Identification Process MR children Flashcards
What are the 2 types of assessments to identify MR children?
Two types of assessments are required for children to be identified as retarded: intelligence and adaptive behaviours.
How is testing conducted for identification of MR?
A student may not be labeled on the basis of one test. Comprehensive testing includes observation of behaviour by teacher, curriculum based assessments, interviewing and standardised tests.
What are some of the standardized intelligence tests for identifying MR?
Some of the widely used intelligence tests are: the Stanford-Binet Intelligence Scale (Thorndike, Hagen & Sattler, 1986)5, The Revised Wechsler Intelligence Scale for Children –III, The Kaufman Assessment Battery for Children (K-ABC)6
What are the frequently used checklists to identify adaptive behavioral causes for MR?
The Vineland Adaptive Behaviour Scale 7:
The Adaptive Behaviour Scale-Public School Version (ABS-PS):
The Vineland Adaptive Behaviour Scale 7:
questions in this checklist are related to age appropriate self-help, locomotion, communication, occupation, socialisation and self-direction skills.
The Adaptive Behaviour Scale-Public School Version (ABS-PS):
Using class teacher as informant, this test measures: independent functioning, physical development, economic activity, language development, economic activity, language development, numbers and time, vocational activity, self-direction, responsibility and socialisation are included in Part I. Part II measures violent and destructive behaviour, antisocial behaviour, rebellious behaviour, withdrawal, stereotyped behaviour, odd mannerisms, inappropriate interpersonal manners, unacceptable vocal habits, unacceptable tendencies, hyperactive tendencies, psychological disturbances and medication use.
The Adaptive Behaviour Scale-Public School Version (ABS-PS) - who found this checklist?
This scale is an outgrowth of a project begun in 1965 by Parsons State Hospital and the American Association on Mental Retardation to develop a measure of adaptive behaviour to be used for patients with disabilities. It was revised in 1974 by Lambert in order to use it public school children (Lambert, Mihira & Leland, 1993)8.
