Cognitive Assessment of Children With Special Needs (Hearing, Visual, Motore Impaiments. Etc.)

8/13/2019 Cognitive Assessment of Children With Special Needs (Hearing, Visual, Motore Impaiments. Etc.)

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The society has to accept that not all childrenare perfect (John, 2004)

It is not necessary that all children with special

needs belong to the MR (mentallyretarded)category

These children have the right to study andcoexist in the society without anydiscrimination

At times even the behavior of parents withthese challenging souls is not encouraging


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Identification remains the first step beforeassessment

Parents and teachers play a vital role at this

stage Careful observations are to be made so as to

identify the problematic areas

It is observed that parents do not considermuch the observations made by the teachers

Teachers have to monitor each student closelyat the early stages so such children can be

identified


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Special needs is a category under which manydisorders fall

Children with special needs more attention and

care than the normal ones "Special needs" are commonly defined as what

a kid can't do

Some parents always express grief on theirkid's gone potential so this makes conditionsbecome even more disturbing with time(Richard & Jennifer, 2004)


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Kids with special needs may have mildlearning issues or deep mental retardation

Food allergies or incurable illness, growth

delays are also found in special children Occasional terror attacks and severe psychiatric

problems have also been associated with thespecial children

Parents need to be flexible and creative in orderto help these souls out


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In a broad manner all the special needs can bedivided into five basic categories:

Medical

These children face serious conditions including cancerand heart issues, obesity, cerebral palsy, dwarfism, foodallergies etc.

Behavior

Dysfunction of Sensory Integration, and TouretteSyndrome fall under this category

Developmental

Autism, down syndrome and mental retardation fallunder this category


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Mental Health

Anxiety or depression are two major issues faced bysuch children. This can lead to hospitalization

Learning

These children fight with learning regardless of theirlogical abilities

In addition to this there are some common

issues too which are faced by almost all thespecial children which include social adjustingproblems (Richard & Jennifer, 2004)


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A cognitive assessment (also known as IQassessment) includes a sequence of diversemethods to help discover a childs particular

learning style, strengths and areas of need(Alec & Joo, 1998).

This information helps to make suitablerecommendations for teachers, parents and

other people around special kids

These assessments have information about akid, both educationally and behaviorally


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IQ scores are also generated in the first part ofmost of the assessment techniques(Sandra,2005)

Observations are also made to understand howa kid approaches tasks, reacts to letdowns andhonor

General attitude of children towards learning isalso measured in these tests

These assessments help in gaining a detailedand complete perceptive of the childs

strengths and future needs


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It is an individually administered scientific toolused to evaluate the cognitive capability ofchildren aged between six years and sixteen

years The test is comprised of ten basic subtests and

five supplemental subtests

Each subtest belongs to one of four domains ofcognitive performance

A childs performance can be reviewed by theFull Scale IQ score and four Index scores


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Four Index Scores used in this test are:

Verbal Comprehension Index (VCI)

It is composed of subtests measuring oral abilities that

utilize reasoning, conceptualization andcomprehension. These reflect a childs learningexperience

Perceptual Reasoning Index (PRI)

It is composed of subtests measuring perceptual

reasoning and organization

Working Memory Index (WMI)

It is composed of subtests which measureconcentration, knowledge and working memory


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Processing Speed Index (PSI)

It is composed of subtests measuring the speed ofmental and graph motor processing

In this method responses obtained from thechild are documented in a response booklet

The scores are then summed up to produce araw score

The raw scores are converted to scaled scores,according to specific mathematical values,which are statistically calculated in accordancewith the children of the similar age group asthe kid being assessed


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This is helpful because the results can be usedto comprehend how a child is performing incomparison to children of the same age bracket

This tool cannot gauge enthusiasm, interests,and opportunities for learning

A percentile rank method is mostly used whenreporting results; which is another relative wayto assess the child

Results are reported in a tabular form withdetails of the various subtests


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The results from the assessment are at firstpresented in arithmetic forms scores, ranges,percentiles etc

These scores are all significant for gaining abetter perceptive as to where the child isstanding in relationship to most children of hischronological age group

This tells us if the kid is average, belowaverage, above average etc.


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The profile formulated by the cognitiveassessment as well as observations can separateareas of difficulty

It can also point out whether a furtherrecommendation should be made to anyspecialist who can then provide the essentialtreatment, as in Occupational Therapy, Speech

Therapy etc.

The assessment reports hold detailed andcomprehensive information about the results


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Speech-language therapy is the cure for mostthe children with speech or language disorders

A speech disorder refers to a difficulty with the

actual production of sounds A language disorder refers to a trouble with

accepting or putting words together tocommunicate ideas

SLPs work with a kid one-to-one, in a tinygroup, or straightforwardly to overcomedifficulties involved with a definite disorder


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Strategies used by SLPs include:

Language intervention activities

SLPs interact with the subject by playing and talking

Oral motor therapy A variety of oral exercises are used including facial

massage and various exercises, to fortify muscles of themouth

Articulation therapy SLP produces accurate sounds and syllables for a kid,

often during play activities

The level of play is age-appropriate


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It is designed to gauge logical abilities andacademic achievement

Scoring:

It demands scoring during evaluation to determinebasal and ceiling levels

Raw scores are summed up and improved into ageand grade equivalents, percentile ranks, and

discrepancy scores with use of the Scoring Tables Two indices of general cognitive functioning

General Intellectual Ability (GIA) score

Brief Intellectual Ability (BIA) score


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Bender Visual Motor Gestalt Test

Evaluates visual-perceptual and visual-motorfunctioning, obtaining potential signs of mind

dysfunction, developmental maturity and emotionalproblems.

Boston Naming Test

This tool assesses the ability to recognize pictures of

objects through natural responses and need fordifferent types of cueing

d2 Test of Attention

This method is used to evaluate selective attention

and mental concentration


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Digit Vigilance Test

It is a generally used test of concentration,attentiveness, and mental processing capabilityusing a swift visual tracking task

Multilingual Aphasia Examination

This set of subtests provides extensive appraisal of awide range of language disorders

Stroop Test This is a brief test which evaluates concentration,

mental speed and control


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California Verbal Learning Test

It is widely used neuropsychological test of verbalremembrance

BDI Screening Test Usually used for children in between the age group

of six months to eight years

Composed of 96 structured items

Three to five years old kids are observed for about 20to 30 minutes

Children younger than the above mentioned agegroup are only observed for 15 minutes


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Alec, W., & Joo, R. (1998). Children with visualimpairments: social interaction, language andlearning.Routledge.

Bernard, S., & Olivia, N. S. (2006). Handbook ofresearch on the education of young children(2ndEdition ed.). Routledge.

Catherine, E. S., & Susan, B. V. (2008). Earlychildhood assessment: why, what, and how.National Academies Press.

Gayle, M. (2007).Assessing young children(3rd

Edition ed.). Merrill Prentice Hall.


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Janet, A. B.-H. (2000). The child's world: assessingchildren in need.Jessica Kingsley Publishers.

Jerome, M. S. (2001).Assessment of children:

cognitive applications(4th Edition ed.). J.M.Sattler.

John, V. (2004).Assessing students with specialneeds(3rd Edition ed.).Pearson/Merrill/Prentice Hall.

Kate, W. (2006). Special needs and early years: apractitioner's guide(2nd Edition ed.). Paul

Chapman Publishing.


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Louise, P. (2002). Educating young children withspecial needs.Paul Chapman.

Mary, E. M., Mark, W., & Donald, B. B. (2004).

Assessing infants and preschoolers with specialneeds(3 Edition ed.). Merrill.

Nancy, B. W. (2003). Social work practice withchildren(2nd Edition ed.). Guilford Press.

Richard, M. G., & Jennifer, L. K. (2004). YoungChildren with Special Needs(2nd Edition ed.).Cengage Learning.


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Ruth, A. W. (1998). Special educational needs inthe early years.Routledge.

Sandra, S. (2005). Observing, assessing and

planning for children in the early years.Routledge. Terry, O. (2005).Assessing learners with special

needs: an applied approach(5th Edition ed.).Pearson/Merrill Prentice Hall.


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Cognitive Assessment of Children With Special Needs (Hearing, Visual, Motore Impaiments. Etc.)

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