Assessment of Students with MIVI
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Transcript 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.”
“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.