The paper describes an interactive evaluation process based on E. Brown's transactional evaluation model, and its application to evaluating programs serving children with severe and multiple disabilities or other low incidence populations. The model emphasizes the first part of the assessment process, determining which questions to ask and what…

This article reports on a study of the methods that 21 ophthalmologists used to assess the visual acuity of children with multiple impairments and the difficulties they encountered. Additional means of assessing visual function and alternative means of communicating the results are suggested. (Author/DB)

The authors describe a model for integrating multimodal assessments and intervention to meet the complex problems of multiply disabled children. An outline and guide for transdisciplinary team management is presented and discussed. (Author/CL)

The paper reviews cognitive development during the sensorimotor period (approximately the first two years of life) and considers approaches to assessing multihandicapped, deaf-blind, or severely/profoundly retarded students functioning at this level. Evaluation and training of basic sensorimotor schemes (visual fixation and tracking, sucking, and…

Two new techniques that were used with a group of seven blind, multiply handicapped young adults in a half-way house are described. Structured learning therapy is a social skills training technique and group assessment is a method of averaging psychological data on a group of clients to facilitate program planning based on client needs.…

The training manual was developed as a result of a summer training institute held in 1986 for teachers of low-incidence populations (those made up of students with severe and multiply handicapping conditions). The institute aimed to provide teachers with the latest information and technology to assess and develop early communication skills, and…

Techniques for evaluating the multiply impaired child's functional level of vision are described and a sequence of visual stimulation instruction for children with visual impairments is presented. (PHR)

This paper provides a brief summary of a workshop held at the Wolfson Centre, London, England, on assessment of children with multiple disabilities. In addition, the paper offers guidelines for good assessment practice, emphasizing the need for assessment to be an ongoing, multidisciplinary process. (JDD)

The author provides suggestions for audiologic assessment and aural rehabilitation of mentally retarded hearing impaired children. A practical screening procedure is described, and specific aspects of auditory training are considered. (SBH)

The first in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on diagnosis and assessment. It includes the definition and levels of mental retardation, difficulties in diagnosing psychiatric and behavioral problems in the presence of MR, assessment…

The third in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on psychosocial treatment. Guidelines cover general principles, choosing among psychosocial treatments, severity of MR and psychiatric/behavior symptoms, diagnosable disorders, target…

This manual is intended to provide information leading to reliable assessment of vision and hearing capabilities of children considered to have dual sensory impairments. Ongoing sensory assessment is necessary to determine the extent of residual sensory abilities that should be considered in educational programming decisions and to determine any…

One of a series of materials developed by Project APT (Administrators, Parents, and Teachers/Assessment, Programing, and Training), a program designed to foster home/school coordination in educational planning and program implementation for severely mentally retarded and/or multiply handicapped students; the booklet provides techniques for the…

Discusses the assessment component of individualized education programs for students with visual impairments. Important issues reviewed are the appropriate selection of a battery of tests; the knowledge base about a particular vision condition; the importance of supplementing testing information with meaningful observations and interviews; and…

This article reviews normal visual development and the role of visual gaze behaviors in attention and social interaction, discusses how the information applies to many multiply handicapped visually impaired children, and describes ways of incorporating this information into assessment and programing. (DB)