Introduction to Assessment of Developmental Disabilities
Dr. Penny Tok
Contents for today
• Introduction to this course
• Assessments
• Discussion
• Definition 'disability'
• Why and how we assess
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A little about me...
www.autismsupportsite.wordpress.com
• Facebook:
https://www.facebook.com/AutismResearchSingapore
• Email: penny.tok@mail.muni.cz
• Room: 2.53 but meetings by appointment only
My current research projects
• Brno, Czech Republic
- Inner speech use in Autism: Influence on False Belief Understanding Just completed in Singapore:
- The link between religious behaviour, theory of mind (ToM) and autism.
Assessment Guide & Criteria
Assignment typ
% of total course mark
ONE (1) in-class tests (short answer questions)
20 marks 20%
ONE (1) autism experience participation
30 marks 30%
ONE (1) 1,000 word report based on autism experience
30 marks 30%
ONE (1) 1,000 word essay
20 marks
20%
Essay 1,000 words
1. REFERENCING - APA style (in-text and bibliography)
2. PLAGIARISM http://plagiarism.org/
3. LATE SUBMISSION
Autism experience
In this course...
Theory + practice
WHAT IS A DISABILITY?
WHAT IS A DEVELOPMENTAL DISABILITY?
Developmental disability is a term that refers to a permanent cognitive and/or physical impairment that usually occurs in the early years of life but can occur anytime before the age of 18 years.
Functional limitations in at least 3 of the following:
SELF-CARE
RECEPTIVE AND EXPRESSIVE LANGUAGE
LEARNING
MOBILITY
SELF-DIRECTION
CAPACITY FOR INDEPENDENT LIVING ECONOMIC SELF-SUFFICIENCY
Causes of disability
BEFORE. DURING OR AFTER BIRTH.
BEFORE: genetic problems, poor prenatal care, or exposure of the fetus to teratogens- toxins including drugs and alcohol.
DURING BIRTH: such as restricted oxygen supply to the infant, or accidents after birth can also cause traumatic brain injury resulting in developmental disabilities.
AFTER BIRTH: malnutrition and social deprivation.
DSM - IV Disorders usually first diagnosed in infancy, childhood adolescence
Mental retardation (coded on axis II)
Learning disorders
Motor skills disorder
Communication disorders
Pervasive developmental disorders
Attention-deficit and disruptive behavior disorders
Feeding and eating disorders of infancy or early childhood
Tic disorders
Elimination disorders
IS THERE A CURE FOR DEVELOPMENTAL DISABILITIES?
HOW DO WE KNOW IF A CHILD HAS A DEVELOPMENTAL DISABILITY?
Your many roles
Scherzer, A. L, Chhagan, M., Kauchali, S., & Süsser, E. (2012). Global perspective on early diagnosis and intervention for children with developmental delays and disabilities. Developmental medicine and child neurology, 1-6. doi:10.1111/j'.1469-8749.2012.04348.x
5 POINTS RAISED:
A. BROAD UNDERSTANDING AND AWARENESS OF TRANS-CULTURAL CHILD DEVELOPMENT- THINK DEVELOPMENTALLY, REFER EARLY
B. HEALTH CARE AS ON-GOING DEVELOPMENT- NOT RESTRICTED TO MORBIDITY AND MORTALITY
C. NEED FOR SIMPLE, CULTURALLY RELEVANT SURVEILLANCE SYSTEMS
D. IMPROVE EDUCATION AND TRAINING
E BROAD COMMUNITY PLANNING AND INVOLVEMENT
WHY
we assess
SCREENING
INSTRUCTIONAL
DIAGNOSTIC
PROGRAMME EVALUATION/ACCOUNTABILITY
Sources of information
PARENTS
SCHOOL
ASSESSMENTS
HOW TO assess
A. STANDARDISED ASSESSMENTS
B. NORM-REFERENCED ASSESSMENTS
C. CURRICULUM- REFERENCED ASSESSMENTS
D. READINESS ASSESSMENTS
How to assess?
* STANDARDISED ASSESSMENT: NORM OR CRITERION REFERENCED
- SINGAPORE- PSLE, GCE '0' AND A' LEVELS
- NZ: NATIONAL CERTIFICATE OF EDUCATIONAL ACHIEVEMENT (NCEA)
Standardised assessment
Predetermined set of assessment items that represent "standards" of knowledge and/or skills.
Items are presented to all children in the same sequence, using the same administration procedures and materials.
HOW TO ASSESS?
NORM-REFERENCED ASSESSMENT:
Compares a child's scores to the scores of a group of same-age peers (norm group).
Only meaningful if the norm group includes children who
share the same language, culture, and/or disabilities of those being assessed.
HOW TO ASSESS?
CRITERION REFERENCED
Measures a child's performance against a pre-determined set of criteria,
generally developmentally sequenced or
task analysed skills. Yields performance profiles and
numerical scores that reflect the number
of skills mastered, (may be standardised)
HOW TO ASSESS? CURRICULUM-REFERENCED
Criterion-referenced instruments
that are packaged with an aligned set of curriculum goals. Serves to place children in a curriculum sequence and the same items are used to monitor progress towards learning objectives.
Important concepts
RELIABILITY: ACCURACY AND STABILITY OF THE ASSESSMENT SCORES.
VALIDITY: AN INDICATION OF HOW CLOSELY THE ASSESSMENT MEASURES WHAT IT IS INTENDED TO MEASURE.
TECHNICAL ADEQUACY: DESCRIBES THE DEGREE OF DEMONSTRATED RELIABILITY AND VALIDITY OF THE TEST. THIS INFORMATION IS OFTEN INCLUDED IN THE ASSESSMENT GUIDE.
Essential readings
Statement, E. C. (2012). Prevention of communication disorders - screening preschool and school-aged children for problems with hearing, vision and speech: European Consensus statement. SO LY L SO, 18(4), 17-21.
Naglieri, J. A. (2003). Current advances in assessment and intervention for children with learning disabilities, 16(03), 163-190.
Scherzer, A. L, Chhagan, M., Kauchali, S., & Süsser, E. (2012). Global perspective on early diagnosis and intervention for children with developmental delays and disabilities. Developmental medicine and child neurology, 1-6.
Now
Create a list of places where a parent might seek help for their child in Brno How much does it cost? How long does it take?
Do they see a team of people? I.e. paediatrician, psychologist and speech therapist?
What are the various organisations here to support people with developmental disabilities? List as many as you can.
Watch: https://www.voutube.com/watch?v=KrUNBfvilBk
Homework - 1 (for next week)
Summarise and present your findings for:
1. Screening procedures in the Czech republic: benefits and potential problems
2. If a problem is identified- what happens next?
3. Government support for disabilities: 0-18 years
4. Summarise the cultural issues in the Czech Republic : access to services, testing procedures, cultural views on disabilities
Homework - 2 (for next week)
Submit a proposal for the autism experience-Age groups Goals - theme Student to children ratio Length of time Activity
Contingency plans Materials required
Homework - 3 for 11/3/2013
Mental retardation (coded on axis II) Learning disorders Motor skills disorder Communication disorders Pervasive developmental disorders Attention-deficit and disruptive behavior disorders Feeding and eating disorders of infancy or early childhood Tic disorders Elimination disorders
* Two slides maximum
* Video clips allowed
* 5 minutes total