1. OTHER AREAS OF ASSESSMENT Assessment of Hearing, Physical and Ocupational Therapy, and Bilingual Assessment Chapter Fourteen

2. CHAPTER OBJECTIVES ► Assessment of hearing ► Assessment measures of hearing ► Occupational and physical therapy measures ► Bilingual assessment UNDERSTAND

3. DEAFNESS A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

4. HEARING IMPAIRMENT An impairment in hearing whether permanent or fluctuating, that adversely affects a child’s educational performance but which is not included under the definition of deafness in the is section

5. Causes of Hearing Impairments ► Conductive hearing loss ► Sensorineutral hearing loss ► Mixed hearing loss ► Functional hearing loss ► Central auditory disorders

6. Degrees of Hearing Impairment ► Slight ► Mild ► Moderate ► Severe ► Profound

7. Assessment Measures of Hearing Audiometric evaluation measures ► Pure tone audiometric screening ► Speech audiometry ► Pure tone threshold audiometry Special audiometric tests ► Sound field audiometry ► Evoked response audiometry ► Impedance audiometry ► Behavioral play audiometry

8. HEARING TESTS ► Auditory Perception Test for the Hearing Impaired (APT/HI) ► Carolina Picture Vocabulary Test for Deaf and Hearing (CPVT) ► Hiskey-Nebraska Test of Learning Aptitude ► Leiter-R International Performance Scale ► Rhode Island Test of Language Structure (RITLS) ► Screening Instrument for Targeting Educational Risk (SIFTER) ► Test of Early Reading Ability-2: Deaf or Hard of Hearing (TERA-2-D/HH)

9. PHYSICAL AND OCCUPATIONAL THERAPY ASSESSMENT Physical Therapy- concentrates on lower-body/gross motor difficulties Occupational Therapy- focuses on fine-motor/upper body functions

10. Assessment Areas in both Physical and Occupational Therapy ► Range of motion ► Sensory integration ► Activities for daily living ► Physical and mental development ► Muscular control ► Need for and uses of adaptive equipment

11. Assessments Unique to Physical Therapy ► Posture ► Gait ► Endurance ► Personal independence ► Joint abnormalities ► Wheelchair management ► Transportation needs ► Architectural barriers ► Prosthetic and orthotic equipment checks

12. Assessments Unique to Occupational Therapy ► Neuromuscular processing ► Sensory processing ► Manual dexterity ► Leisure time abilities ► Physical facilities ► Prevocational skills ► Oral motor and feeding problems

13. PT and OT Services ► Referring families to appropriate sources for assistance ► Helping families order adaptive or prosthetic equipment ► Coordinating with physical education programs

14. PT and OT Services ► Instructing families regarding methods used in physical therapy ► Formulating long-range developmental plans for children’s education ► Training school professionals with special equipment ► Helping families and children learn how to deal with architectural barriers

15. Problems Requiring OT ► Perceptual problems ► Sensory problems ► Gross-motor difficulties ► Fine motor problems ► Hardship with daily living activities ► Organizational problems ► Attention span difficulties ► Interpersonal problems

16. Evaluations an OT Can Conduct ► Vision ► Abnormal movement patterns ► Range of motion ► Skeletal and joint conditions ► Behavior ► Skin and soft tissue ► Fine motor ► Perceptual ► Gross motor ► Balance and equilibrium ► Activities for daily living ► Equipment analysis

17. Frequently Used Tests ► First Step: Screening Test for Evaluating Preschoolers (STEP) ► Quick Neurological Screening Test (QNST) ► Sensory Integrating and Praxis Tests (SIPT)

18. BILINGUAL ASSESSMENT ► Demographics of American schools are changing ► A great deal of research and numerous court decisions support the fact that standardized tests are often culturally and linguistically biased ► Under federal law, all children have the right to tests that are free of cultural bias ► The majority of tests used for assessment in special education are based on standards of the English-speaking culture

19. DOMINANT LANGUAGE ► It is highly inappropriate to evaluate students in English when that is not their dominant language. ► Translating the tests from English is not an acceptable practice either. ► Alterations may need to be made to the standardized procedures for bilingual students

20. Options Commonly Used in Testing Limited English Speakers ► Nonverbal tests ► Translated tests ► Trained or untrained interpreters ► Testing specialists have become sensitive to the problems

21. BILINGUAL ASSESSMENT ► ESL Adult Literacy Scale (ESL) ► Language Proficiency Test (LPT) ► Matrix Analogies Test- Expanded Form (MAT-Expanded Form) ► System of Multicultural Pluralistic Assessment (SOMPA)

22. CHAPTER OBJECTIVES ► Assessment of hearing ► Assessment measures of hearing ► Occupational and physical therapy measures ► Bilingual assessment UNDERSTAND

23. THE END