Assessment tools
Far Eastern University
Sampaloc, Manila
(A Project in SPED6)
Submitted by: Nicole Pouline N. Camson EFR2-2
Submitted to: Ms. Karen Montemayor
Specific Strategies for Gross Motor Assessment
There are several reasons for assessing the gross motor competence of young children. The identification of a discrepancy between age-expected performance and actual performance is the first step in determining whether intervention is necessary and is imperative if services are sought under early intervention and preschool legislation. However, the assessment should do more than merely identify disparity. It should provide the evaluation team sufficient information to establish functional goals and objectives to facilitate motor development. In addition, it should allow one to hypothesize causes for identified motor delays, and it may provide information that will help to explain other areas of delay. Gross motor assessment may occur as part of an interdisciplinary team-based assessment or may occur as a “specialty” evaluation. In the case of the interdisciplinary team, evaluation may be accomplished by a group of professionals, each assuming responsibility for specific areas of function. Depending on the child’s perceived needs, the evaluation may occur in an arena format, a core format, or with separate appointments by one discipline the home, school, or clinic. Professionals who perform team evaluations often use measures that allow assessment across many domains of functions. Examples of these broad-based assessments that might be used to evaluate young children include:
Bayley II (Bayley, 1993) and the Bayley Infant Neurodevelopmental Screener (Aylward, 1995)
Battelle Developmental Inventory (Newborg, Stock, Wneck, Guidubaldi, & Svinicki, in press)
Infant-Toddler Developmental Assessment (Provence, Erikson, Vater, & Palermi, 1995)
Early Intrvention Developmental
Sampaloc, Manila
(A Project in SPED6)
Submitted by: Nicole Pouline N. Camson EFR2-2
Submitted to: Ms. Karen Montemayor
Specific Strategies for Gross Motor Assessment
There are several reasons for assessing the gross motor competence of young children. The identification of a discrepancy between age-expected performance and actual performance is the first step in determining whether intervention is necessary and is imperative if services are sought under early intervention and preschool legislation. However, the assessment should do more than merely identify disparity. It should provide the evaluation team sufficient information to establish functional goals and objectives to facilitate motor development. In addition, it should allow one to hypothesize causes for identified motor delays, and it may provide information that will help to explain other areas of delay. Gross motor assessment may occur as part of an interdisciplinary team-based assessment or may occur as a “specialty” evaluation. In the case of the interdisciplinary team, evaluation may be accomplished by a group of professionals, each assuming responsibility for specific areas of function. Depending on the child’s perceived needs, the evaluation may occur in an arena format, a core format, or with separate appointments by one discipline the home, school, or clinic. Professionals who perform team evaluations often use measures that allow assessment across many domains of functions. Examples of these broad-based assessments that might be used to evaluate young children include:
Bayley II (Bayley, 1993) and the Bayley Infant Neurodevelopmental Screener (Aylward, 1995)
Battelle Developmental Inventory (Newborg, Stock, Wneck, Guidubaldi, & Svinicki, in press)
Infant-Toddler Developmental Assessment (Provence, Erikson, Vater, & Palermi, 1995)
Early Intrvention Developmental
References: Textbooks: Hooper, Stephen R. & Umansky, Warren (2004). Young Children with Special Needs (4th Edition). Upper Saddle River, New Jersey: Pearson/Merrill Prentice Hall. Guiliani, G.A. & Pierangelo, R. (2002). Assessment in Special Education: A Practical Approach. Boston: Allyn and Bacon.