Functional Assessment in Young Children with Neurological Impairments

Abstract

The assessment of basic functional skills is an important domain in the comprehensive educational assessment of young children with neurological impairments. Most children with neurological impairments have significant limitations in physical function that can impede their educational progress. For young children with physical impairments, special educators are primarily concerned with the evaluation of basic functional skills such as mobility and self-care. Educational plans for children with neurological impairments often incorporate functional activity training; thus, functional assessment can serve as an effective means for program planning and documenting progress. The purposes of this paper are to: (a) review the status of functional assessment in young children, (b) examine the conceptual issues in the selection of functional assessment measures in special education, and (c) describe functional assessment approaches developed in the field of pediatric rehabilitation.

Equivalence Reliability of the Functional Independence Measure for Children (WeeFIM®) Administration Methods

“…This study examined the equivaLence reliabili ty oftwo administration methods fOr the FunctionaL Independence Measure fOr ChiLdren (WeeFlNJ®) H istorically, pediatric assessments have consisted of deveJopmental scales designed to determine behavioral status in motor, cognitive, and social skill areas (Bundy, 1990;Dunn, 1993;Fisher, 1992aFisher, , 1992bHaley, Hallenborg, & Gans, 1989). Concerns about rhe appropriareness of rhese scales, especially for children with disabilities, have recendy been raised (Cos ter & Haley, 1992).…”

Developing a screening instrument for teacher referral of students with special needs to therapy services

“…This functional approach has been recommended in several paediatric rehabilitation contexts including with children with neurological impairments. (Haley, Hallenborg, & Gans, 1989;Kaufert, 1983). The essence of this approach is the inclusion of items relevant to the student's daily activities which incorporate functional skill attainment including a measure of assistance and adaptive equipment.…”

Measuring developmental and functional status in children with disabilities

“…The assessment of functional skills has been identified as a priority in early intervention and developmental research Haley 1992, Butler 1995). Functionally based treatment and outcomes that focus on daily living skills are necessary for age-appropriate program planning, evaluation, documentation, and reimbursement in both clinical and educational environments (Garwood 1982, Haley et al 1989, Butler 1995. There is also a need to identify assessments that are easy to administer; provide useful information to developmental specialists, parents, and teachers; and can be incorporated into the daily routine of busy healthcare practitioners and educational professionals.…”