KENYA INSTITUTE OF SPECIAL EDUCATION

Tel: 020- 8007977, Kasarani, Thika Superhighway Exit 8

Cell : 0734-801 - 860 Off Kasarani-Mwiki Rd
Website: www.kise.ac.ke P. O. Box 48413 - 00100
Email: [email protected]. NAIROBI, KENYA

Internal Correspondence

ASSESSMENT PROCEDURES

These steps form the core process of identifying and supporting individuals, particularly in
educational or developmental settings.

1. Planning

 This is the initial stage where the purpose, scope, and goals of the screening or
assessment process are determined.
 Key considerations:
o Who will be assessed (e.g., children, adults, specific at-risk populations)?
o What specific areas will be assessed (e.g., cognitive, emotional, physical
development)?
o Resources needed (e.g., time, budget, trained personnel).
 Outcome: A clear roadmap that outlines the process and ensures alignment with
institutional or individual goals.

2. Selecting Assessment Tools

 The process of choosing tools or instruments that align with the identified goals.
 Factors to consider:
o Validity: Does the tool measure what it claims to measure?
o Reliability: Is the tool consistent in its results?
o Appropriateness: Is the tool suitable for the age, culture, and context of the
individual being assessed?
 Example: Using a language-specific reading test for assessing literacy in
multilingual populations.

3. Constructing / Adapting Screening Tools

 If existing tools are unavailable or unsuitable, you may need to create or adapt
tools.
 Construction involves:
o Designing test items aligned with the objectives.
o Ensuring simplicity and relevance to the target group.
 Adaptation involves:
o Modifying existing tools for cultural, linguistic, or contextual relevance.
o Example: Translating a questionnaire and adjusting idiomatic expressions
to suit a local dialect.
An inclusive society that provides opportunities and services to persons with special needs and disabilities for improved
quality of life.
ISO 9001:2015 CERTIFIED.
4. Screening Procedures

 Establishing standardized protocols for administering the screening tools to ensure

consistency.
 Key components:
o Training staff to administer tools effectively.
o Scheduling and organizing sessions to avoid bias or rushed procedures.
o Managing logistical elements such as venue setup and materials
distribution.

5. Administering the Test Tools

 The actual process of conducting the assessment.

 Essential aspects:
o Following standardized administration protocols.
o Creating a comfortable and non-threatening environment for the
participants.
o Ensuring accurate and complete data collection.

6. Analyzing and Interpretation of Findings (Data)

 Evaluating the results of the assessment to identify patterns, strengths, and areas
of concern.
 Methods:
o Quantitative Analysis: Using statistical techniques for numerical data.
o Qualitative Analysis: Interpreting non-numerical data, such as observations.
 Ensures findings are meaningful, actionable, and aligned with the initial goals.

7. Communicating the Findings

 Sharing results with stakeholders, such as parents, educators, or healthcare

providers, in a clear and understandable manner.
 Strategies:
o Use simple language and avoid jargon.
o Provide visual aids, like charts or graphs, for clarity.
o Discuss implications, next steps, and potential interventions.

8. Referring for Diagnostic Assessment

 When screening identifies significant concerns, individuals are referred for more
comprehensive diagnostic evaluations.
 Importance:
o Ensures specialized professionals (e.g., psychologists, medical doctors)
conduct in-depth analyses.
o Helps differentiate between temporary delays and more serious conditions.

9. Planning for Intervention

Page 2 of 33
  Based on findings, interventions are tailored to meet the individual's specific
needs.
 Process:
o Collaborate with stakeholders to design an action plan.
o Set measurable goals and timelines.
o Identify necessary resources and personnel for implementation.
 Examples: Developing an Individualized Education Plan (IEP) for students with
learning disabilities.

1. Screening Test
 Definition: A preliminary test used to identify individuals who may be at risk for a specific
condition or issue. It aims to identify those who require further diagnostic testing.
 Purpose: Quick, cost-effective, and efficient way to flag potential concerns.
 Examples:
1.Vision and hearing screening in schools.
2. Developmental screening for young children.

2. Diagnostic Test
 Definition: A more comprehensive test conducted after a screening test indicates
potential concerns. It confirms or rules out a specific condition or issue.
 Purpose: To provide a definitive diagnosis and guide intervention or treatment planning.
Examples:
1. IQ tests for cognitive assessment
2. Autism diagnostic tools

1. Assessment Procedures and Tools

 Procedures:
1. Gathering background information (e.g., interviews, records review).
2. Conducting observations in natural settings.
3. Administering standardized tests and informal tests.
4. Analyzing results and providing feedback.
 Tools:
1.Standardized tests (e.g., IQ, achievement, or developmental tests).
2.Checklists and rating scales (e.g., Behavior Assessment System for Children).

Page 3 of 33
 3.Observational tools and anecdotal records.

2. Construction of Informal Assessment Tools

 Definition: Tools developed by educators or professionals tailored to the unique needs of
an individual or group. These tools are not standardized but provide valuable qualitative
information.
 Steps in Construction:
 1.Identify the purpose and specific skills to assess.
2.Design tasks or questions that align with the target skills.
3.Pilot the tool and refine it based on feedback.
4.Use the tool consistently for qualitative or formative assessment.

Examples:
 Teacher-made quizzes or rubrics.
 Checklists for classroom behaviors.
 Narrative observation forms.

3. Introduction to I.E.P (Individualized Education Program)

 Definition: A legally binding document developed for students eligible for special
education.
 Key Components:
 Present Levels of Performance (PLPs): A detailed overview of the student’s strengths,
needs, and current academic/functional performance.
 Goals and Objectives: Specific, measurable, and time-bound goals tailored to the
student's needs. SHOULD BE IN LONG AND SHORT TERM.
 Accommodations and Modifications: Adjustments to teaching methods, materials, or the
learning environment to support the student.
 Service Delivery: Description of the special education services, supports, and personnel
involved.
 Progress Monitoring: Plan for assessing the student's progress toward goals.
 Purpose: To provide personalized education that meets the unique needs of students with
disabilities, ensuring access to the general curriculum and fostering growth.

Page 4 of 33
 1. Student Information

 Name: John Doe

 Date of Birth: March 5, 2015
 Grade Level: 4th Grade
 IEP Start Date: January 10, 2024
 IEP Review Date: January 9, 2025

2. Present Level of Performance (PLOP)

 Academic Skills:
o John reads at a 2nd-grade level, struggles with decoding and
comprehension.
o Math skills are at grade level, but he has difficulty solving word problems
due to reading challenges.

 Social and Emotional Development:

o John has age-appropriate social skills but becomes frustrated during
reading-related activities, sometimes withdrawing from group tasks.

 Strengths:
o Enjoys hands-on activities and excels in science experiments.
o Demonstrates creativity in art and problem-solving tasks.

3. Annual Objectives
Goal 1: Reading Comprehension

 Objective: John will improve his reading comprehension skills to a 3rd-grade level
by the end of the IEP period.
 Short-term Objectives:
o Identify main ideas and supporting details in a paragraph with 80%
accuracy.
o Decode unfamiliar words using phonics strategies in 8 out of 10 attempts.

Goal 2: Emotional Regulation

 Objective: John will develop strategies to manage frustration during challenging

tasks, reducing withdrawal incidents from 3 times per week to 1 time per week.
 Short-term Objectives:
o Practice and use a "calm-down checklist" during reading activities.
o Participate in weekly group discussions about managing emotions.

Page 5 of 33
 Steps to Practice and Use the Calm-Down Checklist:

1. Prepare the Checklist

o Use visual aids or written prompts tailored to the child's age and reading
level.
o Examples of steps:
 Take three deep breaths.
 Stretch your hands or arms.
 Sip water if available.
 Count backward from 10.
 Squeeze a stress ball or use a fidget tool.
 Say, "I can do this" out loud or in your head.

2. Introduce the Checklist

o Explain its purpose: “This checklist will help you stay calm and enjoy
reading, even if something feels tough.”
o Demonstrate each step, allowing the child to practice in a low-pressure
setting.

3. Integrate It into Reading Activities

o Place the checklist nearby during reading sessions.
o Encourage the child to use it independently when they feel frustrated or
distracted.

4. Practice Calm-Down Scenarios

o Role-play situations that might require using the checklist (e.g., struggling
with a difficult word or feeling restless).
o Prompt the child to follow the checklist step by step.

5. Reinforce Positive Use

o Praise the child when they successfully use the checklist.
o Provide reminders or gently guide them back to the checklist if needed.

Why It’s Effective During Reading

 Promotes Emotional Regulation: Helps children manage frustration, anxiety, or

boredom.
 Encourages Focus: Enables them to transition back to reading with a clear mind.
 Builds Independence: Fosters self-help skills by teaching them how to handle
challenges on their own.

Example Scenario:

A child is reading and encounters a word they don’t recognize. They start to fidget or get
upset.

Page 6 of 33
  Step 1: Pause and say, “Let’s use your checklist.”
 Step 2: Guide them to take three deep breaths.
 Step 3: Encourage them to use the next step (e.g., count backward from 10) until
calm.
 Step 4: Return to the reading activity.

4. Special Education Services

 Reading Intervention:
o Small group instruction with a reading specialist, 3 times per week, 30
minutes per session.
 Emotional Support:
o Weekly sessions with a school counselor for emotional regulation
strategies.

5. Accommodations and Modifications

 Classroom Accommodations:
o Extended time for reading assignments and tests.
o Access to audiobooks for grade-level texts.
o Use of graphic organizers for reading comprehension tasks.

 Testing Accommodations:
o Tests read aloud when applicable.
o Quiet testing environment with minimal distractions.

6. Participation in General Education

 John will participate in general education for all subjects except during reading
intervention sessions. Collaboration between the general education teacher and
special education staff will ensure alignment.

7. Progress Monitoring

 Frequency: Fortnight reports on progress toward IEP goals.

 Methods:
o Reading logs evaluated weekly.
o Emotional regulation checklist completed daily.

9. Parent and Student Involvement

 Parent Meeting Date: December 15, 2023

 Parent Concerns: Parents expressed concern about John falling behind in reading
and frustration during homework.
 Student Input: John expressed a desire to improve his reading to keep up with
peers.

Page 7 of 33
 Signatures

 IEP Team Members:

o Special Education Teacher:
o Regular Education Teacher:
o Parent/Guardian:
o school Administrator:
o Other Specialists

11. Screening Tools Adaptation and Use

Screening tools help identify developmental delays, disabilities, or special needs at an

early stage. Here are the tools mentioned:

1. School Readiness Screening Tests

o Assess a child's preparedness for formal schooling, including cognitive,
emotional, and social aspects.

1. Language Skills

 Objective: Assess the child's ability to understand and use language effectively.
 Sample Activities:
o Receptive Language:
Task: "Point to the picture of the dog."
(Child identifies objects or images based on verbal instructions.)
o Expressive Language:
Task: "What is this?" (show a common object like a ball).
Task: "Tell me about your favorite toy."

2. Cognitive Skills

 Objective: Evaluate early math, problem-solving, and general reasoning skills.

 Sample Activities:
o Matching shapes or colors.
Task: "Find the square and match it to the one on this page."
o Counting objects.
Task: "Can you count these blocks and tell me how many there are?"
o Simple puzzles or pattern recognition.
Task: "What comes next in this pattern? Circle it."

3. Fine Motor Skills

 Objective: Assess hand-eye coordination and fine motor development.

 Sample Activities:

Page 8 of 33
 o Copying shapes.
Task: "Can you draw a circle or a square on this paper?"
o Tracing or connecting dots.
o Stacking small blocks.
Task: "Build a tower with these blocks."

4. Gross Motor Skills

 Objective: Evaluate physical coordination and large muscle development.

 Sample Activities:
o Balancing on one foot.
Task: "Can you stand on one foot for five seconds?"
o Jumping forward a specific distance.
Task: "Jump from this line to the next one."
o Throwing and catching a ball.
Task: "Throw this ball to me and catch it when I throw it back."

5. Social-Emotional Development

 Objective: Assess how the child interacts with others and regulates emotions.
 Sample Questions:
o "What do you do if someone takes your toy?"
o "How do you feel when you meet a new friend?"
 Observation: Monitor the child’s interaction with peers or adults during the test.

6. Self-Help Skills

 Objective: Assess independence in daily activities.

 Sample Questions:
o "Can you put on your shoes by yourself?"
o "What do you do when you're hungry?"

7. Early Literacy Skills

 Objective: Assess pre-reading skills.

 Sample Activities:
o Recognizing letters or pointing to letters in their name.
Task: "Find the letter 'A' on this page."
o Identifying rhyming words.
Task: "Which word rhymes with 'cat'—bat or dog?"
o Understanding the direction of text.
Task: "Show me where to start reading on this page."

Page 9 of 33
 Scoring and Outcomes

 Responses are typically scored as "Developed," "Emerging," or "Needs Support."

 Results help identify areas where the child may need extra preparation or
intervention before starting school.

2. Visual Impairment (V.I.) Screening Test

o Identifies vision problems that could affect learning or daily functioning.

ASSESSMENT TOOLS FOR VISION

These tools and tests help professionals assess various aspects of vision, ranging from
clarity and acuity to the ability to see colors and peripheral vision. Regular eye tests are
essential for early detection of vision problems, especially for children preparing for
school or anyone at risk of vision impairment.

1.Snellen Chart

 Purpose: Measures visual acuity (sharpness of vision).

 How it works: The Snellen chart contains rows of letters, with the letters getting
smaller as you move down the chart.
 Usage: The person being tested stands at a fixed distance (usually 20 feet) from
the chart and reads aloud the smallest line of letters they can see clearly.
 Results: Vision is typically recorded as a ratio (e.g., 20/20), where the first number
is the distance from the chart, and the second number is the smallest line the
person can read.

2. Visual Field Test

 Purpose: Tests the peripheral vision (side vision).

 How it works: The person looks straight ahead and indicates when they see a light
or object entering their peripheral vision. This helps assess if there are any blind
spots or reductions in the field of vision.
 Tools:
o Confrontation Visual Field Test: The examiner moves their fingers from the
outer edges of the patient's visual field toward the center while the patient
focuses on the examiner's face.
o Automated Perimeter: A machine presents lights in different areas of the
visual field, and the patient presses a button when they see the light.

3. Pupil Reaction Test

Page 10 of 33
  Purpose: Checks the responsiveness of the pupils to light.
 How it works: The examiner shines a light into the patient’s eyes and observes the
pupils' response (they should constrict when exposed to light).
 Tools:
o Penlight: A small flashlight used to test each eye's reaction to light.
 What it checks: The test helps to assess for any neurological issues or conditions
like optic nerve damage.

4. Cover Test

 Purpose: Detects eye misalignment or strabismus (crossed eyes).

 How it works: The patient focuses on a target, and the examiner covers one eye,
observing the uncovered eye for any movement.
 Types:
o Unilateral Cover Test: One eye is covered while the other is observed.
o Alternating Cover Test: The examiner quickly alternates the cover between
eyes to check for movement or misalignment.

5. Ishihara Color Vision Test

 Purpose: Detects color blindness.

 How it works: The patient is shown a series of plates containing colored dots
arranged in patterns or numbers. People with color blindness may not see the
numbers or shapes clearly.
 Test results: Based on how well the patient identifies the numbers or patterns.

6. Near Vision Test (Jaeger Chart)

 Purpose: Tests close-up vision and the ability to read small print.
 How it works: The patient reads text at a close distance (usually 14 inches away),
with progressively smaller text.
 Usage: This test is particularly important for diagnosing presbyopia (age-related
difficulty with near vision).

7. Amsler Grid Test

 Purpose: Screens for macular degeneration and other central vision problems.
 How it works: The patient looks at a grid of straight lines, with a dot in the center.
If they notice any distortion or missing areas in the lines, it may indicate a central
vision problem.
 How to perform: The patient covers one eye at a time while focusing on the center
of the grid.

8. Retinoscopy

 Purpose: Determines the refractive error of the eye (whether the patient is
nearsighted, farsighted, or has astigmatism).

Page 11 of 33
  How it works: The examiner shines a light into the patient’s eye and observes the
reflection (retina’s red reflex) to assess how light is focused on the retina. Different
lenses are used to find the prescription.

9. Tonometry (Intraocular Pressure Test)

 Purpose: Measures the pressure inside the eye, which can help diagnose
conditions like glaucoma.
 How it works: A small puff of air is blown into the eye, or a device touches the
cornea to measure the eye's resistance to pressure.
 Tools:
o Non-contact tonometer: Used to blow air onto the eye.
o Goldmann applanation tonometer: A more accurate device that involves a
small probe touching the cornea.

10. Visual Acuity Test for Children

 Purpose: Tests the visual acuity in young children who may not be able to read the
Snellen chart.
 Tools:
o Lea Symbols Test: Uses pictures instead of letters for children to identify.
o Tumbling E Chart: Uses an "E" rotated in different directions for the child
to identify.
 How it works: Similar to the Snellen chart but designed for younger children or
those with limited language skills.

11. Binocular Vision Test

 Purpose: Evaluates how well the eyes work together to create a single, clear
image.
 Tools:
o Synoptophore (Worth 4 Dot Test): The child or adult looks at a screen with
dots of light and indicates how many they can see and if they perceive
them as overlapping.

3. Hearing Impairment (H.I.) Screening Test

o Detects hearing issues that might impact communication and language
development.

Hearing Impairment Screening Tools are used to detect potential hearing issues, which
can affect language development, communication, and learning. Here are some common
tools used for hearing impairment screening:

Page 12 of 33
 1. Pure Tone Audiometry

 Purpose: Assesses the ability to hear different pitches and tones.

 How it works: The individual listens to a series of tones played at various
frequencies and volumes, typically through headphones. They signal when they
hear the sound.
 Used for: Adults and children who are able to respond to sound cues.

2. Otoacoustic Emissions (OAE) Test

 Purpose: Checks the function of the inner ear (cochlea).

 How it works: A small probe is placed in the ear to emit sound and record the
response (echo) from the inner ear.
 Used for: Newborns, infants, and young children who cannot perform traditional
hearing tests.

3. Auditory Brainstem Response (ABR) Test

 Purpose: Measures the brain's response to sound stimuli.

 How it works: Electrodes are placed on the scalp and ears while sounds are played
through headphones. It records the electrical activity in response to sound.
 Used for: Newborns, infants, and those unable to participate in other hearing
tests.

4. Behavioral Audiometry

 Purpose: Measures a child's response to sounds.

 How it works: Sounds are played at various volumes, and the child is observed for
reactions such as turning toward the sound or stopping activity.
 Used for: Infants and young children who are unable to complete formal
audiometry tests.

5. Tympanometry

 Purpose: Evaluates the middle ear function by measuring the eardrum's

movement.
 How it works: A small probe is placed in the ear to vary air pressure and measure
the eardrum's response, helping to identify fluid or infections in the middle ear.
 Used for: Children and adults to detect conditions like ear infections or fluid
buildup.

6. Newborn Hearing Screening

 Purpose: Early detection of hearing loss in newborns.

 Methods: Typically includes OAE and/or ABR tests shortly after birth, often done in
hospitals.

These tools help identify hearing loss early, ensuring prompt intervention and support.

Page 13 of 33
 4.
5.
6.

3. Psychomotor Screening Test

Evaluates gross and fine motor skills, coordination, and physical

development.

Physical Impairment Screening Tools are used to detect physical disabilities, mobility
issues, and other conditions that affect a person's ability to perform daily activities. Here’s
a brief summary of common screening tools for physical impairments:

1. Manual Muscle Testing (MMT)

 Purpose: Assesses the strength of specific muscles or muscle groups.

 How it works: The examiner applies resistance while the person attempts to move
a body part. The muscle strength is graded on a scale (e.g., 0-5, where 0 is no
muscle contraction and 5 is normal strength).
 Used for: Identifying weakness or muscle dysfunction.

2. Range of Motion (ROM) Tests

 Purpose: Measures the degree of movement around a specific joint.

 How it works: The examiner uses a goniometer or inclinometer to measure how
far a joint can move in different directions.
 Used for: Assessing stiffness or limited movement in joints, which can indicate
arthritis or other conditions.

3. Functional Movement Screen (FMS)

 Purpose: Evaluates movement patterns to identify potential risks of injury and

physical impairments.
 How it works: The person performs a series of seven exercises that assess
flexibility, balance, coordination, and strength.
 Used for: Identifying dysfunctional movements or compensatory patterns that
could lead to injuries.

Page 14 of 33
 4. Berg Balance Scale (BBS)

 Purpose: Assesses balance and fall risk.

 How it works: The person performs 14 different tasks, such as standing up from a
sitting position or reaching forward, while being observed for stability and safety.
 Used for: Screening balance issues, especially in older adults or those with
neurological conditions.

5. Timed Up and Go (TUG) Test

 Purpose: Evaluates mobility and the risk of falls.

 How it works: The person is timed while standing from a chair, walking 3 meters,
turning around, and sitting back down.
 Used for: Measuring functional mobility, especially in elderly individuals or those
recovering from injury.

6. Wheelchair Propulsion Tests

 Purpose: Assesses a person’s ability to propel and control a wheelchair.

 How it works: The person performs tasks like wheeling in a straight line or turning,
with the examiner evaluating the individual’s efficiency and control.
 Used for: Evaluating physical limitations in individuals with mobility impairments.

7. Posture and Gait Assessment

 Purpose: Evaluates the person’s posture and walking pattern.

 How it works: The examiner observes the individual while they walk or stand to
assess alignment, posture, and any abnormal gait patterns.
 Used for: Detecting issues like scoliosis, poor posture, or gait disorders due to
neurological conditions.

8. Dexterity and Coordination Tests

 Purpose: Measures hand and finger coordination and fine motor skills.
 How it works: Tests like the Purdue Pegboard or the Nine-Hole Peg Test assess
how well a person can perform fine motor tasks like picking up objects.
 Used for: Identifying issues with coordination or dexterity, often in conditions like
cerebral palsy or neurological disorders.

9. Spinal Screening

 Purpose: Detects abnormalities in the spine such as scoliosis or kyphosis.

Page 15 of 33
  How it works: The person bends forward, and the examiner looks for asymmetry
or abnormal curvature in the spine.
 Used for: Early detection of postural or spinal conditions, especially in children or
adolescents.

 Perceptual Skills Screening Test

1. Assesses the ability to interpret sensory information (visual, auditory, etc.),
critical for learning.

Perceptual Skills Screening tools are used to assess a person's ability to interpret and
make sense of sensory information, which is crucial for learning, everyday functioning,
and motor coordination. Perceptual skills involve visual, auditory, and tactile processing,
and can be tested through various activities. Here is an overview of common perceptual
skills screening tools:

1. Visual Perception Tests

 Purpose: Assess the ability to interpret and understand visual stimuli.

 Examples of Tests:
o Developmental Test of Visual Perception (DTVP-3): A standardized test
that evaluates visual-motor integration, visual discrimination, figure-ground
perception, and spatial relations.
o Motor-Free Visual Perception Test (MVPT): A test that assesses visual
perception without requiring a motor response, often used for individuals
with motor impairments.
o Visual Closure Test: Involves completing a partially hidden image or
identifying a picture even when parts are missing.

2. Auditory Perception Tests

 Purpose: Evaluate the ability to process and interpret sounds.

 Examples of Tests:
o Auditory Discrimination Test: Assesses the ability to distinguish between
similar sounds or words.
o Phonemic Awareness Screening: Involves identifying rhymes, syllables, and
sounds in words, helping evaluate a child’s ability to process language and
phonics.
o Sound Localization Test: Tests the ability to identify the direction from
which a sound is coming.

Page 16 of 33
 3. Tactile Perception Tests

 Purpose: Evaluate the ability to process sensory information from touch.

 Examples of Tests:
o Two-Point Discrimination Test: Assesses how well a person can distinguish
between two points of contact on the skin.
o Tactile Localization Test: Involves touching different parts of the body and
asking the individual to identify the location of the touch.
o Texture Discrimination Test: Assesses the ability to identify different
textures by touch, such as distinguishing between rough and smooth
surfaces.

4. Spatial Awareness and Orientation

 Purpose: Measures the ability to recognize spatial relationships and navigate

environments.
 Examples of Tests:
o Spatial Relations Test: Involves tasks where individuals must identify or
reproduce shapes and patterns, evaluating the ability to understand how
objects relate to each other in space.
o Topographical Orientation Test: Assesses the ability to orient oneself in a
physical space (e.g., following directions to a specific location).

5. Body Image and Coordination Tests

 Purpose: Assesses how well individuals can perceive and understand their own
body in space, which is important for motor skills and movement coordination.
 Examples of Tests:
o Body Awareness Test: Involves activities like copying body poses or
identifying body parts on a diagram.
o Body Schema Assessment: Focuses on the mental map of one's body and
how it's positioned in space (often tested in children to determine motor
skills and body coordination).

6. Figure-Ground Discrimination

 Purpose: Tests the ability to focus on a specific object in a busy background.

 Examples of Tests:
o Figure-Ground Discrimination Test: The child is asked to find objects
hidden in a complex background or identify a shape from a busy visual
field. This is a key skill for tasks such as reading and focusing attention.

Page 17 of 33
 7. Perceptual-Motor Integration

 Purpose: Evaluates how well an individual can coordinate their sensory processing
with motor movements.
 Examples of Tests:
o Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery
VMI): Assesses the ability to integrate visual and motor abilities, useful in
identifying developmental delays or difficulties in motor coordination.
o Bender Visual-Motor Gestalt Test: A test in which the individual is asked to
reproduce shapes or drawings, assessing their ability to integrate visual and
motor skills.

8. Perceptual Speed and Attention Tests

 Purpose: Measures how quickly and accurately a person can process and respond
to visual or auditory information.
 Examples of Tests:
o Symbol Search Test: The person is asked to identify specific symbols within
a time limit, testing both speed and accuracy.
o Continuous Performance Test (CPT): Measures the ability to sustain
attention and response inhibition, often used to assess attention disorders.

9. Perceptual-Motor Skill Screening for Children

 Purpose: Evaluates younger children’s ability to process sensory information and

coordinate their actions.
 Examples of Tests:
o Bruininks-Oseretsky Test of Motor Proficiency (BOT-2): A comprehensive
test that assesses both fine and gross motor skills as well as perceptual
skills.
o Peabody Developmental Motor Scales (PDMS-2): Assesses motor skills
development in children, including visual-motor integration and sensory
processing.

 Language Screening Test

1. Identifies delays or disorders in expressive and receptive language.

Language Screening tools are used to evaluate an individual's language abilities, including
speaking, understanding, and using language. These tools help identify language delays,
disorders, or difficulties in both children and adults. Here's a brief summary of common
language screening tools:

Page 18 of 33
 1. Receptive Language Tests

 Purpose: Assesses the ability to understand spoken language.

 Examples of Tests:
o Peabody Picture Vocabulary Test (PPVT): A widely used test to assess
receptive vocabulary. The person is asked to select the picture that best
matches a spoken word.
o Receptive One-Word Picture Vocabulary Test (ROWPVT): A test where the
individual points to a picture that corresponds with a spoken word.

2. Expressive Language Tests

 Purpose: Evaluates the ability to use language to express thoughts, ideas, and
needs.
 Examples of Tests:
o Expressive Vocabulary Test (EVT): Assesses how well an individual can
express and define words verbally.
o TROG-2 (Test for Reception of Grammar): Evaluates how well a person can
construct sentences and use grammar.
o Sentence Repetition Task: Assesses the ability to repeat sentences
accurately, evaluating both vocabulary and syntax skills.

3. Language Development Screenings for Children

 Purpose: Identifies language delays or impairments in young children.

 Examples of Tools:
o MacArthur-Bates Communicative Development Inventories (CDI): Parent-
report questionnaires used to assess the early language development of
children (especially under 2 years).
o Language Development Survey (LDS): Assesses the vocabulary of toddlers
by asking parents about their child’s language production.
o Clinical Evaluation of Language Fundamentals (CELF-5): A comprehensive
test used to screen for language disorders in children, assessing both
receptive and expressive language skills.

4. Speech and Language Screening

 Purpose: Used to identify speech issues that affect language use (e.g., articulation,
fluency).
 Examples of Tests:
o Articulation Screening: Assesses pronunciation and clarity of speech
sounds.
o Stuttering Severity Instrument (SSI): Measures the severity of stuttering in
children and adults.

Page 19 of 33
 o Screening for Phonological Disorders: Assesses the ability to use and
understand sounds and phonetic rules in speech.

5. Comprehensive Language Assessments

 Purpose: Provides a thorough evaluation of both receptive and expressive

language skills.
 Examples of Tools:
o The Comprehensive Assessment of Spoken Language (CASL): Measures
language abilities in children and adults, including listening comprehension,
verbal reasoning, and the ability to form sentences.
o Boston Diagnostic Aphasia Examination (BDAE): A detailed assessment for
adults with suspected aphasia, evaluating expressive and receptive
language skills, word retrieval, and sentence formation.

6. Pragmatic Language Assessments

 Purpose: Evaluates the ability to use language appropriately in social situations.

 Examples of Tests:
o Social Language Development Test (SLDT): Assesses social language skills,
including understanding and using language in context, recognizing social
cues, and participating in conversations.
o Pragmatic Rating Scales: Parent or teacher ratings of a child’s ability to use
language in social contexts (e.g., conversation, turn-taking, understanding
humor).

7. Screening for Specific Language Disorders

 Purpose: Identifies language impairments such as Specific Language Impairment

(SLI) or aphasia.
 Examples of Tests:
o The Clinical Evaluation of Language Fundamentals (CELF): Used to assess a
wide range of language skills in children and adults to identify language
disorders.
o The Test of Early Language Development (TELD-3): A screening tool for
early language development, typically used with children aged 2 to 7 years.
o Aphasia Screening Test: Designed to identify aphasia and assess the
severity of language impairments in adults, particularly after a stroke.

8. Informal Language Screening

 Purpose: Less structured assessments, often conducted by teachers or speech-

language pathologists in natural settings.
 Examples of Activities:

Page 20 of 33
 o Observation of Language Use: Teachers or therapists observe how the
individual uses language in daily communication.
o Storytelling and Recall: The child is asked to tell a story or describe events
to assess both vocabulary and sentence structure.
o Parent/Teacher Questionnaires: Simple checklists that ask about the
child’s language skills, such as vocabulary usage, sentence complexity, and
understanding.

 Emotional and Behavioral Disorders (EBD) Screening Test

1. Screens for emotional and behavioral difficulties that may interfere with
learning and relationships.

Emotional and Behavioral Disorders (EBD) refer to a range of conditions in which

individuals experience emotional distress or engage in disruptive behaviors that
significantly impact their ability to function in everyday settings, such as school, work, or
home. These disorders can be challenging for both the individual and those around them,
often requiring specialized interventions.

Overview of EBD

EBD includes a variety of mental health and behavioral conditions that involve emotional
instability, behavioral problems, or both. These can manifest in children, adolescents, and
adults and often interfere with academic performance, social relationships, and overall
well-being.

Common Types of Emotional and Behavioral Disorders (EBD)

1. Anxiety Disorders
o Characteristics: Excessive fear, worry, or anxiety about daily situations or
potential events.
o Common Disorders:
 Generalized Anxiety Disorder (GAD)
 Social Anxiety Disorder
 Phobias

2. Depressive Disorders
o Characteristics: Persistent feelings of sadness, hopelessness, or a lack of
interest in activities.
o Common Disorders:
 Major Depressive Disorder (MDD)
 Persistent Depressive Disorder (Dysthymia)

3. Oppositional Defiant Disorder (ODD)

Page 21 of 33
 o Characteristics: A pattern of defiant, hostile, and disobedient behavior
towards authority figures, often seen in children and adolescents.
o Symptoms: Frequent temper tantrums, argumentative behavior, defying
rules, blaming others for mistakes.

4. Conduct Disorder (CD)

o Characteristics: A severe behavioral problem marked by aggressive,
disruptive, or antisocial behavior.
o Symptoms: Bullying, fighting, destruction of property, lying, stealing, and
sometimes violent behavior toward people or animals.

5. Attention-Deficit/Hyperactivity Disorder (ADHD)

o Characteristics: A condition marked by inattention, hyperactivity, and
impulsivity.
o Symptoms: Difficulty staying focused, excessive talking, difficulty organizing
tasks, and impulsive decision-making.

6. Bipolar Disorder
o Characteristics: Extreme mood swings between periods of intense
depression and periods of mania or elevated mood.
o Symptoms: Extreme irritability, impulsive behavior, poor judgment, rapid
speech, high energy during manic phases.

7. Post-Traumatic Stress Disorder (PTSD)

o Characteristics: Emotional disturbances following a traumatic event, such
as physical or emotional abuse, military combat, or a natural disaster.
o Symptoms: Flashbacks, nightmares, severe anxiety, difficulty trusting
others, emotional numbing.

8. Eating Disorders
o Characteristics: Abnormal eating behaviors related to emotional or
psychological issues.
o Common Disorders:
 Anorexia Nervosa
 Bulimia Nervosa
 Binge Eating Disorder

9. Schizophrenia and Related Disorders

o Characteristics: Severe mental health disorders that can lead to distorted
thinking, perceptions, and emotional responses.
o Symptoms: Hallucinations, delusions, disorganized speech or behavior,
impaired functioning in social, academic, or work settings.

Signs of EBD in Children and Adolescents

 Behavioral Signs:
o Extreme mood swings or irritability

Page 22 of 33
 o Aggressive or disruptive behavior
o Withdrawal from social activities or peers
o Noncompliance with rules or instructions
o Difficulty maintaining focus in academic or social situations
o Violent behavior or threat-making
o Self-destructive behavior or talk of self-harm

 Emotional Signs:
o Feelings of sadness, hopelessness, or worthlessness
o Anxiety or panic attacks
o Intense fear or worry about social situations
o Trouble forming or maintaining relationships with peers and adults
o Low self-esteem and lack of confidence

Screening Tools for EBD

Screening tools for EBD help identify children or individuals at risk of developing
emotional and behavioral issues. These tools can aid in early identification and
intervention.

1. Behavior Assessment System for Children (BASC-3)

o A comprehensive tool for evaluating emotional and behavioral disorders in
children and adolescents, using teacher, parent, and self-report measures.

2. Strengths and Difficulties Questionnaire (SDQ)

o A brief screening tool assessing behavioral and emotional difficulties in
children. It includes domains such as hyperactivity, conduct problems,
emotional symptoms, and peer problems.

3. Child Behavior Checklist (CBCL)

o Used by clinicians to assess emotional and behavioral issues in children
aged 6-18. It includes domains like anxiety, depression, aggression, and
social withdrawal.

4. Connors Rating Scales

o Focused on assessing Attention-Deficit/Hyperactivity Disorder (ADHD)
symptoms, this tool also evaluates emotional and behavioral problems in
children and adolescents.

5. Achenbach System of Empirically Based Assessment (ASEBA)

o A system for assessing behavior and emotional problems across a variety of
settings (e.g., home, school) using questionnaires for parents, teachers, and
self-reports.

Intervention Strategies for EBD

Early intervention is key in addressing emotional and behavioral disorders. The following
strategies are commonly used:

Page 23 of 33
 1. Psychotherapy and Counseling
o Cognitive Behavioral Therapy (CBT): Focuses on changing negative thought
patterns and behaviors.
o Dialectical Behavior Therapy (DBT): Often used for individuals with
emotional regulation issues, including those with mood disorders.
o Play Therapy: Used with younger children to express emotions through
play, helping them process feelings and develop coping skills.

2. Behavioral Interventions
o Positive Reinforcement: Rewarding desired behaviors to encourage their
repetition.
o Token Systems: Using tokens or points to reward positive behaviors, which
can be exchanged for rewards.
o Time-Out or Loss of Privileges: Applied to reduce disruptive or negative
behaviors by removing the child from the reinforcing situation.

3. Medication
o For certain conditions e.g., ADHD, anxiety, depression

 Autism Screening Test

1. Detects signs of Autism Spectrum Disorder (ASD), focusing on social
communication and repetitive behaviors.

1. Modified Checklist for Autism in Toddlers (M-CHAT-R/F)

 Purpose: A parent-report tool to screen children aged 16-30 months for ASD.
 How it works: Parents answer questions about their child's social behaviors,
communication, and play skills. A positive screen may lead to further evaluation.
 Key Features: Simple and widely used for early detection in toddlers.

2. Autism Screening Questionnaire (ASQ)

 Purpose: A screening tool to identify children at risk for ASD.

 How it works: Caregivers or teachers fill out a questionnaire based on the child’s
behaviors, focusing on communication and social interaction.
 Key Features: Assesses early developmental concerns that may indicate ASD.

3. Childhood Autism Rating Scale (CARS)

 Purpose: A diagnostic tool for evaluating the severity of autism symptoms.

 How it works: A healthcare professional observes the child’s behaviors in various
categories, such as social interaction, communication, and sensory sensitivities.

Page 24 of 33
 Key Features: Rates the child on a scale of severity, useful for diagnosing ASD and
determining intervention needs.

4. Social Communication Questionnaire (SCQ)

 Purpose: A parent/caregiver questionnaire used for children aged 4 years and

older.
 How it works: Focuses on social communication skills and behaviors, looking for
patterns typical of ASD.
 Key Features: Helpful for older children and often used in follow-up to initial
screenings.

5. Autism Diagnostic Observation Schedule (ADOS)

 Purpose: A structured assessment tool used to observe behaviors associated with

ASD.
 How it works: A trained clinician interacts with the child through various
structured activities, such as conversation, play, and social tasks, to assess
symptoms of ASD.
 Key Features: Highly regarded for its accuracy in diagnosing ASD, typically used in
clinical settings.

6. Developmental Screening Tools (e.g., ASQ-3)

 Purpose: General developmental screening that includes ASD symptoms as part of

a broader evaluation.
 How it works: Questions about development milestones, including social,
communication, and motor skills, help identify possible delays that could indicate
ASD.
 Key Features: Broader developmental scope, includes general developmental
milestones along with potential ASD red flags.

7. Autism Diagnostic Interview-Revised (ADI-R)

 Purpose: A comprehensive interview for diagnosing ASD in children and adults.

 How it works: A detailed interview with caregivers or family members about the
individual's early developmental history, social behavior, and communication.
 Key Features: Considered a "gold standard" for autism diagnosis when combined
with other assessments.

Page 25 of 33
 Conclusion

These screening tools play a crucial role in identifying children who may have ASD,
enabling early intervention and support. Tools like the M-CHAT, CARS, and ADOS are
commonly used in clinical settings, while others, such as the SCQ and ASQ, are used in
schools or home settings to gather information about behavior and development. Early
detection allows for timely interventions, improving outcomes for individuals with ASD.

The Modified Checklist for Autism in Toddlers (M-CHAT-R/F) is a screening tool designed
to help identify toddlers (ages 16-30 months) who may be at risk for Autism Spectrum
Disorder (ASD). It consists of 20 yes/no questions that parents or caregivers answer based
on their observations of the child’s behavior. The results help determine if further
evaluation is needed.

Modified Checklist for Autism in Toddlers (M-CHAT-R/F)

Child’s Name: _____________________

Date of Birth: _____________________
Age: _____________________

Please answer "Yes" or "No" to the following questions:

1. Does your child look at you when you point to something?

o Yes / No

2. Does your child often use gestures to point or show you things?
o Yes / No

3. Does your child respond to their name when called?

o Yes / No

4. Does your child pretend play (e.g., pretending to talk on the phone, pretend to
feed a doll)?
o Yes / No

5. Does your child show interest in other children?

o Yes / No

6. Does your child show an interest in looking at things around them, such as
objects or people?
o Yes / No

7. Does your child make eye contact when playing with you?
o Yes / No

Page 26 of 33
8. Does your child seem to understand simple instructions, like “come here” or
“give me the toy”?
o Yes / No

9. Does your child bring you objects to share with you (e.g., shows you a toy, brings
you a book to read)?
o Yes / No

10. Does your child play pretend with dolls, action figures, or other people?

 Yes / No

11. Does your child smile when you smile at them?

 Yes / No

12. Does your child seem interested in the feelings of others (e.g., seems to notice
when someone is upset)?

 Yes / No

13. Does your child show you things to get your attention?

 Yes / No

14. Does your child appear to be indifferent to or unaware of things happening

around them?

 Yes / No

15. Does your child look at the same things you are looking at?

 Yes / No

16. Does your child try to get your attention when they want something (e.g., pulling
your hand to an object)?

 Yes / No

17. Does your child show a preference for playing alone or with adults, rather than
with other children?

 Yes / No

18. Does your child have any unusual habits (e.g., lining up objects, hand-flapping,
spinning)?

 Yes / No

Page 27 of 33
 19. Does your child seem interested in routines or repetitive activities?

 Yes / No

20. Does your child avoid or resist physical contact (e.g., pulling away when picked
up or held)?

 Yes / No

Scoring:

 The M-CHAT-R/F is typically scored by health professionals or screeners. A score

indicating risk may prompt further diagnostic evaluation.
 The questions are used to identify behaviors that are associated with autism-
related developmental delays.
 If 3 or more "No" answers are given in the critical items, or if the child’s responses
suggest possible signs of ASD, further evaluation by a professional is typically
recommended.

Note:

The M-CHAT-R/F is not a diagnostic tool but a screening tool. A positive screen does not
mean the child has ASD, but it indicates that further evaluation may be necessary for an
accurate diagnosis.

Learning Disabilities (LD) Screening Test

Identifies specific learning disabilities like dyslexia, dyscalculia, or

dysgraphia.

Learning Disabilities (LD) Screening Tools are used to identify children or individuals who
may have specific difficulties in acquiring academic skills despite having average or above-
average intelligence. These tools assess various aspects of learning and help determine if
a child’s academic struggles are due to a specific learning disability, such as dyslexia,
dyscalculia, or dysgraphia.

Learning Disabilities (LD) Screening Tools:

Page 28 of 33
1. Wechsler Individual Achievement Test (WIAT-III)

 Purpose: A comprehensive tool for assessing a child's academic performance in

reading, writing, mathematics, and oral language.
 How it works: Measures achievement in several areas, including word reading,
reading comprehension, mathematics, written expression, and listening
comprehension.
 Key Features: Often used to assess the presence of specific learning disabilities
and to evaluate academic strengths and weaknesses.

2. Woodcock-Johnson Tests of Achievement (WJ-IV)

 Purpose: Measures an individual's academic skills and knowledge.

 How it works: Assesses reading, mathematics, writing, and oral language skills,
with tests designed to identify possible learning disabilities in these areas.
 Key Features: Used widely in educational settings to diagnose learning disabilities
and measure academic performance.

3. Comprehensive Test of Phonological Processing (CTOPP)

 Purpose: Assesses phonological processing skills, which are often impacted in

children with dyslexia and other learning disabilities.
 How it works: Measures the ability to process sounds and words, which are crucial
for reading and spelling skills.
 Key Features: Especially useful for identifying dyslexia and other reading-related
learning disabilities.

4. Dyslexia Screening Instrument

 Purpose: Specifically designed to screen for dyslexia in children, focusing on

reading and language processing.
 How it works: Involves a series of tasks that assess skills like phonemic awareness,
word decoding, and reading fluency.
 Key Features: Targets specific areas of difficulty often associated with dyslexia,
such as letter recognition and word decoding.

5. Vineland Adaptive Behaviour Scales (Vineland-3)

 Purpose: Measures a child’s adaptive behaviors, including communication, daily

living skills, and socialization.
 How it works: Parents and teachers provide reports on the child's behavior, which
is then analyzed to determine if learning disabilities are present.
 Key Features: Helps in identifying developmental delays or disorders that can
contribute to academic struggles.

Page 29 of 33
6. Kaufman Assessment Battery for Children (KABC-II)

 Purpose: Measures cognitive abilities and learning patterns in children.

 How it works: Assesses areas such as visual-spatial processing, memory, and
sequential processing, which can identify areas of difficulty for children with
learning disabilities.
 Key Features: Useful for identifying learning disabilities as well as strengths and
weaknesses in cognitive functioning.

7. Test of Early Reading Ability (TERA-3)

 Purpose: Assesses early literacy skills and is often used for screening preschoolers
or early elementary students.
 How it works: Measures skills like letter recognition, phonemic awareness, and
vocabulary development.
 Key Features: Helps to identify early signs of reading disabilities or potential future
learning disabilities related to reading.

8. The Learning Disabilities Diagnostic Inventory (LDDI)

 Purpose: A diagnostic tool used to screen for learning disabilities and determine
areas of academic struggle.
 How it works: A set of tasks that assesses various academic abilities, including
reading, math, and writing.
 Key Features: Provides a diagnostic framework for identifying the presence of
learning disabilities.

9. Behavior Rating Inventory of Executive Function (BRIEF)

 Purpose: Assesses executive functioning skills, which can impact learning,

including attention, self-control, and working memory.
 How it works: Parents, teachers, and caregivers provide feedback on a child’s
behavior across various settings, helping to identify areas of weakness related to
executive function.
 Key Features: Helps identify issues in attention and cognitive control, often seen in
children with learning disabilities like ADHD.

10. Response to Intervention (RTI)

 Purpose: Not a specific tool, but a method used by schools to monitor students’
academic progress and identify students who may have learning disabilities.

Page 30 of 33
  How it works: Students are provided with targeted interventions, and their
progress is monitored regularly. If a child does not respond to interventions,
further evaluation for learning disabilities is considered.
 Key Features: RTI is an ongoing process, using different levels of support to
monitor progress and identify learning challenges early on.

Conclusion

Learning disabilities are a broad category, and the tools listed above help identify specific
challenges in areas like reading, writing, math, and executive function. Early identification
and intervention through the use of these screening tools can help support children’s
academic progress and guide educators and parents in providing appropriate
interventions and accommodations.

 Screening Tool for Gifted and Talented (G.T.)

Screening Tools for Gifted and Talented (G.T.) students are designed to identify children
who demonstrate exceptional abilities in areas such as intellectual performance,
creativity, leadership, or specific academic subjects. These tools help educators assess
whether a student qualifies for gifted and talented programs, and they typically evaluate a
wide range of cognitive and behavioral traits.

1. Cognitive Abilities Test (CogAT)

 Purpose: Measures a student's reasoning abilities in three primary areas: verbal,

quantitative, and non-verbal reasoning.
 How it works: The test is designed to identify students’ intellectual potential and
their ability to think critically and logically.
 Key Features: Often used in conjunction with other assessments to identify gifted
students, particularly in terms of general intelligence.

2. Stanford-Binet Intelligence Scales (SB5)

 Purpose: A standardized intelligence test that measures various aspects of

cognitive abilities, such as reasoning, knowledge, and problem-solving.
 How it works: Assesses both verbal and non-verbal abilities, providing a
comprehensive measure of intellectual potential.
 Key Features: Provides an IQ score that is often used to identify students who are
intellectually gifted.

Page 31 of 33
 3. Torrance Tests of Creative Thinking (TTCT)

 Purpose: Measures creativity through tasks that assess fluency, originality,

elaboration, and flexibility.
 How it works: Students are asked to perform tasks such as drawing or generating
ideas, which are then evaluated based on creativity.
 Key Features: Particularly useful for identifying gifted students with strong creative
abilities, a characteristic often overlooked.

Recognizes advanced abilities or potential in intellectual, creative, or artistic

domains.

12. Intervention Measures and Modalities

Interventions are designed to address identified needs or enhance abilities. Common

approaches include:

1. Early Intervention
o Programs targeting children (0-5 years) to support development and
prevent delays.

2. Medical Intervention
o Treatments or therapies for physical or neurological conditions, including
medication.

3. Educational Intervention
o Tailored teaching strategies and individualized education plans (IEPs) for
learning needs.

4. Psychological Intervention
o Counseling, therapy, or behavioral interventions to improve emotional and
mental health.

5. Guidance and Counseling

o Supports decision-making, coping strategies, and career or life planning.

6. Vocational Rehabilitation
o Prepares individuals with disabilities for employment or independence.

7. Home Training Programs

o Involves parents or caregivers in implementing developmental strategies at
home.

13. Mock Assessment Using Assessment Tools / Equipment for Screening and Diagnosis

 Objective: Practice applying theoretical knowledge of screening and diagnostic

tools in simulated scenarios.

Page 32 of 33
 Focus Areas:
o Use of actual tools/equipment.
o Interpretation of results.
o Recommendations based on findings.
 Outcome: Develop competency in assessment techniques and decision-making for
real-world applications.

Page 33 of 33