EVALUATION INSTRUMENTS

The evaluation instruments listed below are examples of those typically used in an assessment of a child’s abilities. The list does not include every test that might be used nor may all those listed be used. The evaluator will choose tests that he/she thinks are best for the child’s age, grade, and physical abilities. Parents will be given specific information on the tests used at the time the results are reviewed and at any subsequent placement and IEP meetings. (PARENTS: THIS LIST INCLUDES ALL TESTS USED IN ALL SPECIAL EDUCATION PROGRAMS. ONLY THOSE AREAS CHECKED WILL BE ADMINISTERED.)  

 VISION

A visual screening to determine the child’s visual acuity through the use of Schering Vision Test, a Snellen Chart, or a Titmus Machine. If additional testing is indicated, the child may be referred to a medical eye specialist for further evaluation. If visual problems are indicated, other tests (achievement, psychological, etc.) will be selected to be non-discriminatory in terms of the visual impairment or these tests may he postponed until the visual problem can be corrected.

 HEARING

An audiometric screening to determine the child’s hearing acuity. This screening may include puretone or impedence audiometry. If additional testing is indicated, the child may be referred to an audiologist or medical specialist. If a hearing impairment is indicated, other tests (achievement, psychological, etc.) will be selected to be non-discriminatory in terms of the hearing impairment.

 SPEECH-LANGUAGE

Testing includes assessment of the child’s articulation, language, fluency, voice and adequacy of the oral mechanism. For the non-verbal child, the assess­ment will explore alternative communication systems. For a child suspected of having a voice disorder, an evaluation by a laryngologist (a medical doctor) is also necessary. Tests used may include:

-Goldrnan-Fristoe Test of Articulation  -Test of Minimal Articulation
-CELF-R Preschool Language Scale-3 -Test of Auditory Comprehensive of Language
-Receptive One-Word Picture Vocabulary Test -Expressive One-Word Picture Vocabulary Test 
-Bracken Basic Concept Scales -Sequence Inventory of Developmental Concepts
   

 ACHIEVEMENT

These tests may be a group or individual tests to determine the child’s current level of academic functioning. Areas which may be included are: Oral expression; listening comprehension; written expression; basic reading skills; reading comprehension; mathematics calculation and mathematics reasoning. Often used tests are:

-Kaufman Tests of Education Achievement
-Woodcock-Johnson Tests of Achievement
-Diagnostic Achievement Battery
-Wechsler Individual Achievement Tests

  MOTOR

Tests determine the overall ability of a child to perform basic tasks and activities that require fine and gross coordination. Testing may call for the child to walk, run, sit or perform other physical activities. In addition, the following tests may be given. Such tests are:

-Bender Visual Motor Gestalt Test  -Developmental Test of Visual Motor Integration (Beery)
-Denver Developmental Screening Test  

  PSYCHOLOGICAL

An individually administered test of general intelligence. These tests are used to measure different types of abilities such as comprehension, visual and auditory perception, visual and auditory memory, vocabulary, etc. A test of this kind is required for entry into certain programs in special education. Often used tests are the following:

-Wechsler Intelligence Scale for Children - III
-Kaufman Assessment Battery for Children - II
-Stanford-Binet Intelligence Scale: V
-Woodcock-Johnson Tests of Cognitive Abilities - III
-Differential Abilities Scale - II
 

 BEHAVIORAL

Testing includes an assessment of the child’s ability to act and interact appropriately in everyday situations within the family, the school, and the community. Such tests may include checklists and parental and/or teacher interviews as well as paper/pencil tasks for the child and observation in the classroom. Such tests are:

-Conner’s Rating Scales -Behavior Assessment System for Children - 2
-Clinical Assessment of Behavior
-Self-Reports

 OTHER

In the process of assessing a child’s strengths and weaknesses, the evaluator may need to use additional tests in order to gain a more complete picture of the child. Other assessments which may be required are:

-Apperception Tests (Thematic’s, Children’s, Robert’s, Symond’s)
-Reading Free Vocational Interest Survey
-Piers-Harris Children’s Self-Concept Scale
-Adaptive Behavior Scale
-Parent Questionnaires