Preschool Language and Skills/4

Elementary Curriculum and Training » Preschool Language and Skills

Guide | 1 | 2 | 3 | 4 | 5 | 6 |

Perspective: Direct Instruction.
Its authors are committed to maintaining a high level of scholarly ethics.

Created: 2011 02 28 | Percent completed:

Assessments

It is essential to know where the student stands where current skills are concerned. This will influence the starting point and future skills to be taught via an Individual Family Services Plan (IFSP) or Individual Education Plan (IEP) within the Early Intervention or Special Education system (respectively).

Two assessments that can be completed by any parent or teacher includes:

ABLLS-R $65
VB MAP $70

A full assessment using ABLLS-R or VB MAP should be then done. It is possible to hire someone but this could cost upwards of $200 or more. The full assessment can take 20 minutes to several hours depending on the skill level of the student.

Below is a Quick Assessment that helps determine whether the student's skill level in basic areas are missing, early, intermediate, or advanced. This assessment is designed for a quick look at both the student and the people to work with the student including parents, therapists, consultants, or teachers. Each person to work with the student should run the Quick Assessment in order to determine who needs to pair more with the student. This will become obvious if one person can work with the student easily without inappropriate behaviors but another person elicits far more inappropriate behaviors. Many, if not most, times, the problem lies with the teacher, not the student.

Download Free Quick Assessment Excel spreadsheet at [1]

Quick Assessment

Student sits at table ready to work
1. Does not cooperate at all, tries to escape
2. One known demand until inappropriate behavior
3. 5 or more known demands until inappropriate behavior
4. 2 minutes per year of age of work until inappropriate behavior
Play appropriately with toys
1. Uses no toys appropriately
2. Attempts to play with at least 1-2 toys appropriately
3. Plays with 2-5 or more toys appropriately
4. Plays with multitudes of toys appropriately
Motor Imitation
1. No motor imitation
2. 1-3 motor imitations (gross or fine)
3. 3-6 motor imitations (gross or fine)
4. Imitates any gross or fine motor movements
Matching
1. Can't match any objects, pictures, shapes, or colors
2. Can match 1-2 objects, pictures, shapes, or colors
3. Can match 3-50 objects, pictures, shapes, or colors
4. Can match well over 50 objects or pictures/easily match any objects, pictures, shapes, or colors
Vocal
1. No sounds or sounds that have no communicative intention
2. Imitate 1-2 sounds
3. Imitate 3-5 sounds
4. Imitates any sound with proper intonation
Tact (Identify/label)
1. Can't identify any objects or movement
2. Can identify 1-2 objects or movements
3. Can identify 3-50 objects or movements
4. Can identify well over 50 objects or movements/easily identify objects or movements
Follow Directions (get shoes, point to item, touch item)
1. Can't follow any simple directions
2. Can follow 1 simple direction
3. Can follow 2-3 simple directions
4. Can follow 4 or more simple directions and follow 2 or more simultaneous directions (get your shoes and coat)
Mand (Request)
1. Is unable to ask for any needs or wants
2. Asks for 1-5 needs or wants via vocal, sign, or PECs communication
3. Asks for 6-20 needs or wants via vocal, sign, or PECs communication
4. Asks regularly for needs or wants without items present
Receptive Feature, Function, Category (with item present)
1. Can't pick item in a field of 4 items given a feature, function, or category
2. Can pick 1-3 items
3. Can pick 4-50 items
4. Can easily pick over 50 items given a feature, function, or category
Intraverbals (Fill in the blank)
1. Can't fill in words when given a sentence or song
2. Can fill in 1-3 words when given a sentence or song
3. Can fill in 5-50 words when given a sentence or song
4. Can fill in over 50 words when given a sentence or song