Western Pennsylvania School for Blind Children

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Western Pennsylvania School for Blind Children

• November 18, 2003
• Juli Baumgarner
• 3190 William Pitt Way
• Pittsburgh, PA 15238
• jbaumgarner_at_pattan.k12.pa.us
• 800.446.5607 ext. 6845

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Functional Assessment of Sensory Status of
Children who are Deafblind

• Developed by the New Jersey Technical Assistance
  Project
• Field Test Version for Pennsylvania

3
Framework for assessment

• Used in NJ team training
• Revised and expanded by NJ, PA, DE, NTAC
• Edited by DB-Link
• Ready for field testing

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Pulling it all Together

• Purpose
• Participants
• Steps to Completion
• Resources

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Parameters

• Model for assessment of sensory functioning
• Systematic approach
• Within context of IFSP/EIP

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Why use the FASSCDB?

• Documentation about vision and hearing
• Better understanding of medical reports
• Impact of deafblindness on learning
• Tool for shared understanding
• Systematic approach to observation
• Synthesis of medical observational data
• Appropriate accommodations and supports

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Who should participate?

• Parents, educators, paraeducators, others
• In collaboration with
• Teachers of the visually impaired, deafblind
  specialists, medical professionals, teachers of
  the deaf/hard of hearing, audiologists

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How do we start?

• Identify ONE person to coordinate the process
• Full participation from team members
• Accurate completion of documents
• Time to complete FASSCDB varies based on team,
  records, need for observations
• An ongoing process

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Conceptual Framework

• Senses work together in a coordinated system
• Deafblindness reflects a cumulative effect
• Sensory system may fluctuate over time,
  environments, people
• Need a systematic process to gather information

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Functional Assessment

• Three parts to FASSCDB
• 1) Sensory System Formal Background Information
• 2) Sensory Functioning Profile
• 3) Educational Implications

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Formal Background Info

• Gather background info from relevant
  professionals/physicians
• Educationally-Oriented Questions to Ask the
  Audiologist (p. 11)
• Educationally-Oriented Questions to Ask the
  Ophthalmologist (p. 12)

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Sensory System Summary

• Next
• Complete the Sensory System Summary Form (pp.
  13-14)
• This can be a quick reference for the team

13
Sensory Functioning Profile

• Complete Expectations and Impressions (p. 15)
• Your best understanding of formal info
• Record your Current Impressions (p. 15)
• Each team members perceptions
• Record any Discrepancies ( all on p. 15)
• Compare formal info with current impressions and
  document conflicts or differences

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Sensory Functioning Profile

• Conduct observations and record on Sensory
  Observations form (pp. 17-22)
• See Important Considerations for Observing
  Sensory Behavior (p. 16)
• Summarize findings on Profile of Sensory
  Functioning form (pp. 23-24)
• Keep this as a quick reference regarding optimal
  environment and conditions

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Educational Implications

• Compare your findings with the students IFSP/IEP
  and document on the Education Plan Review (pp.
  25-26)
• Describe areas addressed optimally
• Describe areas for improvement
• Describe strategies for change

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The Goal!

• Incorporate strategies for change into the
  current/future written plans for the student
• REVIEW the Profile of Sensory Functioning
  regularly
• REPEAT/REVISE observations and summaries as
  needed/periodically