Aims
To assess the strength and weakness
To map out future remedial work
Three types of assessment
1. Neuro pedagogical
2. Neuro Psychological
3. Medical
Neuro pedagogical Assessment
To be done by teachers/ Psychologist/Counselor
Areas to check:
1. Communication and interaction in social environment
2. Progress in lessons (Learning)
3. Reading ability & comprehension
4. Writing ideas and spelling ability
5. Strategies for work
Neuro psychological Assessment
1 Presenting complaints
2 History of complaints from which age - Improving or deteriorating?
3. Developmental History Pre, peri, post natal development
4. Milestones Gross and fine Motor, Speech, Social
5. Play, behavior & Interest
6. Psycho social situations-Type of family, siblings, rivalry
7. School history-Age of admission, Course of study, School change etc.
8. Previous consultations
Medical Assessment
To be checked by:
Pediatrician
Child psychologist or Neurologist
Medical history of the child and background
Physical examination
Fine motor skills
General/Gross motor skills
Co-ordination, Balance
Muscle tone
Automatization of movement
Motor planning and conscious movements
Perception
Lateral thinking
Concentration
Mental stamina
Psychological testing
Intelligence
Social and adaptive functioning
Behavioral assessment
Academic skill assessment
Personality, temperamental assessment
Neuropsychological assessment
Intelligence and ability testing
Seguin form board test (Nonverbal test of performance of Intelligence) 3% to 20 yrs.
Motor performances Speed test- scoring based on motor performance to find PQ
Preferment's Quotient (PQ) = Performance age Chronological age (CA) X 100
WISC IV: 10 Subtests + optional tests
4 indices to be used
a) Perceptual reasoning index,
b) Processing speed index
c)Verbal comprehension index
d) Working memory index or
i. Full scale 1Q
Adaptive functioning:
Vineland Social Maturity Scale (VSMS- Malin 1963) to get social age and social quotient. (CA+SA=SQ)
(sQ 120/Above = Socially Skilled and having good relationship.)
a) Self-help-General
b) Self-help- eating
c) Self-help- Dressing
d) Socialization
e) Locomotors skills
fSelf-direction
g) Occupations
Vineland adaptive behavior scale (VABS) for the following domains:
a) Communication
b) Daily living
c)Socialization
d) Motor skills
e) Adaptive behavior
Academic skill assessment
NIMHANS Battery for SLD (5 to 7 yrs).
a) Attention- (simple/ double colour cancellation tests)
b) Visual discrimination (ldentifying similar figure, letter,number. Word and shape)
c)Visual Memory ( memorizing a row of pictures)
d) Auditory discrimination( Recognizing 20 similar words after hearing)
e) Auditory memory ( Repeating 8 sentences after hearing one by one)
f) Speech and Language( Saying about a familiar object/ picture)
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g) Visual Motor skills ( Copy a picture exactly what he/she sees)
h) Writing skills
i) (Writing capital and small letters and numbers up to 20; letters and numbers before and
after)
Test of Arithmetic ability (Bhasi 2002) 7 to 12 yrs.
Criteria 2 SD below normal
Performance below two classes
Scoring in the lowest 10-20% in an achievement test for reading, Spelling and Maths.
NIMHANS Battery level I (8-12 Yrs)
a) Attention test (canceling all 3s and 4s from a group of numbers given)
b) Language: Reading( reading clearly and loudly a paragraph given Caps; answer questions
and spell words from a few paras given for each std. separately)
c)Language : Writing; copying and answers to questions
d) Language: Comprehension
e) Spelling test (Schonell's list)
Maths test
Vasomotor skill (Bender - Gestalt test)
To assesses visual-motor functioning.
developmental disorders, and n
eurological impairments in children ages 3 and older and adults.
(The test consists of nine index cards picturing different geometric designs. The cards are
presented individually and test subjects are asked to copy the design before the next card is
shown. Test results are scored based on the accuracy and organization of the reproductions.)
B) Auditory and visual processing (Discrimination and memory)
h) Reading, writing, spelling and comphrention
i) Speech and language including (auditory behavior receptive language) and verbal
expression.
Arithmetic (Addition, Subtration, Multiplication, Division & Fraction)
Other formal assessment
Informal reading inventory (DST-J)
Behavioral checklist for screening LD
Cognitive processing test
Language disability scale
Linguistic profile test-Malayalam version (Kamath)
Informal tests
1. Pre- reading skills
a) Ability to read pictures
b) Completing rhymes
c)ldentifying non rhyming words
d) Distinguishing verbal from nonverbal sounds
e) Recognize similar form different sound
fStore and rectory sounds learned
2. Reading-
a) Letters,
b) Words-3- letter, 4 - letter, bisyllabic, Multi syllabic,
c)Sentence tone, fluency, pauses,
d) Reading comprehension.
3. Writing
a) Letters,
b) Words,
c) Sentence
d) Spontaneous writing
4. Math
a) Mental calculation
b Written calculation
c Word problems Reading and comprehension, Reasoning and problem solve
Signs looking for reading
Letters slowness, confusing, visually similar letters (b-d; n-m)
Words-Omission (Bake as Bak)
Blending difficulty (Parrot as paart)
Phonological error (change as chays, fashion as fashun)
Confusing visually similar words (Mike- Make)
Sequential error-Saw-was)
Sentence tone - Monotonus, Slow rate, No sense of punctuations, loosing plce
Passages-Reading comprehension-poor (Less than 40%)
Writing-letters mirror writing (b as d)
Inversions (M as W)
Reversals (6 as 9-21 as 12, on as no)
Dictation- Words- past, paste
a. Substitution Milk, Mike
b. Phonological error Rashon for ration)
C. Distrotion- Jaison for lesion
d. Addition - neate for neat
Copying- letter by letter, syllable level, word level or scentence level
Spontaneous writing- Evaluation on
a. Content,
b. Accuracy
C. Semantics
d. Syntax
Maths - Counting, Slowness, Confusion lack of 1 to 1 correspondents
Persistence on finger use, over dependence on finger
difficulty with double count, mental calculations
Word problems, reading skill & comprehension, poor reasoning, confusion what to do, how to
do, why to do,
Calculations difficulty in multi digit calculation, forgetting algorithms, calculations error, no
place value, process, accuracy no estimation.
Behavioral measures-ADHD, ADD
Conner's abbreviated rating scale (Total of more than 15 items in suggestive of ADHD/ADD.
Personality temperament assessment
Achievement test-Wood cock Johnson test IV 2 to 90 yrs.
Verbal & visual only. To test
General intelligence ability, cognitive ability, scholastic attitude, oral language, academic
achievement.
Wechsler individual achievement test (Wait)
Attention test-
a) Selective attention
b) Sustained attention
c ) Divided attention
motor function
motor speed
motor coordination test
hand taping test
Memory test
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.........compiled by -RP group,CMLD and DMLD course
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