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Additional Resources on Assessment

by DB-LINK on May 1, 2010
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This is a partial list of materials on this topic available from the NCDB Catalog Database.  If you have additional questions, please contact us via email: info@nationaldb.org

2000-0474

Assessing Children Who Are Deafblind --Mar, Harvey H., Ph.D.; Sall, Nancy, Ed.D. --Psychoeducational Assessment Project. New York, NY: St. Luke's-Roosevelt Hospital Center. (2000) These three videotapes were developed for practitioners who are responsible for conducting psychoeducational assessments, but who may not be familiar with the unique needs of students who are deafblind.  From both the professional and family perspectives, the videotapes seek to show that an individual's abilities should be assessed in the context of typical activities and routines at school, home and in the community, and that this approach is not only valid, but more useful than traditional test oriented approaches.  Tape 1 (#211), "Conducting a Contextual Evaluation" (51:30), features Dr. Harvey Mar, who reviews common challenges faced by psychologists in evaluating students who are deafblind.  Tape 2 (#212), " The Parent Point of View" (13:45) features parents of children who have multiple disabilities including deafblindness, voicing concerns about their experiences with the evaluation process.  Tape 3 (#213), "The Role of the Psychologist" (18:17), features key points of the contextual model for evaluating students with multiple disabilities.  The videotapes are accompanied by a handbook divided into three sections highlighting key concepts of each video.  The ways in which the videotapes can be used for self-study and inservice training are also described. Available for loan from DB-LINK.


2010-0140

Assessment of Communication --Crook, Carol; Miles, Barbara; Riggio, Marianne. Watertown, MA: Perkins School for the Blind. Remarkable Conversations: A guide to Developing Meaningful Communication With Children and Young Adults Who Are Deafblind. Barbara Miles and Marianne Riggio (Eds.) (1999) This book chapter includes information about methods of assessment, what is assessed, an extensive example illustrating the assessment of one child, activities to assess skills and competencies (e.g., locating toys, matching, responses to variations in light), and differences in the assessment of infants and toddlers. The section on methods of assessment covers reviewing records, parent interviews, conducting assessments in a child's home, arena assessments (one team member interacts with a child, while the rest of the team observes and assesses the child), and classroom assessments. The section on what is assessed includes available avenues for communication input and output (vision, touch, taste, smell, hearing, vocalization, motor skills, perception of sensory information, sensory integration); present communication skills; the communication environment; communication partners; and the ability to learn new skills.


2010-0141

Assessment of Communication Skills --Mar, Harvey H. New York: AFB Press. Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind. Kathleen Mary Huebner, Jeanne Glidden Prickett, Therese Rafalowski Welch, and Elga Joffee. (1995) This module reviews approaches to the assessment of communication of individuals who are deaf-blind and have other severe disabilities, describes methods and tools for assessing communication, discusses decision-making strategies that will help evaluators select the methods and tools of assessment most appropriate for a given student, and offers guidelines for interpreting and presenting assessment results. It also describes the important roles educators play in assessing communication and how assessment results are integrated into an educational plan. Communication is defined broadly to include a wide range of behaviors, such as facial expressions, vocalizations, physical reactions, touch, and gestures, in addition to signs, speech, and other formal means of language. The concept of assessment is also broad and includes informal day-to-day observations of students in various settings, periodic and semiformal reviews of students' progress, and formal testing procedures. Publisher's web site: http://www.afb.org.


2010-0127

Child-Guided Strategies : The van Dijk Approach to Assessment --Nelson, Catherine; van Dijk, Jan; Oster, Teresa; McDonnell, Andrea. Louisville, KY: American Printing House for the Blind, Inc. (2009) This guidebook describes the assessment of children who are deaf-blind using an approach developed by Dr. Jan van Dijk. Assessment techniques and general intervention strategies are provided for the following eight characteristics: behavioral state (state of arousal or alertness), orienting response (direction of attention to a stimulus), learning channels (sensory avenues children use to take in information), approach- withdrawal (what a child likes and dislikes), memory (processes that involve habituation, anticipation, and routine learning), social interactions, communication, and problem-solving. Videoclips of two children (ages 7 and 25 months) demonstrating the concepts described in the book are provided on a DVD. The book also describes how to write a summary of assessment findings and includes a sample assessment of an 18-year-old with multiple disabilities. Appendices contain parent interview questions, observation worksheets, and an assessment summary form.  The forms are also provided on a CD. Publisher's web site:http://www.aph.org.


2010-0225

Holistic Assessment --Eyre, Jane T. London: David Fulton Publishers. Teaching Children Who Are Deafblind: Contact, Communication, and Learning. S. Aitken, M. Buultjens, C. Clark, J. T., Eyre, & L. Pease (Eds.) (2000) This easy-to-read book chapter describes a positive approach to the educational assessment of deaf-blind learners that emphasizes identifying strengths and abilities that form the building blocks of skill development and learning. In addition to providing specific details about how to conduct an assessment, it covers the philosophy of why a comprehensive, holistic approach is essential when assessing children who are deaf-blind.


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