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ERIC Number: ED395443
Record Type: Non-Journal
Publication Date: 1996-May
Pages: 8
Abstractor: N/A
Reference Count: N/A
Psychological Evaluation of Children Who Are Deaf-Blind: An Overview with Recommendations for Practice.
Mar, Harvey
DB-LINK, May 1996
This fact sheet answers frequently asked questions about psychological evaluations for infants, children, and adults who are deaf-blind. It also considers how to use psychological evaluation quality indicators and identifies desired outcomes to maximize benefits to the student. Questions addressed include: (1) what skills and abilities are assessed in psychological evaluations?; (2) can students who are deaf-blind be meaningfully evaluated?; (3) is there a preferred method for evaluating an individual who is deaf-blind?; (4) who should conduct psychological evaluations of students who are deaf-blind?; (5) how should the psychologist prepare for an evaluation of someone who is deaf-blind?; and (6) what roles do parents play in the evaluation process? Quality indicators of a psychological evaluation are listed, such as use of multiple procedures and instruments; assessment of pragmatic, functional, home, and community skills; and focus on the process of learning rather than on test scores. Examples of desired outcomes of psychological evaluation include a written report that objectively describes the student's competencies and areas of difficulty, consideration of what goals the student might be expected to achieve, and discussion of strategies to help parents and teachers deal with problem behaviors. An annotated list of seven print resources is attached. (DB)
DB-LINK, 345 N. Monmouth Ave., Monmouth, OR 97361.
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Information Clearinghouse on Children Who Are Deaf-Blind, Monmouth, OR.