Child Study Assessment Profile
Early Childhood/Kindergarten
Initial Evaluation
Re-Evaluation
Date:
Student:
Grade:
Assessment case
manager:
D.O.B
Teacher:
Describe other options or factors that were considered
relevant to this evaluation such as behavior, blindness
or visual impairment, deafness or hard of hearing,
assistive technology, race, culture, or language:
Interventions, if any, which preceded this evaluation:
Following is a statement of adaptations needed to
conduct this evaluation:
A description of the action proposed or refused by the
district.
An explanation of why the district proposes or refuses to take the action.
_____________________________________________
Intellectual Functioning: Evaluated by School Psychologist, Other: ____________________________
Differential Ability Scales II (DAS)
Kaufman Assessment Battery for Children II (K-ABC)
Universal Nonverbal Intelligence Test
Weschler Intelligence Scale for Children – IV
Weschler Preschool and Primary Scales of Intelligence III
Review of Records
Observation
Academic Performance: Evaluated by Special Education Teacher: ____________________________
Woodcock Johnson III – Tests of Achievement
Weschler Test of Achievement 2
Kaufman Test of Education Achievement
Mullen Scales of Early Learning
Learning Accomplishment Profile Diagnostic Edition
Assessment, Evaluation, Programming System (AEPS)
Bracken, Basic Concept Scale
Cognitive Processing Inventory, Parent and Teacher
Systematic Observation
Review of Records
Bayley Scales of Infant and Toddler Development; Third edition
Battelle Developmental Inventory, 2nd Edition - Cognitive Domain
Brigance Comprehensive Inventory of Basic Skills II
Social, Emotional, Behavioral: Evaluated by: ____________________________
Behavior Assessment System for Children 2nd Edition
ASQ/social emotional
Children’s Depression Inventory
Conner’s Teacher and Parent Rating Scale
Social Skills Rating System
Observation
Functional Behavior Assessment (observations, parent and teacher interview)
Bayley Scales of Infant and Toddler Development; Third Edition-Social-Emotional Scales
Review of Records
Battelle Developmental Inventory – 2nd Edition Personal – Social Domain
Communication: Evaluated by Speech/Language Clinician: ____________________________
*Preschool Language Scale
*Clinical Evaluation of Language Functions – Preschool (CELF) (3:0 – 6 yrs: 11 mos.)
*Clinical Evaluation of Language Functions 4th Edition (CELF) (5-0 to 21-11)
*Clinical Evaluation of Language Fundamentals Preschool – 2 Second Edition (3-0 to 6-11)
*Comprehensive Assessment of Spoken Language (CASL) (3- to 21-11)
*Test of Language Competence – Expanded Edition (Level 1: 5-0 to 9-11) (Level 2: 9-0 to 18-11)
*Test of Semantic Skills-Primary (TOSS-P) (4 – 0 to 8 - 5)
**Expressive Vocabulary Test (2-6 to 90 years)
* = both receptive & expressive scores.
**Test for Examining Expressive Morphology (TEEM) (3-0 to 7-12 )
** = gives an expressive score
Bracken Basic Concepts Scale-Revised (2-11 to -7-11
Peabody Picture Vocabulary Test (2.6-90)
Stuttering Severity Index -3
Goldman Fristoe Test of Articulation
*Oral and Written Language Scales, Oral Expression and Listening Comprehension Sections (OWLS) (3-21yrs.)
*Test of Word Knowledge (5-8 & 8-17)
**Structured Photographic Expressive Language Test (4-0 to 9-11)
**Test of Problem Solving (TOPS)-revised (6-0 to 11-5)
Bayley Scales of Infant and Toddler Development; Third Edition-Communication Scales
Expressive One Word Vocabulary Test-R
Language Sample
WIIG Assessment of Basic Concepts
Articulation Tests
Assessment Link between Phonology and Articulation (ALPHA) (3-9:11)
Photo Articulation Test-3 (PAT) (3-0 to 8-11)
Language Sample(s)
Goldman Fristoe Test of Articulation
Motor Ability: Evaluated by Occupational Therapist MA,OTR/L, or : ____________________________
Battelle Developmental History, 2nd Edition – Motor Domain
Bruininks-Osteretsky Test of Motor Proficiency, Revised Edition
Beery Test of Visual-Motor Integration (VMI) (Revised)
Bender Visual-Motor Gestalt Test
Sensory Profile (Parent Questionnaire)
Test of Handwriting Skills
Test of Visual Motor Skills (Revised)
Test of Visual Perceptual Skills (non-motor) (3rd Edition)
Clinical Observation
Bayley Scales of Infant Development - III
Adaptive Behavior: Evaluated By School Psychologist: ____________________________
Adaptive Behavior Assessment System II
Review of Records
Observation
Bayley Scales of Infant and Toddler Development; Third Edition-Adaptive Scales
Battelle Developmental Inventory, 2nd Edition – Adaptive Domain
Physical Status: Evaluated by Adaptive Phys. Ed. Teacher; Other : ____________________________
Test of Gross Motor Development-2 Short Form
Physical Education Classroom Observation
Physical Education Skills Based Inventory
General Physical Education Assessment For Developmental Adapted Physical Educ.
Curriculum Based Assessment for DAPE Level 3 DCD
Checklist for Adapted Physical Education Students with POHI/TBI
Physical Fitness Testing
Review of Records
Health Status: Evaluated by Licensed School Nurse: ____________________________
Review of Records
Current Vision and Hearing Status
Verification of Medical Diagnosis
Functional OHD Assessment: Evaluated by Special Education Teacher: __________________________
Adaptive Behavior Assessment System 2
Developmental History
OHD Assessment: Teacher Interview conducted by a licensed special education teacher
OHD Assessment: Parent Interview conducted by a licensed special education teacher
OHD Assessment: Systematic Observation (at least one conducted by a licensed special education teacher)
OHD Assessment: Prekindergarten-Kindergarten Organizational and Independent work skills checklist
Autism Spectrum Disorders: Evaluated by: ____________________________
ADOS (Autism Diagnostic Observation Schedule) Assessment for Autism
Gilliam Autism Rating Scale
Gilliam Asperger Disorder Scale
Childhood Autism Rating Scale (CARS)
Developmental History
Observations in Two Settings
Last update 5-14-2014