Unit 4: Assessment of students with ID

4.1. Purpose and significance of assessment for students with Intellectual disability

4.2. Assessment tools at Pre-school level: (Upanayan, Portage Guide to early Education, and
Aarambh)

4.3. Assessment tools at School ages: (e.g., Madras developmental Programming system-
MDPS, Behavioral Assessment Scale for Indian Children (BASIC-MR), Grade Level Assessment
Device for Children with Learning Problems in Schools (GLAD), and Functional Assessment
checklist for Programming (FACP), FACP –PMR

4.4. Preparation of material for assessment of various skills.

4.5. Documentation of Assessment Result, Interpretation, Report Writing.

4.1. Purpose and significance of assessment for students with Intellectual disability

The term 'intellectual disability' refers to a group of conditions caused by various genetic disorders and
infections. Intellectual disability is usually identified during childhood, and has an ongoing impact on an
individual’s development. Intellectual disability can be defined as a significantly reduced ability to
understand new or complex information, learn new skills and to cope independently including social
functioning. As with all disability groups, there are many types of intellectual disability with varying
degrees of severity.

Approximately 75 per cent of people with intellectual disability are only mildly affected, with 25 per cent
moderately, severely or profoundly affected.

Assessment for students with intellectual disabilities serves several critical purposes and holds
significant value in educational and developmental contexts.

1. Identification and Diagnosis:

 To identify and diagnose intellectual disabilities accurately.

 Early identification allows for timely intervention and support, helping educators tailor
educational strategies to meet the individual needs of the student.

2. Individualized Education Planning (IEP):

 To develop an Individualized Education Plan (IEP) that addresses the unique learning needs of
the student.

 An IEP provides a roadmap for educators, outlining specific goals, accommodations, and
modifications necessary to facilitate the student's academic and functional development.
3. Goal Setting and Progress Monitoring:

 To set realistic and achievable goals for the student's academic, social, and functional
development.

 Regular assessment allows educators to monitor progress, adjust goals, and make informed
decisions about instructional strategies and interventions.

4. Curriculum Planning and Adaptation:

 To adapt and modify the curriculum to suit the cognitive abilities and learning styles of students
with intellectual disabilities.

 Customizing the curriculum ensures that students have access to meaningful and relevant
educational experiences, promoting engagement and skill development.

5. Resource Allocation:

 To determine the level of support and resources needed for each student.

 Proper assessment helps schools allocate resources, such as special education services, assistive
technology, and personnel, to meet the diverse needs of students with intellectual disabilities.

6. Identification of Strengths and Weaknesses:

 To identify both strengths and areas of challenge in various domains, including cognitive, social,
and adaptive functioning.

 Recognizing strengths allows educators to build on positive aspects, while addressing

weaknesses helps in planning targeted interventions and support.

7. Promotion of Inclusive Practices:

 To foster inclusive education by creating environments that accommodate diverse learning

needs.

 Assessment helps educators design inclusive instructional strategies and activities, promoting
the participation and integration of students with intellectual disabilities into mainstream
classrooms.

8. Parental and Caregiver Involvement:

 To involve parents and caregivers in the educational process, providing them with insights into
their child's progress and needs.

 Collaborative partnerships between educators and parents enhance the overall support system
for students with intellectual disabilities, ensuring continuity between home and school
environments.
9. Legal and Ethical Compliance:

 To meet legal and ethical obligations related to providing appropriate educational services for
students with disabilities.

 Proper assessment helps schools comply with special education laws and ensures that students
with intellectual disabilities receive the accommodations and support they are entitled to.

10. Transition Planning:

Assessment for individuals with ID involves multiple professionals due to the varying and far-reaching
needs across developmental domains. Team models may be multidisciplinary, interdisciplinary, or trans-
disciplinary.

The particular collaborative team model that is selected depends on the needs of the individual with ID.
Team members determine strengths and limitations in adaptive functioning and collaboratively
determine the levels of supports needed across conceptual, social, and practical domains.

The role of SLPs and audiologists is to assess the individuals speech, language, and hearing skills.
Assessments are sensitive to cultural and linguistic diversity and address components within the ICF
(WHO, 2001) framework, including body structures/functions, activities/participation, and contextual
factors. Findings from the communication and hearing assessments should be analyzed in the context of
findings from other professionals (e.g., psychologist) for whom an ID diagnosis is within their purview.

4.2 Assessment tools at Pre-school level: (e.g., Upanayan, Portage Guide to early Education, and
Aarambh)

Upanayan – A program of developmental training for children with mental retardation This is an
assessment tool for young children. This program covers children in the age group of 0-6 years. The
program consists of a checklist, a user manual, a set of activity cards and material for assessment and
training.

Content The checklist covers five areas of development

 motor,
 self-help,
 language,
 cognitive
 socialization

Each domain has 50 items totaling upto 250. The items are arranged in a sequence based on normal
development.

The Upanayan Checklist

 This list covers broadly the five areas of development and is arranged in the normal
developmental sequence of a child.

It comprises a total of 250 skills as indicated below.

• Motor - 50 skills

• Self-help - 50 skills

• Language - 50 skills

• Cognition - 50 skills

• Socialization - 50 skill

This checklist is used to assess the child as to the skills he performs and those he is yet to perform.

The Activity Card

These are in five parts, one part for each of the five developmental areas for easy identification, cards of
the different areas are colored differently.

THESE CARDS CONTAIN:

• Step by step instruction to carry out various activities to train the child to acquire the required
skills listed in the checklist.

• Illustrations of the child/ the teacher performing the activities.

• A list of materials required for each activity.

• A long with activity cards on self-help, a set of cards giving the linkages to the prerequisite
skills relating to each of the skills in that area are provided.

• MATERIALS FOR ASSESSMENT AND TRAINING CONSIST of easily available toys and other
materials for use in the assessment and the training of the child.

• The computer program is an optional item of the package.

• It is inclined to assist the training program a personal computer is required for using this
program.

AARAMBH

Arambh package has alternate activities suggested the child with disabilities in the age group 3 years to
6 years was developed by NIMH an funded by UNICEF . In 2002
 The Arambh package contains

• Calendar

• Activity cards

• Kit material

• Policy make booklet

• Teachers manual

Child with Delayed Development below 3 Years

Early Intervention Service

Regular nursery school Therapy And Training

Supportive instruction through tutions, resource room, peer tutorials

Can Cope Secondary Education Can’t cope vocational training self support
employment

Portage Basic Training Course for Early stimulation of pre-school children in India- This is an Indian
adaptation as well as translation in Hindi of “Portage Guide to Early Education” by S.M.Bluma,
M.Shearer, A.H.Frohman and Jean M.Hilliard (USA). It has also been translated in 9 Indian languages by
CBR Network, Bangalore and is available in the form of CD.

Portage guide is basically a system for teaching skills to pre-school children with developmental delays.
The portage project is a home based training system which directly involves parents in the education of
their children in the early childhood ie., 0-6years of age.

The training is provided by a specially trained teacher or a public health worker with a special training
and experience in the field of child development. However, the key person in the home based
programme is parents/family members.

It can be used by para-professionals like the staff of anganwadis, balwadis, non-professionals like
parents, siblings, professionals such as pre-school educators, psychologists, and doctors.
Content The portage checklist covers areas such as infant stimulation, self-help, motor, cognitive,
language and socialization. In each area, the activities are listed in a sequential order corresponding to
the age. In addition to the checklist, there are activity cards for each skill which explains the materials
and procedure to be used to train the child.

The checklist also provides age norms for each task on the margin which help the trainer estimate the
age equivalence of the child’s functioning.

Format The first step is to check through the listed skills in all the areas and record the performance of
the student against each skill under the column entry behaviour. There is also the provision to mark
date of achievement and remarks.

A separate provision is made (Activity chart) to record activities, achievement and targets. As the
format accommodates daily and weekly recording of progress, there is close monitoring.

The checklist, activities and record formats are in the form of a booklet in English and Hindi.

4.3. Assessment tools at School ages: (e.g., Madras developmental Programming system- MDPS,
Behavioral Assessment Scale for Indian Children (BASIC-MR), Grade Level Assessment Device for
Children with Learning Problems in Schools (GLAD), and Functional Assessment checklist for
Programming (FACP), FACP –PMR

Madras Developmental Programming System (MDPS) Madras Developmental Programming System

(MDPS) is a criterion referenced scale, which is used for assessment and program planning for persons
with mental retardation.

Content The scale contains 360 items grouped under 18 areas or domains, each domain having 20
items. They are motor skills (gross motor and fine motor), self-help skills (eating, dressing, grooming,
toileting, communication skills (receptive, expressive) social interaction, functional academic skills
(reading, writing, number, time, money), domestic behaviour, community interaction, recreation and
leisure time activities, and vocational activities. Each domain has 20- items. The items are
developmentally sequenced. The activities are sequenced in such a way that simple activities are listed
first followed by complex ones. Items are stated as positive statements which are observable and
measurable. The items listed are functional activities which normally occur in routine life of an
individual.

Format There is a format which is used for recording the performance of the student periodically (I
quarter, II quarter, III quarter) and the same can be communicated to family members and others who
are involved in education of the student. On assessment, if student performs the activity, it is marked A,
and if he does not perform the activity, it is marked B. The scale has provision for colour coding, i.e.,
`A’ marked in blue and `B’ in red. Each quarter the red can be covered by blue based on the progress.
The tool also has a manual which helps in grouping and programming. This is useful for special teacher
for periodic assessment and planning IEP.
Behavioural Assessment Scale for Indian Children with Mental Retardation (BASIC-MR) This
assessment tool is used for assessing the current level of behavior and for program planning for children
with mental retardation between the ages 3 to 16years (or 18 years).

Content The assessment tool is divided into two parts - Part A and Part B.

The BASIC-MR Part A includes 180 items grouped under seven domains – motor, activities of daily living,
language, reading and writing, number-time, domestic-social, prevocational-money.

Each domain consists of 40 items. All items are written in clear observable and measurable terms and
are arranged in increasing order of difficulty.

The BASIC-MR Part-B consists of 75 items grouped under ten domains – violent and disruptive behavior,
temper tantrums, misbehaves with others, self- injurious behaviors, repetitive behaviors, odd behaviors,
hyperactive behaviors, rebellious behaviors, anti-social behaviors and fears. Items in each domain varies.

Format of BASIC-MR (Part-A) Each child with mental retardation may show different levels of
performance on every items on the BASIC-MR, Part A. The six possible levels of performance under
which each items can be scored are as follows. Use the record booklet to enter the scores obtained by
the child on each item.

Level One: Independent (score 5) - If the child performs the listed behavior without any kind of physical
or verbal help, it is marked as independent and given a score of 5.

Level Two: Clueing (Score 4) - If the child performs the listed behavior only with some kind of verbal
hints. It is marked as “clueing” and given a score of 4.

Level Three: Verbal Prompting (score 3) - If the child performs the listed behavior with some kind of
accompanying verbal statements. It is marked as verbal prompting and given a score of 3.

Level Four: Physical Prompting (Score 2) - If the child performs the listed behavior only with any kind of
accompanying physical or manual help, it is marked as physical prompting and given a score of 2.

Level Five: Totally dependent (Score 1) If the child does not perform the listed behavior currently,
although he can be trained to do so. It is marked as totally dependent and given a score of 1.

Level Six: Not applicable (Score 0) - Some children may not be able to perform listed behavior at all,
owing to sensory or physical handicaps.

Wherever an items is marked “not applicable” it gets a score of 0.

Format of BASIC_MR (Part B)

The following is the criteria of scoring which need to be used for BASIC-MR (Part-B):
For any given child with mental retardation, check each items of the scale and rate them along a three
point rating scale, viz. never (n), occasionally (o) or frequently (f) respectively given in the record
booklet against each items on the scale.

 If the stated problem behavior presently does not occur in the child, mark “never”(n) and give a
score of zero.
 If the stated problem behavior presently occurs once in a while or now and then, it is marked
”Occasionally” and given a score of one.
 If the stated problem behavior presently occurs quite often or, habitually, it is marked
“frequently” and given a score of two.

Thus, for each item on the BASIC-MR, Part B, a child with mental retardation may get any score ranging
from zero to two depending on the frequency of that problem behavior. Enter the appropriate score
obtained by the child for each item in the record booklet.

GLAD (Grade level Assessment Device)

Grade level Assessment Device (GLAD) is used for find out processing problem in children with learning
problems in regular school who, many a time are suspected as mentally retarded.

All the educational assessment tools described above are popularly used criterion referenced tools and
have provision for programming and progress monitoring. In some schools, similar tests are developed
by themselves and used to suit their needs.

Class 1

English

Hindi

Mathematics

(Including separate scoring seat)

Same for class 2,3 and 4

Functional Assessment Checklist for Programming (FACP)

Functional Assessment Checklists for Programming (FACP) is an activity based checklist used for
assessment and programming of children with mental retardation.

The activities listed in the checklist are easy to understand, necessary for daily living, easily observable,
age appropriate as far as possible and ultimately contribute to living independently in the community.

Grouping of students The checklist covers content for various groups namely- pre-primary, primary-I,
primary-II, secondary, prevocational-I, prevocational-II and care group.

The grouping is done based on ability and chronological age of the children. Keeping the principle of
`zero reject’ in mind, the grouping is made for children of all degrees of mental retardation in the school
going age ie., 3 to 18 years.

Pre-primary - This group consists of children between 3-6 years of age. The coverage of content in the
areas of personal, social and academic is more than with occupational area in this level.

Primary-I - Student who achieve 80% of the items in preprimary checklist are promoted to primary-I
level and the age of the students entering in this class may be 7 years approximately. In some cases the
students may continue one more year in preprimary to fulfill the pass criteria (For example, if a student
who is 7 years has achieved about 60% on evaluation in primary checklist he may continue in the same
class for a longer time and see whether he/she can achieve the said pass criteria, ie., 80%).

Primary-II - The students who do not achieve 80% of the items in the checklist in Preprimary level even
after 8 years of age are placed in Primary-II. Presumably there are children with low functioning
abilities. The content in the academic area is minimal forth is group. This group covers children from 8-
14 years. When they achieve 80% of the items in the primary-II checklist they are promoted to
Prevocational-II. In some cases they may achieve 80% before the age of 14 years and may be promoted
to secondary group. Even if they achieve less than 80%, at the age of 15, they will be promoted to
Prevocational level II.
Secondary group - This group includes students between 11-14 years. It is a mixed group (ie., students
promoted from both Primary I and II). On achieving 80% of the items in this class including the items in
academic area, the student will be promoted to prevocational-I and those who achieve less than 80%
will be promoted to prevocational-II.

Primary (3-6 Years)

Care Group

Primary I (7-10years)
Primary II(9-14 Year)

Over 80% Separate group

Secondary (11-14 Years ) for non-
less than 80% ambulatory
children with
profound
less than 80% Pre-Vocational I Over 80% retardation

(15-18 Year)
Pre-Vocational- II

(15-18 Year)
Preparing of caretaker
Over 80% for maintaining Skills
Vocational Training
less than 80%
(Over 18 Years )

Open Employment , Sheltered Employment

Supported Self Employment

table is given to note the progress of individual child in all the areas periodically after evaluation which
may be transferred directly on to a progress report, which is also a component of FACP.
4.4- Preparation of material for assessment of various skills.

When preparing materials for assessing various skills, it's essential to consider the specific skills you
want to evaluate. Below are guidelines for preparing materials for a comprehensive skills assessment:

1. Define Assessment Goals:

Clearly outline the goals of the assessment. Identify the key skills you want to evaluate, such as
cognitive abilities, motor skills, communication skills, and social skills.

2. Select Assessment Tools:

 Choose appropriate assessment tools based on the goals. This could include standardized tests,
checklists, observation, interviews, and informal assessments.

3. Gather Necessary Supplies:

 Depending on the skills being assessed, gather materials such as:

 Paper and writing utensils

 Puzzles and manipulatives

 Pictures or cards for communication assessments

 Objects for motor skills assessments

 Props for role-playing social situations

4. Create a Structured Environment:

Set up a quiet and comfortable environment to minimize distractions and help the child focus
during assessments.

5. Cognitive Skills Assessment:

Memory:

 Prepare cards with pictures or words for memory games.

 Use a sequence of pictures and ask the child to recall the order.

Problem-Solving:

 Provide puzzles or logic games that vary in difficulty.

 Present real-life scenarios and ask the child to suggest solutions.

6. Communication Skills Assessment:

Expressive Language:

 Create a set of pictures or objects for the child to describe.

 Use open-ended questions to encourage verbal expression.

Receptive Language:

 Develop simple instructions using pictures or objects.

 Observe the child's ability to understand and follow directions.

7. Motor Skills Assessment:

Gross Motor Skills:

 Set up activities that involve jumping, running, or throwing.

 Observe coordination, balance, and overall motor control.

Fine Motor Skills:

 Provide tasks that involve small movements, such as drawing or stacking blocks.

 Evaluate hand-eye coordination and precision.

8. Social Skills Assessment:

Peer Interaction:

 Arrange opportunities for the child to engage with peers in controlled settings.

 Observe communication, sharing, and cooperation.

Role-Playing:

 Use role-playing scenarios to assess social understanding.

 Evaluate the child's ability to respond appropriately in different social situations.

9. Behavioral and Emotional Skills Assessment:

Emotional Regulation:

 Create situations that may evoke different emotions.

 Observe the child's response and coping mechanisms.

Attention and Focus:

  Design tasks that require sustained attention.

 Monitor the child's ability to stay focused on specific activities.

10. Daily Living Skills Assessment:

Self-Care:

 Develop scenarios that mimic daily routines like dressing or eating.

 Observe the child's ability to perform basic self-care tasks.

11. Record and Document:

 Keep detailed records during assessments, including notes, observations, and performance
scores.

 Document progress and areas that may need further attention.

12. Feedback and Recommendations:

 Provide constructive feedback to parents, caregivers, and relevant professionals based on the
assessment results.

 Offer recommendations for interventions or further support as needed.

4.5- Documentation of Assessment Result, Interpretation, Report Writing.

Documenting assessment results, interpreting findings, and writing a report for an intellectually
disabled child is crucial for providing a comprehensive understanding of the child's strengths
and challenges.

Cover Page:

 Include the child's name, date of birth, date of assessment, and relevant identifying information.

 Indicate the purpose of the assessment.

Introduction:

 Provide a brief introduction outlining the purpose of the assessment.

 Include information about the child's background, referral source, and any relevant history.

Assessment Background:
 Detail the assessment tools and methods used.

 Specify if any modifications or accommodations were made during the assessment.

Behavioral Observation:

 Include observations of the child's behavior during the assessment.

 Note any noteworthy behaviors, emotional responses, and interactions with the assessor.

Cognitive Assessment:

 Present the results of cognitive testing, including overall IQ and any subtest scores.

 Interpret the scores in the context of the child's intellectual functioning.

Communication Skills:

 Report on expressive and receptive language skills.

 Identify strengths and weaknesses in communication abilities.

 Mention any alternative communication methods if applicable.

Motor Skills Assessment:

 Summarize the results of gross and fine motor skills assessments.

 Highlight any difficulties or strengths in motor coordination and control.

Social Skills Assessment:

 Detail observations and findings related to the child's social interactions.

 Report on the child's ability to engage with peers, share, and follow social norms.

Daily Living Skills:

 Summarize the child's performance in self-care tasks.

 Highlight areas of independence and any challenges in daily living skills.

Behavioral and Emotional Assessment:

 Report on emotional regulation and responses to different situations.

 Include information on attention and focus.

Sensory Processing:
  Provide observations related to sensory processing.

 Note any sensitivities or preferences in sensory experiences.

Summary and Interpretation:

 Summarize the key findings in each domain.

 Interpret the results in the context of the child's intellectual disability.

 Highlight strengths and areas that may require support or intervention.

Recommendations:

 Offer recommendations for interventions, accommodations, or support services.

 Suggest strategies for parents, teachers, and other professionals to enhance the child's
development.

Conclusion:

 Provide a brief conclusion summarizing the assessment process and main findings.

Appendix:

 Include any additional documents or charts supporting the assessment, such as raw scores or
specific test results.

Follow-Up Plan:

 Include information on any follow-up assessments or monitoring plans.

Contact Information:

 Provide contact information for the assessing professional for further clarification or discussion.

4.5. Documentation of Assessment Result, Interpretation, Report Writing

Covered Same as in unit 3