| Título : | Assessment tools for use with individuals who have severe multiple disabilities and/or dual sensory impairments | | Tipo de documento: | texto impreso | | Autores: | Kansas State board of education, Autor | | Fecha de publicación: | 1991 | | Número de páginas: | 90 p. | | Idioma : | Inglés (eng) | | Clasificación: | Discapacidad
Discapacidad:Ceguera
Discapacidad:Mental
Discapacidad:Sordera
Discapacidad:Sordoceguera
Medicina
Medicina:Autismo
| | Nota de contenido: | Table of contents
1. General assessments
1.1. AAMD adaptive behavior scales, 1981 revision, school edition
1.2. Assessment in infancy: ordinale scales of psychological development
1.3. Batelle developmental inventory
1.4. Bayley scales of infant development
1.5. Behavior assessment battery, second edition
1.6. Behavior rating instrument for autistic and other atypical children (BR IAAC)
1.7. Behavioral characteristics progression (BCP), 1990 revision
1.8. Bereweeke skill teaching system – revised edition
1.9. Birth to three developmental assessment and intervention system
1.10. Brigance diagnostic inventory of early development
1.11. CADRE (Cambridge Assessment developmental rating and evaluation)
1.12. Callier-Azusa scale
1.13. Camelot behavioral checklist
1.14. Carolina curriculum for handicapped infants and infants at risk
1.15. Child development assessment form (1975)
1.16. CMMS: Columbia mental maturity scale
1.17. COACH (Cayuga-Onondaga assessment for children with handicaps)
1.18. CTAP: Comprehensive test of adaptative behavior
1.19. Denver II (1990 revision)
1.20. Developmental assessment for severly handicapped (DASH)
1.21. Developmental programming for infants and young children: assessment and application (1981)
1.22. Education for multi-handicapped infants (EMI). Assessment scale
1.23. Functional performance record
1.24. Insite developmental checklist
1.25. Inventory for client and agency planning (ICAP)
1.26. Kaufman development scale (KDS)
1.27. Kaufman infant and preschool scale (KIPS)
1.28. Koontz child developmental program: Training activities for the first 48 months
1.29. Learning accomplishment profile (LAP) and Learning accomplishment profile for infants (Early LAP)
1.30. Los lunas curricular system
1.31. A manual for the assessment of a deaf-blind multiply handicapped child (revised edition, 1975(
1.32. Marshalltown behavior development profiles (MBDP)
1.33. Mirador, 1989 revision
1.34. NABC: Normative adaptive behavior checklist
1.35. The Oregon project for visually impaired and blind preschool
1.36. Children skills inventory (revised 1990 edition)
1.37. Pennsylvania training model: assessment guide
1.38. Peoria Association for the retarded citizens functional profile: developmental training program
1.39. Portage guide to early education (Revised)
1.40. Preschool attainment record (PAR)
1.41. A descriptive behavioral checklist for the severely and profoundly retarded
1.42. Project MEMPHIS instruments for indivisual program planning and evaluation
1.43. Psychoeducational profile
1.44. The RADEA program
1.45. Reynell-Zinkin scales
1.46. Scales of independent behavior (SIB)
1.47. Sensorimotor cognitive assessment and curriculum for the multihandicapped child
1.48. Sensorimotor integration for developmentally disabled children: a handbook (second edition)
1.49. Skils achievement profile (SAP)
1.50. Social skills for the severely retarded adults
1.51. TARC assessment system for severely handicapped children
1.52. TMR performance profile for the severely and moderately retarded
1.53. TOMI-R: Test of motor impairment Henderson revision
2. Perceptual assessments
2.1. Developmental vision test
2.2. Efron visual acuity test
2.3. Functional vision inventory for the multiply and severely handicapped
2.4. Low vision observation checklist
2.5. Parsons visual acuity test
2.6. Revised manual for visual assessment
2.7. Teller acuity cards
2.8. Vision contrast test system
3. Communication and language assessments
3.1. Environmental language intervention program: ELI
3.2. PALS (Program for the acquisition of language with the severely impaired)
3.3. Sequenced inventory of communication development (SICD-R)
3.4. Talk talk talk language curriculum for the preschooler
3.5. The total communication checklist and assessment (TCA)
4. Prevocational / vocational and community living skills assessments
4.1. Adaptive functioning of the dependent handicapped
4.2. Adult needs survey (ANS)
4.3. Assessment tools for use with the severely multiply handicapped – deaf/blind
4.4. Community living skills
4.5. Functional skills screening inventory (FSSI)
4.6. ICAN – A functional skills assessment for the deaf-blind
4.7. Independent living skills and observation checklist (ILSOC)
4.8. Prevocational assessment and curriculum guide
4.9. Prevocational skills assessment
4.10. Vocational adaptation rating scales (VARS)
|
Assessment tools for use with individuals who have severe multiple disabilities and/or dual sensory impairments [texto impreso] / Kansas State board of education, Autor . - 1991 . - 90 p. Idioma : Inglés ( eng) | Clasificación: | Discapacidad
Discapacidad:Ceguera
Discapacidad:Mental
Discapacidad:Sordera
Discapacidad:Sordoceguera
Medicina
Medicina:Autismo
| | Nota de contenido: | Table of contents
1. General assessments
1.1. AAMD adaptive behavior scales, 1981 revision, school edition
1.2. Assessment in infancy: ordinale scales of psychological development
1.3. Batelle developmental inventory
1.4. Bayley scales of infant development
1.5. Behavior assessment battery, second edition
1.6. Behavior rating instrument for autistic and other atypical children (BR IAAC)
1.7. Behavioral characteristics progression (BCP), 1990 revision
1.8. Bereweeke skill teaching system – revised edition
1.9. Birth to three developmental assessment and intervention system
1.10. Brigance diagnostic inventory of early development
1.11. CADRE (Cambridge Assessment developmental rating and evaluation)
1.12. Callier-Azusa scale
1.13. Camelot behavioral checklist
1.14. Carolina curriculum for handicapped infants and infants at risk
1.15. Child development assessment form (1975)
1.16. CMMS: Columbia mental maturity scale
1.17. COACH (Cayuga-Onondaga assessment for children with handicaps)
1.18. CTAP: Comprehensive test of adaptative behavior
1.19. Denver II (1990 revision)
1.20. Developmental assessment for severly handicapped (DASH)
1.21. Developmental programming for infants and young children: assessment and application (1981)
1.22. Education for multi-handicapped infants (EMI). Assessment scale
1.23. Functional performance record
1.24. Insite developmental checklist
1.25. Inventory for client and agency planning (ICAP)
1.26. Kaufman development scale (KDS)
1.27. Kaufman infant and preschool scale (KIPS)
1.28. Koontz child developmental program: Training activities for the first 48 months
1.29. Learning accomplishment profile (LAP) and Learning accomplishment profile for infants (Early LAP)
1.30. Los lunas curricular system
1.31. A manual for the assessment of a deaf-blind multiply handicapped child (revised edition, 1975(
1.32. Marshalltown behavior development profiles (MBDP)
1.33. Mirador, 1989 revision
1.34. NABC: Normative adaptive behavior checklist
1.35. The Oregon project for visually impaired and blind preschool
1.36. Children skills inventory (revised 1990 edition)
1.37. Pennsylvania training model: assessment guide
1.38. Peoria Association for the retarded citizens functional profile: developmental training program
1.39. Portage guide to early education (Revised)
1.40. Preschool attainment record (PAR)
1.41. A descriptive behavioral checklist for the severely and profoundly retarded
1.42. Project MEMPHIS instruments for indivisual program planning and evaluation
1.43. Psychoeducational profile
1.44. The RADEA program
1.45. Reynell-Zinkin scales
1.46. Scales of independent behavior (SIB)
1.47. Sensorimotor cognitive assessment and curriculum for the multihandicapped child
1.48. Sensorimotor integration for developmentally disabled children: a handbook (second edition)
1.49. Skils achievement profile (SAP)
1.50. Social skills for the severely retarded adults
1.51. TARC assessment system for severely handicapped children
1.52. TMR performance profile for the severely and moderately retarded
1.53. TOMI-R: Test of motor impairment Henderson revision
2. Perceptual assessments
2.1. Developmental vision test
2.2. Efron visual acuity test
2.3. Functional vision inventory for the multiply and severely handicapped
2.4. Low vision observation checklist
2.5. Parsons visual acuity test
2.6. Revised manual for visual assessment
2.7. Teller acuity cards
2.8. Vision contrast test system
3. Communication and language assessments
3.1. Environmental language intervention program: ELI
3.2. PALS (Program for the acquisition of language with the severely impaired)
3.3. Sequenced inventory of communication development (SICD-R)
3.4. Talk talk talk language curriculum for the preschooler
3.5. The total communication checklist and assessment (TCA)
4. Prevocational / vocational and community living skills assessments
4.1. Adaptive functioning of the dependent handicapped
4.2. Adult needs survey (ANS)
4.3. Assessment tools for use with the severely multiply handicapped – deaf/blind
4.4. Community living skills
4.5. Functional skills screening inventory (FSSI)
4.6. ICAN – A functional skills assessment for the deaf-blind
4.7. Independent living skills and observation checklist (ILSOC)
4.8. Prevocational assessment and curriculum guide
4.9. Prevocational skills assessment
4.10. Vocational adaptation rating scales (VARS)
|
|
Refinar búsquedaAssessment tools for use with individuals who have severe multiple disabilities and/or dual sensory impairments / Kansas State board of education
