Assessment of Students with MIVI

SPE 442 Learning Activity 5

 Assessment  Strategies 

 

and Tools

Observations Analysis Teaming

 Video 

 

Joselin Audrey Emmanuel

Oregon Project (0-6)  Growing Up (0-6)  Preschool O&M Screening (younger, delayed or non ambulatory)  O&M Assessment: Early Years of Birth through Three Years  Carolina Curriculum of Infants and Toddlers  Purposeful Movement Checklist (Tanni Anthony)  TAPS (K-12)  AEPS (Assessment, Evaluation, and Programming System for Infants and Children)  Callier-Azusa 

 Age

Ranges  Orientation and Mobility/Community-Based Instruction Infusion Scope and Sequence Chart  Foundations of Orientation and Mobility: Birth to Three Years  Milestone Comparison Chart  Comparison of Milestone Acquisition Times for Growing-Up and Prism Data

 “Developmental

checklists and assessment tools used with other populations are not often sensitive enough to provide usable information to those charged with the instruction of this type of student.”  “Children with profound disabilities may not exhibit the typical range of states”  “Often these children have difficulty achieving and/or maintaining alert states.” 

Robbie Blaha (SEE/HEAR, Thoughts on the Assessment of the Student with the Most Profound Disabilities)

 ANY

brain damage/trauma (CP, Stroke, Anoxia, Septo-Optic Dysplasia)  Prior intervention  Home setting/support system  Other service providers      

OT PT Speech Nutrition APE ECI

 Observe 

child in quiet or controlled setting

Does the child become over-stimulated and what does that look like.

 What

happens when you introduce sound  Look at hands, legs, muscle tone  Watch processing time needed for motor planning  Watch for awareness of body in space  What is the child’s primary sensory preference? 

Auditory, Tactile, Visual, Gustatory, Olfactory, Vestibular or Kinesthetic



“The inclination to move is based on how well the sensory information is received and interpreted by the brain.”



“The vestibular system talks to and influences every other system.”

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“Body awareness is the foundation of O&M concept development.”

(Mary Tellefson, MA, MS, COMS, Spatiotemporal Development Document)

According to Robbie Blaha’s article you should also pay attention to:  Bio-behavioral

State  Anticipation – indication of memory 

Use Routines

 Associations

links events

Does the sound, location, position, equipment, link events together?

 Habituations

–

Does the child no longer respond to a previous sensory stimulus

 Van

Dijk (1985) says that the orienting reflex is a critical component in both assessment and instruction.  “The orienting reflex readies the nervous system for further learning.” (Silverrain, 1991)

 PPCD

Classroom Setting  4 years old  Chromosome 6q deletion  Nystagmus  Strabismus  Dysmorphic Optic Nerve  Not Functionally Blind  Moderate to Severe Auditory Impairment  Current Services, VI, O&M,PT, OT, Speech

Spend

time observing Work as a team Just try it!! (equipment/variety) WAIT for results!

 “FUNCTIONAL

for a student with severe impairments are skills that make the student a better consumer of the help provided for him or her” ….borrowed from unknown source.