Assessment

The second half of this video spoke a lot to the importance of executive functioning.  It covered a variety of standardized test instruments to use for assessing executive functioning including The BRIEF behavioral rating inventory of executive functioning and The NEPSY.   As we all have learned through the text and class discussions there is no more important part of any assessment process than naturalistic observations.  Naturalistic observations were actually included in the slide in the presentation dedicated to standardized tests of executive functioning.  Another important tool that may be easy to overlook or take with a grain of salt is the parent and teachers interview.  As we have discussed in class the people who interact with the student the most often are an essential component to any assessment team. The text discusses the importance of a team approach and  Dr. Schroder stresses the unique set of skills team members like occupational therapists can bring to the assessment table.  Lately in class there has been much discussion about comorbid and differential diagnosis.  This has made us thoroughly examine the DSM IV Criteria for Autism.  Dr. Schroder points out the importance of looking at social development, sensori-motor skills, and functional communication and the effect of these on a students ability to access the curriculum.  As we all know these are the core deficits for an autism diagnosis.  She also spoke about the importance of theory of mind and put it into the context of executive functioning and accessing the curriculum.  This has been stressed in the text and class discussions as well as in videos previously posted on this blog.  She recommended the Sally-Anne Test to assess a students theory of mind.  She also explained a procedure for assessment she called the Smartie test.  We spoke in class to great extent about theory of mind and its importance in the education of anyone diagnosed with ASD.  In the text Dr. Schroder went over theory of mind as well.  Recently we have been discussing the distinction between children with classic autism spectrum disorders and those with High Functioning Asperger's Syndrome.  Last week we had a class conversation about the differences in the symptoms of children you see getting a diagnosis at a later age.  Dr. Schroder spoke about the behavioral disintegration of these children between ages eight and twelve and that being partially do to the fact that they are now having greater difficulty accessing the curriculum.  There has been a great emphasis in the text and class lectures on functional behavior assessment.  Dr. Schroder breaks down the essential elements of viewing behavior behaviorally as class room discussions and the text have done.  This is really the essence of any FBA. Another important note stressed in this video as well as the text and class discussions is data recording.