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Reliability and Validity of the Revised Triple C: Checklist of Communicative Competencies for Adults with Severe and Multiple Disabilities
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Iacono, Teresa; West, D.; Bloomberg, K.; Johnson, H. – Journal of Intellectual Disability Research, 2009
Aims: Few tools are available to assess the communication skills of adults with severe and multiple disabilities functioning at unintentional to early symbolic levels. An exception is the Triple C: Checklist of Communicative Competencies. In this study, aspects of support worker and clinician agreement, internal consistency and construct validity…
Descriptors: Check Lists, Social Support Groups, Intervention, Multiple Disabilities
Reliability of the Child Behavior Checklist for the Assessment of Behavioral Problems of Children and Youth with Mild Mental Retardation.
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Embregts, Petri J. C. M. – Research in Developmental Disabilities, 2000
This study evaluated the reliability of the Child Behavior Checklist with 42 children and youth with mild mental retardation. Use of kappa coefficients and intra-class correlations at item and syndrome levels indicated that the Child Behavior Checklist may not always represent a reliable checklist for the assessment of psychopathology in this…
Descriptors: Check Lists, Emotional Disturbances, Evaluation Methods, Mild Mental Retardation
TRAC Monitoring System. Reference Guide.
Montgomery County Intermediate Unit 23, Blue Bell, PA. – 1978
The kit is a multilevel assessment and reporting instrument for continuously evaluating the progress of multiply handicapped and retarded children receiving instruction in basic living skills. The TRAC System is designed to pretest a child to prescribe individual instruction and to then monitor the child's progress in his or her program. The…
Descriptors: Check Lists, Daily Living Skills, Evaluation Methods, Mental Retardation
Looking at Children: Identification, Referral and Assessment of Children in a Preschool Special Education Setting. The Ochlocknee Project Model.
Davis, Mary Ann – 1977
The booklet is designed to show how agencies work together to meet the educational needs of young multiply handicapped children from the time of referral through entry into regular school. Section I on identification focuses on agency contacts, presentations, documentation, and cooperative agreements. A second section covers checklist, the…
Descriptors: Agency Cooperation, Check Lists, Evaluation Methods, Identification
An Assessment Instrument for Families: Evaluating Community-Based Residential Programs for Individuals with Deaf-Blindness.
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Helen Keller National Center - Technical Assistance Center, Sands Point, NY. – 1991
This community living assessment tool for parents of children with deaf-blindness was developed to help parents identify the strengths and weaknesses of their child's residential program using a user-friendly instrument. Three areas of assessment are covered: physical attributes of the home, available resources for promoting capabilities, and…
Descriptors: Check Lists, Community Programs, Deaf Blind, Elementary Secondary Education
Assessment of Depression in Adults with Severe or Profound Intellectual Disability.
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Evans, K. M.; Cotton, M. M.; Einfeld, S. L.; Florio, T. – Journal of Intellectual and Developmental Disability, 1999
Nurses applied standard behavioral criteria for major depression to evaluate 89 institutionalized adults with severe or profound intellectual disability. Results suggested that several additional behaviors listed on the Aberrant Behavior Checklist and the Developmental Behavior Checklist may be associated with this disorder in this population.…
Descriptors: Adults, Check Lists, Depression (Psychology), Disability Identification