Assessment tools people developmental disabilities

Achenbach, T. Manual for the child behavior checklist and revised child behavior profile. Einfeld, S. Manual for the developmental behaviour checklist. There are versions that have been normed on special populations e. Aman, M. Supplement to the Aberrant Behavior Checklist. Behavior Assessment System for Children, 2nd ed. Commonly used by school psychologists, the BASC is a developmentally sensitive instrument that provides standardized scores and estimates of significant risk across a range of internalizing and externalizing behaviors.

Psychometric properties are strong. Reynolds, C. Behavior assessment system for children — Second editio n. It is designed for toddlers ages months. Comprised of a few play-based activities for screener to do with the child, accompanied by a very brief parent interview, the STAT has very strong psychometric characteristics.

Its been shown to be useful differentiating children at risk for ASD from those who are typically-developing, as well as those who are developmentally delayed or have language disorders. Training and certification are necessary for responsible use. Stone, W. Journal of Autism and Developmental Disorders, 34 6 , Designed and validated in a large community sample of children between 6 and 24 months, there is evidence for its effectiveness in screening children for overall developmental delay, as well as differentiating ASD from developmental delay without autism.

It is a highly sensitive tool i. Wetherby, A. Baltimore: Paul H. Validation of the infant-toddler checklist as a broadbrand screener for autism spectrum disorders from 9 to 24 months of age. Autism,12 5 , The goal of the tool is to try to differentiate between autism and general developmental delays in young children.

Best for children under the age of 3 years, the M-CHAT may also be helpful in screening children with known developmental disabilities as old as 10 years. The M-CHAT can be administered over the telephone, in a brief in-person meeting, or as a self-report measure with the screener asking follow-up questions, as needed. It is also recommended that if the parent completes the checklist independently, it is best for someone to call the parent and ask a few follow-up or clarifying questions.

How it is scored: Scoring instructions are available in the websites listed below. For more information, contact: deb. Robins, D. Early screening for autism spectrum disorders: Update on the Modified Checklist for Autism in Toddlers and other measures. The Modified Checklist for Autism in Toddlers: An initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 31, — Parents can complete it independently; however, follow-up discussion of items endorsed is recommended to be sure that the intent of the items was understood by the respondent.

The SCQ is best for children 4 years and older; works best if the child has a developmental age of 2 years or older.

Available in Spanish and English; however, the Spanish version has been criticized for its lack of cultural competence. It is designed specifically for parents to complete, and although school staff can complete most items and provide qualitative information on the tool, it has not been validated for teacher report.

Berument, S. Autism Screening Questionnaire: Diagnostic validity. British Journal of Psychiatry,, — Rutter, M. Social Communication Questionnaire. Allen, C. Journal of Autism and Developmental Disorders, 37, — Wiggins, L. Focus on Autism and Developmental Disabilities, 22, 33— Witwer, A. Journal of Intellectual and Developmental Disability, 32,— Often used in genetics studies, the SRS was designed to try to tell the difference between autism and another psychiatric conditions.

The SRS frames questions that provide insight into how the child usually functions in natural settings. There are separate tools for males and females. Psychometrics are strongest in children years and in samples of intellectually competent children.

It is also one of the only tools that uses different norms for boys and girls, making it potentially more sensitive and specific in evaluating females. Constantino, J. Rapid quantitative assessment of autistic social impairment by classroom teachers. The Social Responsiveness Scale Manua l. Los Angeles: Western Psychological Services. Developmental and Behavioral Pediatrics, 21, 2— Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised.

Journal of Autism and Developmental Disorders, 33 4 , Originally designed for use in large epidemiological studies, the tool has been modified and tested in school settings, with promising results.

It is not validated in children who are not using verbal speech. Most of the normative samples have been Caucasian, but do represent a broad sample of socioeconomic status. Although it is not clear yet if it is useful for high school students, my review of the tool suggests it would provide qualitative information that will be useful, however, it is not known if the scoring algorithms will work as well with older students.

Scott, F. Williams, J. Skip to main content. DDA Assessment The DDA Assessment is designed to measure the individual support needs of persons with developmental disabilities over a broad spectrum of life areas and activities.

It will give DDA information about potential waiver eligibility and identify persons receiving or approved for paid services who will need the additional two assessment modules. The SIS is a nationally recognized tool used in many states to measure the support needs of people with disabilities.

This module also includes an assessment of caregiver needs, behavior issues, and protective supervision.

If the person is not currently eligible for paid services, the DDA Assessment ends after gathering this information. The person is given a copy of the results. The answers to these questions will help case resource managers develop the Individual Support Plan see below. Although some disability groups [e. When referring to Ms. Do you have difficulty doing so? Many individuals with disabilities do not receive health care as often as is recommended because of transportation issues and other barriers, including failure of clinical facilities and staff to provide accommodations that enable them to participate in health care and screening, so it is important to ask about those issues.

How has it limited your ability to receive care? Questions should be asked privately when no one else, including family and care providers, is in the room or able to overhear the conversation.

Questions specific to abuse of persons with disability include: Have they been prevented from using wheelchair, cane, respirator, or other assistive device; have they been refused help for important personal needs [taking medications, getting to bathroom, getting out of bed, getting dressed, getting food or drink].

After asking her daughter to leave the room for a few minutes, it is appropriate to ask Ms. Have you ever had any concerns about your safety? Has anyone prevented you from using your scooter or other assistive devices? Has anyone prevented you from receiving the help or care you need? Ask about previous falls and injuries due to falls. Ask about impaired balance, muscle weakness, changes in gait, changes in vision, confusion. Ask if assistive devices are available and used to prevent falls. So questions about her risk for falls are very relevant and appropriate.

Tell me about the times you have fallen and any injuries you have had as a result of a fall. Do you have strategies to reduce your risk for falling and sustaining injury from falling? If a person with a disability has depression, treatment should be offered just as any other patient would have treatment offered. It is appropriate to ask Ms. Further, individuals with disabilities who are depressed should be evaluated and appropriate treatment for depression should be provided.

Do you have days when your mood keeps you from wanting to get out of bed or leave the house or your room? Have you ever been treated for depression? Secondary conditions are those conditions that result from having a disability or result from treatment of a disability [e.

Identify barriers to health care that may increase risk of secondary conditions [e. It is important to determine if she is at risk for other secondary conditions, such as pressure ulcers and other health problems that may be related to transportation barriers or non-participation in health promotion activities, such as lack of exercise weight gain, increased cardiovascular risks. What strategies have you used to reduce your risk for falling?

What strategies do you use to reduce the risk of injury when you do fall? Does anything hold you back from being able to do things you would like to do?

Identify accommodations needed during hospital stay or when out of the home. Accommodations may range from use of assistive devices or simple rearrangement of the home to structural modifications that enable the person with a disability to remain in the home and to participate safely in his or her preferred setting. Home care nurses and therapists [occupational or physical therapists] can be helpful in assessing the home environment and suggesting modifications that would increase the ability of individuals with a disability to function safely in their own home.

Determine if patient has or requires a bladder or bowel management program, uses alternative approaches to eating and drinking fluids, or has had a procedure to make management of bowel, bladder, and nutrition possible [e.

Have you ever fallen when using your assistive devices, or when not using the devices or when transferring from the scooter? Do you believe that you use the devices safely? Do you have a need for other modifications or accommodations that would make it easier for you at home or when out of your home?

Are you interested in having an evaluation by an occupational or physical therapist to meet with you or visit you at home to determine if other devices or accommodations might be helpful to you? Determine if facility staff are informed about the activities of daily living for which the patient will require assistance.

Determine what plans or strategies are in place to ensure minimize consequences of immobility because of surgery, illness, injury, or treatments. H, in order to provide the best care for you while you are in the hospital, please tell me what type of assistance you need to transfer from the chair or scooter to the exam table or from the bed to a chair. Is there any special way to provide this assistance so that we meet your need for comfort and safety?

Other than your scooter, do you use any other assistive devices at home that would help you while in the hospital? Determine if patient instruction materials are consistent with modifications [e.

Determine if the modifications made in educational strategies address learning needs, cognitive changes, and communication impairment. If she were hard of hearing or had significant visual impairment, alternative methods of providing educational information and instructions must be provided. It would be important to ask Ms. Are the centers to have preventive screening accessible to you? Do the staff provide assistance to enable you to have screening done? Users are asked to cite the source for this Villanova University developed resource as developed by the Villanova University College of Nursing and retrieved on the NLN website.

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