Vineland Adaptive Behavior Scales

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

The Brigance Diagnostic Inventory of Early Development-II was written by Albert H. Brigance & Frances Page Gloscoe. The IED-II was published by Curriculum Associates, Inc. in 1978-2004. The test is administered individually with the age range of birth-7 years old. This test was created to monitor a child’s development. Because it was not a high stakes test, there was more room for error. The IED-II was translated into Spanish. Spanish tests were given to 8.6% of participants but since scores were never compared to the English version of the test, there is no confirmation of reliability or validity (Davis pg 9). Also, the Spanish version of the test is not publicly available. “The purpose of the Brigance Diagnostic IED-II is to determine readiness for school, track developmental progress, provide a range of scores needed for documenting eligibility for special education services, and enable a comparison of children 's skills within and across developmental domains in order to view strengths and weaknesses and to determine entry points for instruction” (Davis 1). It also helps in assisting with program evaluation.

An intellectual disability, like the one had by Roland Johnson and about one percent to three percent of people, is defined as “a disability that is present at birth or occurs in the developmental period (before the age of 18) and is characterized by significant sub-average intellectual functioning, existing concurrently with related limitations in 2 or more areas of adaptive functioning” (Daul). Roland Johnson, though his life was hard, did not let his “limitations” limit him.

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

With regard to his social-emotional functioning, as assessed with the BASC-2, concerns were presented by both raters, across home and school setting for the areas of Attention Problems, Social Skills, and Functional Communication. In the area of social skills, Tyler’s mother reports that his interactions with his brother often lead to conflict. In regard to functional communication, Tyler receives speech and language therapy services twice a week due to his poor receptive language skills. His difficulty understanding language may affect his communication

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

The B.A.T. clinical team conducted a reinforcement assessment (RAISD) and the Adaptive Behavior Assessment System Third Edition (ABAS-3) assessment with Lukas’ parent’s, as well as reviewed some anticipated goals for Lukas and his parents. Parents stated they were in agreement. The B.A.T. clinical team then concluded the observation. The duration of this assessment was approximately one hour and 30 minutes.

He demonstrates poor grammar and low reading skills, he is able to do simple arithmetic calculations, can think abstractly, and can follow simple instructions. He is typically oriented to where she is at, whom she is with, and what time it is although he was slightly disoriented when we spoke about his friends and parents. No noticeable deficits in his ability to recall information from various points in time were observed. Overall, he shows the ability to think rationally and make good judgments in regards to decision making.

The principal showed where Forrest’s IQ was below the state requirement for acceptance into public school. The IQ specification for being diagnosed with IDD is a score less than 75. Forrest’s score was a 75, which put him just under the average for acceptance. His mother fought for him to go to public school because she didn’t want him to be treated differently. Forrest was also a young child, and the diagnostic criteria also states that IDD occurs before the age of 18, which was the case for him. Forrest also had to wear braces on his legs to straighten out his spine. IDD can also affect various parts of the body, which may have contributed to Forrest’s physical problems as a child. IDD also affects a person’s social and practical

Of particular importance is the IQ-achievement deficit method of testing, which has not been empirically supported (Vaughn and Fuchs, 2003). There has been no evidence found that degree of discrepancy relates to learning disability in any way; that students with a discrepancy perform differently (academically) than those without; and that there is any reliable information to be obtained, or any way to tailor instruction, based upon a student’s discrepancy score (Vaughn and Fuchs, 2003). Thus, those classified as learning disabled may be falsely identified as such, or there may be additional factors at play that are not uncovered, such as educational inadequacy (Vaughn and Fuchs,

The current evaluation included an assessment of his cognitive processing using the WISC-V Anthony's performance across the various indexes ranged from Low Average to High Average. He obtained an overall FSIQ score of 101 (53rd percentile), which is classified as the Average range of cognitive abilities. He demonstrated a personal strength in his Fluid Reasoning skills. His Processing Speed, Working Memory, and Visual Spatial abilities were intact. Anthony displayed relative weaknesses in his Verbal Comprehension and

Functional behavioral assessment, also known as the FBA is a process for collecting information. It is the change in procedures that were originally developed to confirm the reason for misbehaviors that are displayed by students that have severe cognitive and/or communication disabilities, which include students that have a disability such as autism or ADD (attention deficit disorder). The FBA assessment process includes different uses of questionnaires, rating scales and behavior observations only when it is appropriate and it needs to be determined as to what the cause of misbehavior might be. The FBA has a variety of strategies and techniques that help during the intervention process when trying to identify the problem behavior that

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

The IQ is more than one aspect of functioning and encapsulates several factors described in the definitions of the composite score above It is often more helpful to assess the indices which comprise a child’s FSIQ separately in order to best inform treatment and intervention