Pearson Clinical offers a range of formal assessments which may be of relevance to Developmental Educators. Developmental Educators can register for a Level B classification (needed to purchase assessments with Pearson Clinical) if they can demonstrate they have undertaken Quantitative and Qualitative Research Methods as part of their Tertiary Training. Visit their website for further information – https://www.pearsonclinical.com.au/.
Acer – offers educational assessments that may have relevance to Developmental Educators.
The informal / formal assessments listed below may be of relevance to Developmental Educators. The DEAI expects that, in line with the Code of Ethics and Practice, all Developmental Educators practice within their scope of skills and experience, and become familiar with any assessments before administration, interpretation and making recommendations.
GENERAL and DEVELOPMENTAL ASSESSMENTS/SCREENS
Vineland Adaptive Behaviour Scales III – Accurately assessing a person’s adaptive behavior is crucial to get them the services needed to function effectively in daily living.
Adaptive Behavior Assessment System: Third Edition (ABAS-3) – Provides a complete assessment of adaptive skills across the life span.
Ages & Stages Questionnaires (ASQ:3) – A developmental screening tool that pinpoints developmental progress in children between the ages of one month to 5 ½ years.
Ages & Stages Questionnaires (ASQ:SE-2) – A parent-completed developmental screening tool that focuses solely on social and emotional development in young children.
The Red Flags Early Identification Guide (for children aged birth to five years) – a health resource for professionals (including general practitioners, child health nurses, allied health professionals and early childhood educators) working with families, to help identify developmental concerns early, so families can receive support from the right professionals at the right time (Children’s Health Queensland Hospital and Health Service).
WHODAS 2.0 – A generic assessment instrument for health and disability A tool to produce standardized disability levels and profiles Applicable across cultures, in all adult populations Directly linked at the level of the concepts to the International Classification of Functioning, Disability and Health (ICF). User Agreement Form.
Compendium of Resources for Positive Behaviour Support – This compendium of resources provides behaviour support practitioners with a comprehensive list of positive behaviour support assessment tools that can be used for the purposes of behaviour support assessment, planning, intervention, monitoring and review (NDIS Q+S Commission).
FUNCTIONAL BEHAVIOUR ASSESSMENTS
Functional Behaviour Assessment Interview Form – Kansas Institute of PBS
Functional Analysis Screening Tool (FAST) – The Florida Center on Self-Injury
Functional Behaviour Assessments – PBIS World (tools and resources).
Guided Functional Behaviour Assessment (online) Tool – This tool is designed to help you understand, effectively respond to and prevent frequent minor behaviours (Qld Government).
Motivation Assessment Scale – By V. Mark Durand and Daniel Crimmins (1992)
Motivational Assessment Scale (Durand & Crimmins, 1992) – Description by Scope Victoria.
Strengths and Difficulties Questionnaire (SDQ) – a brief behavioural screening questionnaire about 3-16 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalists.
Overt Behaviour Scale – This scale is designed to clarify the types of observable challenging behaviours that can occur following acquired brain injury (ABI). This can help to show how behaviours may have changed over time and can inform decisions related to clinical interventions. This scale can also be used to measure the frequency of challenging behaviours and the impact that they have on people living and/or working with the client. Kelly, G., Todd, J., Simpson, G., Kremer, P., & Martin, C. (2006). The overt behaviour scale (OBS): A tool for measuring challenging behaviours following ABI in community settings. Brain Injury, 20, 307-319
Behaviour monitoring form – Adapted from: Special Projects Team: Directorate of Learning Disability Services, Bro Morgannwg NHS Trust 2010, A hitchhiker’s guide for the specialist behaviour team (operational guidance), GIG CYRMU, Wales.
Behaviour Support Planning toolkit section 4 – Useful assessment tools and forms (word) including Frequency Recording, STAR chart, Questions about behavioural function, FBA (Health and Human Services, Victoria).
ACTIVITIES OF DAILY LIVING ASSESSMENTS
Pathways to Independence: Checklists of Self-help Personal and Social Skills – These checklists bring together the competency skills necessary to lead an independent life in the community, from basic skills of eating and dressing to using everyday amenities. They provide a basis for assessing and recording progress and for determining the level of support required (For purchase).
RBI Report Form – This form is designed to be used to report the findings from the McWilliam model of conducting a routines-based interview. The Routines-Based InterviewTM (RBI) is a semi-structured clinical interview designed to help families decide on outcomes/goals for their individualized plans, to provide a rich and thick description of child and family functioning, and to establish an immediately positive relationship between the family and the professional.
The Lawton Instrumental Activities of Daily Living (IADL) Scale / Australian Modified Lawton’s Daily Living Assessments – The assessment of functional status is critical when caring for older adults. This instrument is intended to be used among older adults, and may be used in community, clinic, or hospital settings. The instrument is not useful for institutionalized older adults. It may be used as a baseline assessment tool and to compare baseline function to periodic assessments.
Functional Assessment Summary – Victoria (Word and PDF).
The REAL: The Roll Evaluation of Activities of Life – A useful screening instrument to help assess children’s self care abilities at home, at school, and in the community. This standardised rating scale provides information on the activities of daily living (ADLs) and instrumental activities of daily living (IADLs) most common among children ages 2:0–18:11.
The Guernsey Community Participation and Leisure Assessment – Revised 2016 – © (2016) Tizard Centre
Communication Matrix – a free assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.
The PRAGMATICS PROFILE of Everyday Communication Skills in Children – The Profile is an approach to gaining information about how a child communicates in daily life. It consists of a structured interview, which is carried out in an informal way with a parent, teacher or other carer. It provides a qualitative picture of the child’s typical communicative behaviours (Hazel Dewart and Susie Summers).
The PRAGMATICS PROFILE of Everyday Communication Skills in Adults – The Profile is concerned with how language is used in day-to-day communicative interactions (Hazel Dewart and Susie Summers) .
The Pragmatics Profile for People who use AAC – This Profile should be used with individuals who have used AAC in the past, are currently using AAC, or where you feel that an individual is using informal modes of AAC and you wish to introduce more formal methods (Martin, S., Small, K., and Stevens, R. 2017).
Cognitive Communication Checklist for Acquired Brain Injury (CCCABI) – An SLP Screening and Referral Tool
Sheila MacDonald SLP (download references here).
SOCIAL SKILLS ASSESSMENTS
McGill Friendship Questionnaire: Friendship Functions – a 30 item questionnaire measuring feelings about a friend/friendship in late adolescence and adulthood.
Social Networks Social Networks A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners – by Sarah Blackstone and Mary Hunt-Berg (2012), is an assessment as well as an intervention planning tool. It addresses the entire social network of the individual, covering 5 circles of communication partners, communication modes used, topics of communication, personal preferences, and types of communication–all of which are important factors in the quest to develop meaningful communication goals.
Social Skills Assessment Tools – students and adults.
SSIS Social: Social Emotional Learning Edition (SSIS-SEL) – A comprehensive, evidence-based, social–emotional learning system that also assesses key academic skills and integrates the different components with an aligned, multi-tiered intervention. 3 – 18.
Social Skills Rating System (SSRS) – The Social Skills Rating System allows you to obtain a more complete picture of social behaviors from teachers, parents, and even students themselves. Evaluate a broad range of socially validated behaviors-behaviors that affect teacher-student relationships, peer acceptance, academic performance, and more. Ages 3-18 and for elementary students with and without disabilities.
EMOTIONAL HEALTH ASSESSMENTS
Macquarie University – The child and adolescent questionnaires listed below are free to access and to use with clients/patients for either research or clinical purposes.
Sensory Checklist – From Raising a Sensory Smart Child, © Biel & Peske, 2005.
Sensory Profile™ 2 (Winnie Dunn) – a family of assessments which provides standardized tools to help evaluate a child’s / adult’s sensory processing patterns in the context of home, school, and community-based activities (Available from Pearson Clinical).
Distress and Discomfort Assessment Tool (DisDAT) – aims to identify distress in people with severe communication difficulties.
Sleepability – A range of sleep diaries for children and teens.
SA Health – Sleep diary (Insomnia Management Kit).
Sleep Australia – Sleep diary (7 days)
National Sleep Foundation – Sleep Diary
QUALITY OF LIFE ASSESSMENTS
Personal Wellbeing Index: Intellectual Disability (PWI-ID) – The PWI scale contains seven items of satisfaction, each one corresponding to a quality of life domain as: standard of living, health, achieving in life, relationships, safety, community-connectedness, and future security (Australian Centre on Quality of Life).
Directory of Instruments – Intellectual disability / Disability (Australian Centre on Quality of Life).
RISK and NEEDS ASSESSMENTS
Needs assessment – This resource provides a definition of ‘needs assessment’ and outlines how to undertake one. This resource is for practitioners and policy makers who want to learn more about the needs assessment process or how to conduct a needs assessment. Part one and Part two. Jessica Smart. Families and Children Expert Panel practice resource, March 2019.
Vulnerablility Indicator Guide – has been developed for use by disability service organisations. It can assist staff in service organisations to identify specific areas of vulnerability or risk for people with disability who access services (National Disability Services).
GENERAL ASSESSMENT INFORMATION
How to choose a measurement tool? by Child, Family, Community Australia. Deciding which tools to use to measure outcomes for a program relies on clearly identifying what you will measure (e.g. attributes, behaviours, feelings, skills) and then framing these concepts in a way that is measurable.