Texas School for the Blind and Visually Impaired

Resources for the Expanded Core Curriculum

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Selected Assessments That Are Used For Young Children Who Are Visually Impaired

Tests Specific To Visually Impaired
Test Name	Age Range	Content Areas	Strengths	Weaknesses	Type
Oregon Project for Visually Impaired & Blind Preschool Children (Anderson, Boigon, & Davis, Revised 1986)	0 - 6 years	Cognitive Language Self-help Social Fine Motor Vision Compensatory-(Skills that totally blind don’t learn without specific instruction)	Yield domain & subdomain scores Designed for children with visual impairments Includes teaching activities	Initially developed for visually impaired children who had no additional physical or mental disabilities No criteria for individual items Within yearly grouping, items may be out of sequence Some items do not necessarily have relevance	Criterion-Referenced and Curriculum based
Maxfield-Bucholz Scale of Social Maturity for Preschool Blind Children (Maxfield & Bucholz, 1957)	0 - 6 years	Social Maturity	Standardized on children with visual impairments Easily administered Based on Vineland Social Maturity Scale	Standardized over 30 years ago Not designed for use with children with other needs	Standardized Interview
Reynell-Zinkin Scales: Developmental Scales for Young Visually Handicapped (Reynell, 1979)	2 months -4 - 5 years	Social Adaptation Sensori-Motor Understanding Exploration of Environment Responses to Sound & Verbal Comprehension Vocalization & Expressive Language (Structure) Expressive Langage, Vocabulary & Content	Includes domains unique to visually impaired (i.e., Exploration of Environment and Orientation and Mobility Skills)	Poor standardized: only 109 VI children questionable criteria for “blind” and “visually impaired” includes 21 children with multiple impairments Low ceilings resulting in inflated scores British terminology unfamiliar	Standardized on Visually Impaired and Partially Sighted
Simmons-Davidson Developmental Profile (SDDP) (Simmons & Davidson, 1992)	No specific ages given	Context of Health Care Context of Care giving Context of Intervention Developmental Profile: Self-help Motor development Orientation and Mobility Exploration/play Perception Cognition Language	Created to meet the unique developmental and assessment needs of young blind children recognizes that visually impaired children do not constitute a standardized group Equal emphasis is given to the child and context “child as explorer” and “environment as mediator” A supplement book is provided that describes the development of blind children.	Effective if only given by clinician well versed in typical and atypical child development and in the unique development of young blind children Must be used with other scales since there are no scores provided	“Investigative”
Cullier-Azuza (Stiffman, 1982)	0 - 9 years	Motor Perceptual Daily living 18 Sub-scales Language Socialization	Assesses deaf-blind & multihandicapped Useful for targeting instructional objectives	Based on observations over time Designed for use with children in center-based program More useful after age 2 years	Curriculum-based

Tests Not Specific To Visually Impaired
Test Name	Age Range	Content Areas	Strengths	Weaknesses	Type
Battelle Developmental Inventory (Newrorg, Stock, Wnck, Guidubalkdi & Suinick, 1984)	0 - 8 years	Personal Social Adaptive Motor Communication Cognitive	Standardized with good reliability and validity Permits credit for emerging skills Adaptations are compensatory	Adaptations for handicapped are post- Inappropriate for totally blind or severe visually impaired Lengthy administration time No credit adjustments for severely handicapped	Standardized
Learning Accomplishment Profile (LAP) (Lemay, Griffin & Stanford, 1981)	0 - 6 years	Fine & Gross Motor Language Cognitive Self-help Social	Easy format Items are age-normed Items are developmentally sequenced	No adaptations for visually impaired or physically handicapped Assessment fairly lengthy Score sheet profile is tedious	Criterion-referenced
Early-Learning Accomplishment Profile (E-LAP) Standford, 1982)	0 - 3 years	Fine & Gross Motor Language Cognitive Self-help Social Emotional	Easy format Items are age-normed Items are developmentally sequenced	No adaptations for visually impaired or physically handicapped Assessment fairly lengthy Score sheet profile is tedious	Criterion-referenced
Carolina Curriculum for handicapped Infants (Johnson-Martin, Jens, & Attermeier, 1986) Carolina Curriculum for Preschoolers with Special Needs (Johnson-Martin, Attermeier, Hacker, 1990)	0 - 2 years 3 - 5 years	Cognitive Language Social Self-help Fine motor Gross motor Cognition Communication 25 Sub-scales Social Adaptation Fine Motor Gross Motor			Criterion-based and Curriculum-based
Hawaii Early Profile Et al,1979)	0 - 3 years	Cognitive Language Gross motor Fine motor Social Self-help	Good visual representation over time Assists in translating findings into goal	Scoring criteria unclear Not standardized No adaptations for visually impaired or physically handicapped	Curriculum-based

Carla Brown/Anne Taylor
Governor Morchend Preschool
301 Ashe Avenue
Raleigh, NC 27606
(919)733-0533
7/15/94

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Last Updated on Wednesday, 06 October 2010 17:17