1. Chris Russell Sam Morgan Hunter College SPED 746
Assessment of Children with combined vision and hearing loss & Environmental / Classroom assessment
Chris Russell
Sam Morgan
Hunter College
SPED 746

2. Sensory Efficiency / Functional Skills Evaluation Instruments
Today
Procedures
Sensory Preference
Sensory Efficiency / Functional Skills
Evaluation Instruments
Classroom Observation Instrument and Considerations for Environmental Assessment, Planning

3. Why Assess
Eligibility
Educational Program Development
Design intervention and learning activities and routines
Evaluate child outcomes to judge program effectiveness

4. Things to think about when starting
What is the purpose of the assessment you are conducting?
What do you need or want to know, develop questions
The family is central and assessing without significant input from them is poor practice
Collaboration with other professionals is key
Interdisciplinary/Transdisciplinary
Gather outside resources and expertise
Assessment is a form of discovery
Engage in self reflection

5. Procedures Identify instruments that are as appropriate as possible
Are the items a good match for the child
Are there enough items at the early stages of development with examples
Does the instrument require specific activities or materials or is it based on observation in natural environments and/or report (parental and professional)
Does the instrument yield information that is useful in program development or is it simply numeric (next steps)?
You may use selected sections from instruments

6. Procedures
Conduct observations across settings, activities, people, and times
Conduct structured observations
Interview family members considering their wants and needs
Request clinical and/or functional hearing and vision evaluations (or conduct functional evaluations)

7. What to Assess in Children
Communication
Receptive
Visual, Auditory, Tactile
Expressive
Oral, Motor/gestural, AAC (low and high tech)
Vision and Hearing
Motor
Cognition
Preferences (sensory and activities, people etc.)
Temperament

8. Indicators of Progress
Increased Consistency of Response
Increased independence of Response
Increased frequency of response
Increased duration of response
Increased Clarity of Response
Faster Response Time
Partial participation in a routine
Ability to participate in a routine for longer periods of time
Sustained Attention to a task
Increased stamina
Increased strength and accuracy of a motor response

9. Basing Instruction on Preferences
Child preferences
Sensory Preferences
Reinforcers
Preferred activities
Preferred people
Preferred places
Family Preferences
Priority skills for the child
Families preferred environments
Family priorities
Placing Instruction in natural routines and environments

10. Sensory Preference Assessment
What sensory modalities does the child use, how do they use them, what do they use them for
Do they have any particular sensory likes or dislikes
Components to Evaluating
Sensory Channel Evaluation
Learning Media Checklist
Sensory profile observation

11. Sensory efficiency/functioning – vision
Functional Vision Assessment
Components
Materials
Guidelines for conducting
FUNCTIONAL!
Multiple observations if possible
Multiple settings etc.
Recommendations AT
Positioning/Seating
Materials/adaptations
Other considerations

12. Sensory Efficiency/Functioning- Hearing
Functional Hearing Assessment
Inventory of sounds
Components
History, diagnosis, findings of clinical reports
Interviews and informal reports
FUNCTIONAL observation
Data and specific responses
Guidelines
Recommendations

13. Tactile efficiency/functioning
Preferences
Tactile defensiveness
Specific observations
Hand use
Fine motor skills
Using hands together/separate
Joint attention
Exploration
Tactile discrimination
Specific spatial/directional skills relating to pre-literacy/literacy

14. Assessment Tools
There are no developmental tools that are normed on the deaf-blind population and no tools that are fully appropriate.
Global assessment measures
Insite Developmental checklist
0-6 years
Multiple domains
Developed for children with MD and sensory loss
Callier Asuza
Specifically for Deaf-blind
Language and techniques DB specific so need prior knowledge
Good communication domain
Oregon Project
For VI
Good compensatory skills section
Carolina Curriculum
EI/Preschool
For severe disabilities but not sensory impairment

15. Assessment Tools Other tools Communication Matrix
Self Determination Skills Attitudes and Knowledge Scale
Measures construct of self-determination – cognitive skills that are a predictor of success
Vineland Adaptive Behavior Scale
Functional and self care skills – Motor, social, communication
School Functioning Assessment
Motor assessment that is based on skills needed in school, not developmental in nature
Macarthur language Scales
Measure of vocabulary
Version for deaf

16. Assessing the instructional environment
Reasons
To engage the team in discussing shared/differing opinions on:
Goals
Student performance levels and functioning
Student needs and adaptations
Current routines and materials
Current strategies and roles
To make recommendations on:
Practices and strategies eg communication partners, hand use, wait time
Appropriateness of materials eg adaptations
Classroom organization
Instructional routines
Collaborative teaming

17. Assessing the instructional environment
Classroom Observation Instrument (Taylor, Stremel, & Steele, 2006)
Teacher/team interview
Goals
Family involvement
Student strengths/weaknesses
Level of inclusion, social opportunities
Sensory levels and information from assessments, corrective measures for V&H

18. Classroom Observation Instrument …
Classroom Observation Sections
Curriculum
Data-based assessment
Preservation of dignity
Communication
Social
Assistive Technology (IEP-mandates and not)
Overall impressions
Scoring Section