OTHER AREAS OF ASSESSMENT Assessment of Hearing, Physical and Ocupational Therapy, and Bilingual Assessment

1. OTHER AREAS OF ASSESSMENTAssessment of Hearing, Physical and Ocupational Therapy, and Bilingual Assessment Chapter Fourteen

2. CHAPTER OBJECTIVES UNDERSTAND • Assessment of hearing • Assessment measures of hearing • Occupational and physical therapy measures • Bilingual assessment

3. DEAFNESS A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

4. HEARING IMPAIRMENT An impairment in hearing whether permanent or fluctuating, that adversely affects a child’s educational performance but which is not included under the definition of deafness in the is section

5. Causes of Hearing Impairments • Conductive hearing loss • Sensorineutral hearing loss • Mixed hearing loss • Functional hearing loss • Central auditory disorders

6. Slight Mild Moderate Severe Profound Degrees of Hearing Impairment

7. Assessment Measures of Hearing Audiometric evaluation measures • Pure tone audiometric screening • Speech audiometry • Pure tone threshold audiometry Special audiometric tests • Sound field audiometry • Evoked response audiometry • Impedance audiometry • Behavioral play audiometry

8. HEARING TESTS • Auditory Perception Test for the Hearing Impaired (APT/HI) • Carolina Picture Vocabulary Test for Deaf and Hearing (CPVT) • Hiskey-Nebraska Test of Learning Aptitude • Leiter-R International Performance Scale • Rhode Island Test of Language Structure (RITLS) • Screening Instrument for Targeting Educational Risk (SIFTER) • Test of Early Reading Ability-2: Deaf or Hard of Hearing (TERA-2-D/HH)

9. PHYSICAL AND OCCUPATIONALTHERAPY ASSESSMENT Physical Therapy- concentrates on lower-body/gross motor difficulties Occupational Therapy- focuses on fine-motor/upper body functions

10. Assessment Areas in both Physical and Occupational Therapy • Range of motion • Sensory integration • Activities for daily living • Physical and mental development • Muscular control • Need for and uses of adaptive equipment

11. Posture Gait Endurance Personal independence Joint abnormalities Wheelchair management Transportation needs Architectural barriers Prosthetic and orthotic equipment checks Assessments Unique to Physical Therapy

12. Neuromuscular processing Sensory processing Manual dexterity Leisure time abilities Physical facilities Prevocational skills Oral motor and feeding problems Assessments Unique to Occupational Therapy

13. PT and OT Services • Referring families to appropriate sources for assistance • Helping families order adaptive or prosthetic equipment • Coordinating with physical education programs

14. PT and OT Services • Instructing families regarding methods used in physical therapy • Formulating long-range developmental plans for children’s education • Training school professionals with special equipment • Helping families and children learn how to deal with architectural barriers

15. Problems Requiring OT • Perceptual problems • Sensory problems • Gross-motor difficulties • Fine motor problems • Hardship with daily living activities • Organizational problems • Attention span difficulties • Interpersonal problems

16. Vision Abnormal movement patterns Range of motion Skeletal and joint conditions Behavior Skin and soft tissue Fine motor Perceptual Gross motor Balance and equilibrium Activities for daily living Equipment analysis Evaluations an OT Can Conduct

17. Frequently Used Tests • First Step: Screening Test for Evaluating Preschoolers (STEP) • Quick Neurological Screening Test (QNST) • Sensory Integrating and Praxis Tests (SIPT)

18. BILINGUAL ASSESSMENT • Demographics of American schools are changing • A great deal of research and numerous court decisions support the fact that standardized tests are often culturally and linguistically biased • Under federal law, all children have the right to tests that are free of cultural bias • The majority of tests used for assessment in special education are based on standards of the English-speaking culture

19. DOMINANT LANGUAGE • It is highly inappropriate to evaluate students in English when that is not their dominant language. • Translating the tests from English is not an acceptable practice either. • Alterations may need to be made to the standardized procedures for bilingual students

20. Options Commonly Used in Testing Limited English Speakers • Nonverbal tests • Translated tests • Trained or untrained interpreters • Testing specialists have become sensitive to the problems

21. BILINGUAL ASSESSMENT • ESL Adult Literacy Scale (ESL) • Language Proficiency Test (LPT) • Matrix Analogies Test- Expanded Form (MAT-Expanded Form) • System of Multicultural Pluralistic Assessment (SOMPA)

22. CHAPTER OBJECTIVES UNDERSTAND • Assessment of hearing • Assessment measures of hearing • Occupational and physical therapy measures • Bilingual assessment

23. THE END