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K6: Basic understanding of the referral, assessment, planning, and placement procedures specific to teaching students with DCD.

K8: Understanding of how the Individualized Education Program (IEP) is used to design and implement developmentally appropriate instruction for students with DCD.

K11: Knowledge of the role of related service providers (physical therapy, occupational therapy, vision services, etc.).

K12: Understanding of the paraprofessional's role regarding communication with students, students' families, and the community that supports students' learning and well-being.

K13: Understanding of the paraprofessional's role in working with providers of related services (physical therapy, occupational therapy, etc.).

K14: Understanding of the paraprofessional's role within the roles and responsibilities of teachers and support personnel in providing educational services to students with DCD.

Developmental Cognitive Disabilities:
Understanding Assessment Areas and Tools

Picture of a para going into an IEP team meeting. Determining eligibility for students with disabilities for special education under the DCD category is a comprehensive process of gathering information about individuals and their academic and learning needs. The team must verify that the student has educational needs in both adaptive behaviors and cognitive functioning. To conduct an eligibility determination, the team will use nationally normed assessment tools. A paraprofessional needs to be familiar with these assessment instruments and processes to better understand the results and information reported on the evaluation documents. A list of possible assessment tools is provided by the Minnesota Department of Education Web site starting on page 26 of the manual, Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities (click on the link entitled "Developmental Cognitive Disability Manual" to download this document).

Adaptive Behavior in Multiple Environments

Criteria: “…Below average adaptive behavior in school and home, and if appropriate, community environments.”

Composite Score Criteria: “…A composite score at or below the 15th percentile on a nationally normed, technically adequate measure of adaptive behavior.”

Tools/Process: Nationally normed, technically adequate measures must be used. Examples could be, but not limited to:

Scales of Independent Behavior-Revised (SIB-R)
Adaptive Behavior Assessment System (ABAS)
Vineland Adaptive Behavior Scale
Adaptive Behavior Evaluation Scale (ABES)
Adaptive Behavior Scale (ABS)

Clarification of Intellectual Functioning

Criteria: “…Below average general intellectual functioning that is measured by an individually-administered nationally normed test of intellectual ability.”

Tools/Process: Nationally normed tests may include, but are not limited to:

Wechsler Intelligence Scale for Children-III (WISC-III)
Wechsler Preschool and Primary Scales of Intelligence-Revised (WPPSI-R)
Wechsler Adult Intelligence Scale III (WAIS-III)
Differential Ability Scales (DAS)
Kaufman Assessment Battery for Children (K-ABC)
Test of Nonverbal Intelligence-2 (TONI-2)
Comprehensive Test of Nonverbal Intelligence (C-TONI)
Naglieri Test of Nonverbal Ability
Leiter International Performance Scale-Revised
Bailey Scales of Development
Stanford-Binet

The assessment team must document needs and level of supports required in at least four of the seven adaptive behavior domains. The following list of adaptive behavior domains offers a brief explanation of each domain and adaptive behavior measure that aligns with the domain from the manual, Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities.

Adaptive Behavior Measures Aligned with the Seven Domains (Norm referenced)

Table of Acronyms of Subscales

ABAS	Adaptive Behavior Assessment System, The Psychological Corporation
ABES	Adaptive Behavior Evaluation Scale, Hawthorne Educational Services
ABS	Adaptive Behavior Scale, McGraw-Hill
ICAP	Inventory for Client and Agency Planning, DLM Teaching Resources
SIB-R	Scales of Independent Behavior–Revised, Riverside Publishing Company
VINELAND	Vineland Adaptive Behavior Scales, American Guidance Services

Adaptive Behavior Domain	Subscales that Align with this Domain
Daily living/independent living skills: This domain refers to a range of competencies that are essential for participation in one’s daily routines and activities. These competencies cover, but are not limited to, areas such as: eating, dressing, hygiene, health and safety, choice-making, daily scheduling, food preparation, seeking assistance when needed, self-advocacy, and household tasks.	ABAS: Home living/school living, health and safety, self-care, self-direction ABES: Self-care, home living, self-direction, health and safety ABS: Independent functioning, numbers and time, domestic activity, self-direction, responsibility ICAP: Personal living skills SIB-R: Motor skills, personal living skills VINELAND: Daily living skills, socialization, motor skills
Social and interpersonal skills: This domain refers to a range of competencies that are essential for self-concept development and the promotion of interaction with others. These competencies cover, but are not limited to, areas such as: social behavior, peer interactions, showing appreciation, cooperation, turn-taking, appropriate play skills, showing concern for others, requesting, self-esteem, initiating conversation or play, recognizing or responding to social cues, resolving problems, social judgment, and language of social interaction.	ABAS: Home living/school living, social skills ABES: Social skills ABS: Independent functioning, language development, responsibility, socialization Subpart 2: personality and behavior, social engagement, disturbing interpersonal behavior ICAP: Social and communication skills SIB-R: Social interaction and communication skills VINELAND: Daily living skills, socialization
Communication skills: This domain refers to a range of competencies that are essential in order to receive and express information through interactions with others. These competencies cover, but are not limited to, areas such as: forms of communication > gestures; cues; facial expression; symbolic language, i.e., spoken or written language; nonsymbolic language; assistive technology; functions of communication > requests; comments; protests/rejection; attention-getting behavior; choice-making; wants and needs; and behavior as communication.	ABAS: Home living/school living, social skills ABES: Communication ABS: Language development ICAP: Social and communication skills SIB-R: Social interaction and communication skills VINELAND: Communication
Academic skills: This domain refers to a range of competencies that are essential in the acquisition of academic skills that are functional and have direct application in one’s life. These competencies cover, but are not limited to, areas such as: handling money, basic math, managing time, organizational skills, environmental/survival words, life-skills vocabulary, pre-literacy skills, basic science, basic geography, basic social studies, calendars/scheduling, and basic writing.	ABAS: Functional academics ABES: Functional academics ABS: Numbers and times, economic activity ICAP: Motor skills; social and communication skills; personal living skills; community living skills SIB-R: Community living skills VINELAND: Communication
Recreation and leisure skills: This domain refers to a range of competencies that are essential to promote physical well-being and enjoyment. These competencies cover, but are not limited to, areas such as: choosing and initiating activities; turn-taking; accessing activities; following safety guidelines; participating in individual and group activities; expanding awareness of interests and skills; accessing options in the home, school, and community settings; and mastering steps/directions for participation.	ABAS: Leisure ABES: Leisure ABS: Physical development ICAP: Social and communication skills; community living skills SIB-R: Motor skills VINELAND: Socialization
Community participation skills: This domain refers to a range of competencies that are essential to have knowledge in and opportunities for participation as a member of the community. These competencies cover, but are not limited to, areas such as: knowledge of community resources, facilities, and programs; travel skills to access the community; and the ability to access community resources, facilities and programs, including: transportation, recreation, housing, safety, shopping, health care, groups/clubs, restaurants, and agencies.	ABAS: Community use ABES: Community use, health and safety ABS: Independent functioning, economic activity, conformity, social engagement ICAP: Social and communication skills; community living skills SIB-R: Social interaction and communication skills, community living skills VINELAND: Daily living skills, socialization
Work and work-related skills: This domain refers to a range of competencies that are essential in order to develop work skills, explore interests, and access vocational choices. These competencies cover, but are not limited to, areas such as: completion of tasks, awareness of schedules, knowledge of job options, knowledge of support needs, developing job skills, accepting direction, demonstrating independent work habits, ability to work with others, work ethic, career exploration, and accessing training.	ABAS: Self-direction, work ABES: Self-direction, work ABS: Numbers and time, pre-vocational/vocational activity, conformity, trust ICAP: Social and communication skills, community living skills SIB-R: Motor skills, personal living skills VINELAND: Socialization, motor skills

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with developmental disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/

Developmental Cognitive Disabilities: Understanding Assessment Areas and Tools

Adaptive Behavior in Multiple Environments

Clarification of Intellectual Functioning

Adaptive Behavior Measures Aligned with the Seven Domains (Norm referenced)

Table of Acronyms of Subscales

Developmental Cognitive Disabilities:
Understanding Assessment Areas and Tools