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Cognitive ability
These assessments are used to determine the student intellectual functioning IQ. They’re typically administered by a school psychologist.
Stanford Bennett fourth edition
Differential ability scale(DAS)
Wechsler ‘s intelligence scale for children V (WISC-V)
Woodcock – Johnson IV (WJIV)
Academic achievement
These assessments are used to determine the students academic skills, typically in the areas of reading, writing, math, listening, comprehension, or expression. These assessments can provide valuable information about areas of strength which can be used to mitigate weaknesses and gaps, and learning, for which specifically designed instruction can be implemented. These assessments are usually given by a special education teacher.
Wechsler individual achievement test WIAT)
Woodcock – Johnson IV (WJIV)
Kaufman test of educational achievement (K-TEA)
Informal survey of phonic skills
Classroom writing samples
Speech and language
These assessments measure of the students ability to understand, receptive, and expressive. These assessments are given by speech and language pathologist(SLP)
Speech exam
Language sample
Observations
Clinical evaluation of language
Fundamentals(CELF-R)
Peabody picture vocabulary test revised
Social emotional behavioral
Assessments completed in this area, provide information about skill, gaps and areas like social skills, mental health coping methods and function of behavior. The information can be used to determine eligibility for special education and should be used to formulate the IP a 504 and or a behavior intervention plan (BIP). These assessments are typically given by school psychologist, special education, teachers, and other related service providers
Child behavior checklist
Connor‘s parent and teacher rating skills
Vineland, adaptive Behavior scale
Behavior assessment system for children(BASC-2)
Observations
Functional behavior assessment (Or interview, but it is not as reliable or accurate)
Developmental history
This information gathering is done to have a complete understanding of the students, developmental milestones and experiences from birth to present. This may include information about the child’s birth when they met milestones, like walking and talking and other information about the home family life or previous school experiences, this information is typically gathered by the assessment case manager.
Developmental parent interview
Record review
Sensory
This area of assessment can be related to the students five senses or their ability or inability to process sensory information. These assessments are typically completed by school, nurse and an occupational therapist.
Records of review of hearing and vision screen
Sensory integration and praxis test (SIPT)
Health/medical
This information gathering is done to document and how the student’s health or medical status past and present relates to their education. This information can be used to document the need for nursing services like medication and administration or blood sugar monitoring this information is typically gathered by the school nurse or assessment case manager.
Health history interview
Health history record
Functional skills
This area of assessment measures and documents of student skills to live as independently as possible, functional skills, describe the routine activities of everyday life, like communication mobility behavior, social skills, and living skills. This assessment information is usually gathered by the assessment case manager or a special education teacher.
Assessment of functional living skills (AFLS)
Functional skills, transition assessment
Observations
Student and parent interview interviews
Vineland adaptive behavior scale
Motor skills
This area of assessment is related to gross and fine motor skills. It can be used as an area to assess century processing challenges. Typically this assessment is conducted by occupational and or physical therapist.
Brinks Oseretsky test of motor proficiency (BOT)
Sensory profile
Observations
Assistive technology
This area of assessment should include consideration of strengths and limitations of the student, and how assistive technology could help mitigate challenges. It’s important to also consider which assistive technology tool can be best assist with reading, writing, math, memory, organization, listening, or other areas impacted by the student disability assistive technology assessment should be completed in multiple settings and context. This assessment is usually completed by an education, professional with experience and knowledge about assistive technology.
Review of assistive technology tools
Observations, width, and without to
In view for assessment of a cystic tech usage
Transition skills
This area of assessment must be addressed starting no later than ninth grade or the age of 14. It includes training, education, employment, and when appropriate independent living skills, transition assessment should collect information on a student strengths needs preferences and interest as they relate to the demands of current and future living learning and work environment. These assessments can be done by transition specialist or special education teacher
Enderle Severson Transition Tating Scale
Casey Life Skilks
Transition planning inventory
Interview student teacher, and parent