The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
- Many children with epilepsy experience academic and behavioral problems related to their condition or treatment. Educational assessment is important to identify specific issues and provide appropriate support.
- Testing evaluates cognitive abilities, processing skills, academic achievement, language skills, memory, and other areas that may be affected. This helps determine appropriate educational interventions and services.
- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
This document defines intellectual disabilities and discusses characteristics and strategies. It provides two definitions, one from IDEA and one from AAIDD. Characteristics discussed include poor motivation, attention issues, difficulties with social skills and academics. Strategies are presented to address motivation, attention, social behaviors, academics, memory, and generalization. The strategies should be practiced before, during and after instruction to support students with intellectual disabilities.
The document discusses intellectual disabilities and their causes, characteristics, and impact on cognitive functioning. It explains that intellectual disabilities can be caused by genetic abnormalities, problems during pregnancy like illness/infections, complications during birth like lack of oxygen, premature birth, or brain infections after birth. Those with intellectual disabilities often have problems with memory, learning rates, attention, generalization of skills, and motivation. They may take longer to learn and recall information, have trouble focusing on tasks, and applying skills in new contexts without support. The document provides details on how intellectual disabilities affect different areas of cognitive development and learning.
adhd.pptx psychiatry disorder are not diagnosed easilyAltafBro
Psychiatric disorders are not diagnosed as easily in children as they are in adults. Children usually lack the abstract cognitive abilities and verbal skills to describe what is happening. Because they are constantly changing and developing, children have limited sense of a stable, normal self to allow them to discriminate unusual or unwanted symptoms from normal feelings and sensations.
Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentiveness, over activity, and impulsiveness. ADHD is a common disorder, especially in boys, and probably accounts for more child mental health referrals than any other single disorder. The essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity and impulsivity more common than generally observed in children of the same age.
ADHD affects 5% to 8% of school-aged children, with 60% to 85% having symptoms persisting into adolescence.
Up to 60% continue to be symptomatic into adulthood.
ADHD is four times more common in boys than in girls.
Most cases remit in adolescence: 20% of patients have symptoms into adulthood.
Biological influences
Genetic factors
• There is greater concordance in monozygotic than in dizygotic twins
• Siblings of hyperactive children have about twice the risk of having the disorder as does the general population
• Biological parents of children with the disorder have a higher incidence of ADHD than do adoptive parents
Biochemical theory
A deficit of dopamine and norepinephrine has been attributed in the overactivity seen in ADHD. This deficit of neurotransmitters is believed to lower the threshold for stimuli input
Pre, Peri and Postnatal factors
• Prenatal toxic exposure, prenatal mechanical insult to the fetal nervous system
• Prematurity, fetal distress, precipitated or prolonged labor, perinatal asphyxia and low Apgar scores
• Postnatal infections, CNS abnormalities resulting
from trauma, etc
This document discusses issues related to behavior management for children receiving cochlear implants. It begins by outlining topics covered in pre-implant psychological evaluations, such as family support and expectations. These evaluations help identify children who may benefit from intervention to address behavioral challenges. The document then describes two common childhood disorders, oppositional defiant disorder and ADHD, that can impact success. Finally, it overviews behavioral treatment approaches like modeling, reinforcement, and punishment that can help manage behaviors and facilitate positive implant outcomes.
The document discusses several potential causes of academic poor performance, including psychological, social and environmental, neurological-cognitive, and physical/health factors. Psychologically, issues like low self-concept, mental health disorders, personality traits, lack of motivation, and time management problems can negatively impact academics. Socially and environmentally, factors within the family like divorce, low parental involvement, poverty, abuse, and addiction, as well as issues in the neighborhood and school environments can be causes. Neurologically, below average intelligence, specific learning disorders, and attention deficit hyperactivity disorder are discussed. Physically, health problems such as hearing loss, vision issues, chronic illnesses, motor impairments and learning disabilities can contribute to poor academic performance
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or control inappropriate behaviors over a long period of time and to a marked degree. It can include conditions like anxiety, depression, and bipolar disorder. Emotional disturbance is identified through screening tests and functional behavior assessments to design behavioral intervention plans as part of a student's IEP. The causes may be biological factors, temperament, environmental stressors at home or school, and treatment focuses on academic, social, and positive behavioral supports.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
The document provides information on teaching students with lower-incidence disabilities. It discusses physical disabilities, visual impairments, autism, severe and multiple disabilities. For physical disabilities, it defines and describes various conditions such as cerebral palsy, spina bifida, muscular dystrophy, traumatic brain injury, and others. It also discusses considerations for teaching students with autism, severe disabilities, and visual impairments. Recommendations are provided for classroom adaptations and strategies to support students with these disabilities.
This document discusses supporting students with mental health difficulties in higher education. It provides context on the prevalence of mental health issues among university students, noting that about 1 in 4 students will experience a mental health difficulty. It discusses reasonable adjustments and needs assessments that can be made to support these students, including human support, assistive technology, and adjustments for examinations. Specific examination adjustments addressed include permitting additional breaks, individual exam rooms, readers or other aids, and alternative assessment methods like coursework. The document emphasizes that adjustments should be evaluated and tailored to individual student needs.
This document provides information about Fetal Alcohol Spectrum Disorders (FASD) and strategies for working with students who have academic or behavioral issues related to FASD. It begins with discussing common misconceptions about FASD and establishes that it is a lifelong brain disorder caused by prenatal alcohol exposure. The document then outlines several barriers to learning and behavior that students with FASD may experience, such as difficulties with memory, abstract concepts, and following multiple directions. It suggests evidence-based strategies and tools to address each barrier, such as breaking tasks into single steps, using visual supports, and providing structured routines and environments. Technology tools are also recommended to help with organization. Overall, the strategies emphasize simplifying environments,
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HOLISTIC NURSING
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Online Live Personal Yoga Training at Home
Home Yoga
Change is Possible!
I am ready to help you, to improve your health, reduce stress and moving towards perfect peace, happiness and joy!
Show you the difference between intentional self-care and unintentional numbing out, so that you can be fully awake for all of your life
Restore your natural physical alignment, because it is critical to your health and well-being
Help you develop a practice of intentional surrender because it brings relief from stress and will improve every aspect of your life
Show you how to take care of yourself because that is the first step toward the connection you are craving with others
Restore your mind-body connection, because decision-making is so much easier when you can hear your own intuition
Home yoga course contents
The private yoga lesson consists of Power Yoga, Dynamic Yoga, Yoga Therapy for different ailments, Yoga for stress management, yoga posture (asana), yogic breathing (pranayama), guided meditation and relaxation. Sometimes the cleansing practices like Vamana Dhouti (vomiting), Jala & Sutra Neti (nasal cleaning), Laghu Sankhaprakshalana (intestine cleansing), vyutkarma & sheetkarma kapalabhati (nasal cleansing), Trataka (eye cleansing) and MSRT (immune system enhancement) are also included depending on the requirement of the participant
If you are looking for a secluded, silent, one-on-one yoga practice with personal care and attention and without any outside disturbances, private yoga lessons are perfect for you. In private yoga lessons, you save your time and energy from traveling to a distance yoga studio and practice yoga from the comfort of your home in a personal ambiance. In private yoga lessons, you learn properly with one-on-one attention from the yoga trainer. The yoga trainer also gets enough time to understand your requirements and customizes the yoga practices accordingly for your maximum health benefit.
If you are suffering from any specific health problems, private yoga lessons are ideal for you. Yoga therapy practices cannot be done in a group, it has to be done always one-on-one basis. Because your problem is different from others. In a group yoga class, the yoga practices are not addressed according to your body conditions & requirements, some of the practices in the group might be harmful to you. Moreover, if the group yoga trainer is not a qualified yoga therapist but only a yoga instructor, he may not know the yoga practices that are useful and harmful to you. Therefore, if you are suffering from any specific health conditions, you require private yoga lessons with one-on-one attention from an experienced yoga therapist for your recovery.
How many people can join in private yoga lessons?
We allow one or, maximum of two people at a time in a private yoga lesson.
Private yoga course contents
The private yoga lesson consists of Power Yoga, Dynamic Yoga, Yoga Therapy for different ailments, Yoga for stress management, yoga post
Attitude and Readiness towards Artificial Intelligence and its Utilisation: A...ShravBanerjee
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Artificial Intelligence (AI): The theory and development of computer systems able to perform tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages.
Our study showed that:
1. Nearly half of the study participants showed a favorable attitude towards role of AI in healthcare
2. Around three-fifth of the participants could define basic concepts of data sciences and AI and were ready to choose AI based applications for healthcare; they were willing to accept AI usage despite feeling a lack of cognitive skills
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Thank you!
Etiologies of Bipolar disorders. Power Point Presentation ptxseri bangash
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Bipolar disorder, formerly known as manic-depressive illness, is a complex psychiatric condition characterized by extreme mood swings that include emotional highs (mania or hypomania) and lows (depression). The etiology of bipolar disorder involves a combination of genetic, biological, and environmental factors. Here's a breakdown of these etiologies:
Genetic Factors:
Family History: Bipolar disorder tends to run in families, suggesting a genetic component. Studies indicate that having a close relative with bipolar disorder increases the risk.
Genetic Studies: Research has identified specific genetic variations associated with bipolar disorder. These include genes involved in neurotransmitter signaling, ion channel function, and circadian rhythms.
Neurobiological Factors:
Neurotransmitter Imbalance: Imbalances in neurotransmitters such as dopamine, serotonin, and norepinephrine are implicated in bipolar disorder. For example, elevated dopamine levels during manic episodes and decreased levels during depressive episodes.
Neuroendocrine Factors: Dysregulation of the hypothalamic-pituitary-adrenal (HPA) axis and abnormal cortisol levels have been observed in individuals with bipolar disorder.
Neuroanatomical Factors:
Brain Structure and Function: Structural and functional abnormalities in certain brain regions are linked to bipolar disorder. These include the prefrontal cortex, amygdala, and hippocampus, which are involved in emotional regulation and cognition.
Environmental Factors:
Stress: Stressful life events, such as trauma, loss, or significant life changes, can trigger or exacerbate episodes of bipolar disorder.
Substance Abuse: Substance use, particularly stimulants or drugs that affect neurotransmitter systems, can precipitate manic episodes or worsen the course of the disorder.
Developmental Factors:
Early Life Experiences: Adverse childhood experiences, including abuse, neglect, or chronic stress, may increase susceptibility to developing bipolar disorder later in life.
Trajectories: Some individuals may have a prodromal phase marked by subthreshold symptoms or other behavioral indicators before full-blown episodes manifest.
30 – Hours Yogic Sukshma Vyayama Teacher Training Course
What is Sukshma Yoga?
Dhirendra Brahmachari formulated this system and wrote books to clearly formulate the ancient yogic science. This practice simple yet powerful series of specific exercises that improve health and enhance the strength of different organs and systems in the body, from top of head to toes.
Suksma means subtle prana, mind, and intellect: Vyayama means exercise. Suksma Vyayama is meant for the Subtle Body (Suksma Sarira), it is not meant for the Sthula Sarira (Gross Physical Body).
Need of Suksma Vyayama
In yoga, it is said that most pranic blockages start in our joints. Ayurveda says that ‘ama’ or the toxic and undigested waste material tends to settle in the empty spaces of our body, the joints. To remove these impurities we practice Suksma Vyayama, to release any such impurities in our subtle pranic body.
Three dimension of suksma Vyayama:
1.Breathing (slow or fast: Bhastrika/Bellows)
2.Point of concentration (mental concentration on Chakras)
3.Exercise (using Bandhas and Mudras)
Sukshma yoga purifies and recharges the body, mind, energy, and emotion. It prepares the well foundation for further means of Yoga practice. It includes Sukshma Vyayama (Subtle Exercise), and Vishram (Rest & Relaxation). It is itself complete package that fulfills the basic need of human being.
Sukshma Vyayama is one of the major parts for physical activity and the regulation of entire physiologies. Sukshma Vyayama is also known as a kind of warm up exercise or basic exercise or clinically anti-rheumatic group of exercise and also called body scan. The system of the physical and breathing exercise which help to sequentially work out all joints of a body, to warm it up. This system has a strong purifying effect on energy body of a human.
1.1. History of Sukshma Vyayama
We will observe visible Parampara of Sukshma Vyayama. Literal meaning of Parampara is the continuous chain of succession by Master to followers. In Parampara system, the knowledge is passed on without changes from generation to generation). Unfortunately because of the absence of enough information we are not able to find sources of this tradition.
System of Sukshma Vyayama knowledge which was unknown in the west before that was extended by one of outstanding yoga masters, Dhirendra Brahmachari (1925-1994). He received Initiation into Sukshma Vyayama techniques from Maharshi Kartikeya, the prophet and sacred great yogi who was his Master. In the preface to the book “Yogic Sukshma Vyayama” Dhirendra Brahmachari wrote about his precious Guru. Deep knowledge made him the unique expert of human characters, of their abilities and possibilities. From Maharshi Kartikeya, Dhirendra Brahmachari received a precept to spread knowledge about Sukshma Vyayama. The invaluable merit of Dhirendra Brahmachari is that he managed to accumulate knowledge in the convenient form, to make it open and understandable for the audience everywhere. The b
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Yoga for Hypertension and Heart Diseases
Yoga Hypertension and Heart Diseases Certificate Course
Prevention and healing have been always the main purpose of yoga therapy practice. Yoga therapy is the process of empowering every individual to progress toward better health and optimal well-being through the application of the teachings and practices of Yoga therapy class. With the support of the Yoga trainer, implements a personalized and evolving Yoga therapy techniques that not only addresses the illness in a multi-dimensional manner, Pancha Kosa (Five Sheaths): Annamaya Kosha (Physical Body), Pranamaya Kosha (Energy Field), Manomaya Kosha (Mental Dimension), Vignanamaya Kosha (Psychic level of experience), Anandamaya Kosha (Bliss and Beatitude). It helps to reduce patient suffering in a progressive, non-invasive and complementary manner.
Why to study yoga Hypertension and Heart Diseases course?
Consequently, the demand for yoga therapist with specialized knowledge in yoga as a therapeutic tool, in different fields such as: health management organizations, hospitals and alcohol rehabilitation centers have grown rapidly. Studying yoga therapy as a tool to overcome and ease the symptoms of common illnesses has become extremely popular recently, due to the great therapeutic effects yoga practitioners experience in their body, mind and soul.
What you will learn from this course?
You may offer special seminars for people with similar diseases/conditions.
You will learn how to use yoga to assist in healing ailments and managing conditions?
You aim to be part of a positive change regarding health and lifestyle habits.
You want to teach people how to prevent diseases.
In group classes, you can teach your students how to become healthy.
You will feel more self-confident when approached by students that come to yoga seeking for support in their healing process.
Therapeutic applications of posture, movement and breathing.
Pre-Requisites:
This course is open to all students who wish to deepen their knowledge and application of some of the highest teachings of
Participants do not need to be yoga
Mastery of any yoga practice is not
Only yours sincere desire for knowledge and your commitment to personal
Love for Yoga is the most important eligibility factor for learning this course.
Students who want to know Yoga in totality and move beyond Asana and Pranayama, Mudra & Bandha.
Assessment and Certification
The students are continuously assessed throughout the course at all levels. There will be a written exam at the end of the course to evaluate the understanding of the philosophy of Yoga and skills of the students. Participants should pass all different aspects of the course to be eligible for the course diploma.
What do I need for the online course?
Yoga mat
Computer / Smartphone with camera
Internet connection
Yoga Blocks
Pillow or Bolster or Cushion
Strap
Notebook and Pen
Zoom
Recommended Texts
Asana Pranayama Mudra Bandha by Swami
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Assessment of children who are severely orthopedically impaired
1. Assessment of Children who are
Severely Orthopedically Impaired
Stephen E. Brock, Ph.D., NCSP
California State University Sacramento
2. Psychologists Responsibilities
Possess knowledge of physiological and
psychological aspects of the student’s impairment.
Use assessment instruments appropriate for the
students with orthopedic impairments.
Assess the non-physical correlates of the OI (i.e.,
intellectual, psychosocial, adaptive behavior, and
social/emotional skills).
Provide group, individual, and family counseling.
3. Examiner Requirements
Prior experience working with children with severe OI.
– Tests given by persons without experience working with
orthopedically impaired students are more likely to be invalid.
Awareness of the student’s medical management
issues (e.g., mediations, recent surgery, etc.) that may
impact testing.
– School nurse consultations are important here!
An attitude of openness toward individuals with OI.
4. Examiner Requirements
Avoid the halo effect
– Avoid providing cues
– When employing ambiguous examinee response methods
(e.g., eye gaze), use techniques that allow the examiner to be
blind to the correct response.
Be especially patient and allow for sufficient response
time.
– Budget more time for these assessments as when done well
they are much more involved evaluations.
Be sensitive to examinee fatigue.
5. Pre-Assessment Considerations
Positioning to facilitate optimal performance.
– Consult with a physical therapist
Select an environment that minimizes distractions as this
population has elevated incidence of attention and
concentration difficulties.
Determine etiology
– May suggest the presence of other handicaps (e.g., birth
trauma is also associated with learning disabilities).
6. Pre-Assessment Considerations
Determine student’s preferred mode of
communication (e.g., sign language, communication boards,
ESL, etc.) and the need for an interpreter.
– Ensure interpreters are trained!!!
Have accurate understanding of questions/directions.
Don’t give away test answers.
Make sure vision and hearing has been assessed
and if required glasses are worn/hearing aids are
used!
Collaboration with OT and PT specialists typically
required.
7. Communication Issues
Assessment of receptive vocabulary is often a
key to understanding the child with severe OI.
– This area is often far less effected than expressive
language.
– The PPVT-4th ed. is an effective tool when
combined with eye gaze (and/or other other
alternative) communication procedures.
– http://www.brainshark.com/brainshark/vu/view.asp?
pi=103976380
8. Perceptual-Motor Issues
These skills are typically impaired among the
OI population.
Consultation with an OT is important in
assessing these skills.
The primary question is whether the observed
difficulties (e.g., poor handwriting) are the
result of output (motor) or input (perceptual)
processes.
– Results of the MVPT-3 and VMI can help to make
this distinction.
10. Adaptive Behavior Issues
It is important to determine the degree of
independent functioning in self care and daily
living.
Consultation with an OT is important in
assessing these skills.
The primary question is the degree to which
the student’s motor limitations affect his or her
ability to take care of self and get along with
others.
11. School Record Review
Vision and hearing screening results.
School attendance history
Prior assessment data
Academic performance
Family information
12. Assessment Issues:
Cerebral Palsy
Difficulties controlling movement and posture may make
assessment challenging.
– May cause difficulty responding to timed items.
– Oral motor dysfunction may also affect speech production.
– You may work with a student who has above average IQ, but obtains
deficient scores on measures of intelligence.
May cause difficulty manipulating test items.
50% also have mental retardation.
High incidence of visual perceptual and visual motor difficulties.
13. Assessment Issues:
Neural Tube Defects (e.g., spina bifida)
Failure in development of the structures of the spinal column early
in gestation.
– The higher the lesion, the more severe the student’s deficits.
– Low normal range of intelligence is typical.
Hydrocephalus affects a majority of these students.
– Accumulation of cerebrospinal fluid in the ventricles.
– Increases risk for lower IQ and perceptual-motor dysfunction.
– Increases risk for behavior, attention, concentration, and
perseverance difficulties.
14. Assessment Issues:
Muscular Dystrophy
(most common is Duchenne)
Progressive muscle weakness.
– Affects the ability to manipulate objects.
– Eventually affects the respiratory system.
– Terminal stage in adolescence or young adulthood.
Specific learning disabilities.
– Especially reading disabilities.
15. Assessment Issues:
Connective Tissue Disease
(most common is JRA)
Symptoms are erratic and unpredictable
– Affects the ability to manipulate objects.
– May need to postpone testing if the student is having a severe flare-
up.
Not associated with specific learning disabilities or cognitive
delays.
May affect school attendance and “availability” for learning.
16. Observations and Interviews
Will help in determining
– needed test accommodations.
– typical behavior/performance.
– learning strengths and weaknesses.
– goals and expectations.
– validity of test scores.
17. Assessment Tools
Modify stimulus demands and response
requirements.
Eliminate time requirements
Use multiple choice formats
Choice-pointing responses
Pantomiming responses
Stabilizing the student’s hand
Enlarging stimulus items
Unless tests are known to be valid for this
population, always consider the possibility
that scores may be underestimates.
18. Intelligence Testing
Wechsler Scales
Kaufman Assessment Battery for Children
Test of Nonverbal Intelligence
Pictorial Test of Intelligence
Columbia Mental Maturity Scale
19. Language Testing
Consult with LSH specialist
Peabody Picture Vocabulary Test
Expressive One Word Picture Vocabulary
Test
20. Social & Emotional
Developmental crises may be more intense.
– School entry is often a significant developmental crisis as the
child recognizes differences and limitations.
– Adolescence may also be difficult.
Resiliency and vulnerability factors will influence
adaptation to both congenital and acquired OI.
Self concept is fundamental to adjustment.
– Piers-Harris
– Self-Esteem Inventory
– Tennessee Self Concept Scale
21. Social & Emotional
Drawing tests may not be helpful.
Student interviews are useful.
Standard measures of personality (e.g., PIC) and
behavior (e.g., CBCL) can be used.
Issues to explore include:
– Social desirability
– Lack of motivation
– Fears
– Social relations
– Issues of independence
22. Resources
Physically Handicapped Children: A Medical Atlas for
Teachers (2nd ed.). (Bleck & Nagel, 1982).
– Available from the instructor
National Information Center for Children and Youth
with Disabilities.
– Go to www.nichcy.org
23. Next Week
Preschool Assessment
Darren Husted, instructor
Read Brassard & Boehm Ch. 1, 4
Review CA Early Start information at:
www.dds.ca.gov/EarlyStart/WhatsES.cfm
Read section I of CDE document at:
www.cde.ca.gov/sp/se/fp/documents/ecadmin.pdf