feeling that you understand what is going on in your environment. This would then move to understanding the function of objects and then learning to label objects. The next goal would be to help the child explore objects through their available senses.

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There are a series of objects available which help stimulate the child’s various senses to see what they respond to. The goal would be to help them achieve and maintain focus on objects to promote learning. This model recognizes that some children spend periods of time in what Smith calls “extended states” where they are sleepy or agitated.

Sensori-motor learning by Millie Smith is designed to help learners move through hierarchical states/stages.

Excellent video examples of this approach are available in the Resources for Further Education section below. Communicative signals are elicited by stopping the routine and waiting for a signal from the child indicating a desire for continuation.

To do this, the assessor may imitate what the child is doing, then add new information. Child-guided strategies are “conversational.” Establishing an interactive routine is important. The focus of the report/feedback is on identifying strengths and next steps in development. The child’s interests and abilities determine what materials are used to promote the child’s engagement. This approach encourages the examiner to look at the processes through which the child learns, rather than evaluate discrete skills. The foundation of the assessment relies on the assessor establishing a relationship with the child.

Child Guided Assessment by Jan van Dijk was originally designed for working with children who are Deafblind.

These models are also very useful for helping support children in their development (next steps). This type of “non-standardized” assessment can be used when no standardized assessment is possible, or can be used to augment a standardized assessment.īelow I describe two approaches which are useful as models of how to evaluate a child’s learning processes rather than evaluate discrete cognitive skills. This could include using individual items from developmental assessment measures (e.g., the Bayley-4), play-based interactions to evaluate discrete cognitive functions, structured or unstructured observation, and interview. She cannot complete a measure such as the Bayley-4 due to her extremely limited motor functioning.įor children like Susan, it would be appropriate to take a different approach to assessment. She was not able to complete any age-appropriate standardized measures of IQ as she did not understand the concept of choosing the correct picture from an array. She cannot independently grasp items or release a grasp. She can use her right arm for large movements such as holding down an object on the table. She has limited voluntary control of her limbs. She communicates primarily through vocal tone and gestures such as turning her head away or reaching for something of interest. Ten percent of the proceeds go to the Badass Teachers Association.Ĭlick here to order one directly from me to your door!įollow gadflyonthewallblog on WordPress.Susan is a 14 year old girl with a spastic quadriplegia. Like this site? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press.