19 Planning for the Psycho-educational or Other Assessment
Assessment in the context of blindness or low vision
Developing competence in psycho-educational assessment with blind and low vision children involves much more than making adaptations for vision. Before starting this section, you should review this book’s previous sections. Learning about visual impairments and the impact of vision on development is essential to provide appropriate adaptations, interpret results, make accurate diagnostic conclusions, and offer helpful recommendations.
Essential reading
It is essential that psychologists who assess blind and low vision children first carefully read the position paper Comprehensive Evaluations of Individuals With Visual Impairments (Engle et al., 2024).
| Topics | Guidelines |
| 1. Examiner Collaboration | 1.1: Collaborate with the individual’s visual impairment specialist.
1.2: While building competence, consult with a colleague in the same field (e.g., occupational therapy, speech-language pathology, or psychology) with expertise in visual impairments. |
| 2. Ecological Validity and the RIOT (record review, interview, observation, and testing) Model | 2.1: Use multiple methods of gathering information from various sources and informants and integrate the data for ecological validity.
2.2: (R) Records Review: Review records specific to visual impairment. 2.3: (I) Interview: Tailor interviews to include information relevant to examinees’ visual impairment. 2.4: (O) Observation: Carefully observe the impact of vision on testing, and observe functioning in natural settings. |
| 3. Impact of Visual Impairment on Development | 3.1: Review information on an individual’s visual condition and possible implications on development.
3.2: Consider that children with severe visual impairment have less access to incidental learning and concept development, which can impact their performance on standardized tests, including non-visual tests. 3.3: Gauge the extent to which an individual has had a solid base of experiential learning prior to determining the presence of disabilities. |
| 4. Considerations in Test Selection and Administration | 4.1: When using standardized tests, recognize the challenges and utility of the normative sample.
4.2: Assess domains such as auditory short-term memory, working memory, and listening comprehension. 4.3: Include a wider than normal sample of verbally-based measures when visually-based measures may not be valid. 4.4: Allow extra time for the assessment. |
| 5. Considerations for Braille and Tactile Graphics | 5.1: Recognize that braille is a complex system and not a simple tactile translation of print.
5.2: Evaluate braille readers along with an examiner with expertise in braille. 5.3: Determine the examinee’s proficiency in interpreting tactile graphics before attempting standardized tests with tactile graphics. |
| 6. Use of Visual Stimuli in Assessment | 6.1: Administer tests with visual stimuli when appropriate based on the individual’s level of vision.
6.2: Interpret visually-based test results as a minimum estimate of functioning. 6.3: Avoid tasks that require rapid processing of visual information in most cases or interpret with the visual impairment in mind. |
| 7. Adaptations and Modifications | 7.1: Plan adaptations and modifications based on the individual’s specific visual needs, and document accordingly in the report.
7.2: Critically consider whether changes made to a test or how it is administered constitute an adaptation or a modification. 7.3: Do not interpret modified tests quantitatively, but results may be useful for qualitative purposes. 7.4: Allow assistive technology or alternative ways of demonstrating skills while considering the impact on construct validity. 7.5: Review the content of questionnaires and interviews carefully and adapt items to ensure they are appropriate. |
| 8. Evaluating Co-occurring Conditions | 8.1: Comprehensively evaluate individuals with visual impairments, including intellectual, communication, socio-emotional, motor, adaptive, and behavioral functioning.
8.2 (autism): Become familiar with typical development in children with visual impairments before diagnosing autism in individuals with visual impairments. 8.3 (deafblind): Acquire specialized knowledge and training before assessing individuals with co-occurring hearing and visual impairments. 8.4 (intellectual developmental disorder): Carefully consider the validity of both standardized cognitive tests and adaptive functioning measures when evaluating for intellectual developmental disorder. 8.5 (specific learning disorder): Review various factors related to learning media and educational experience when assessing for specific learning disorders. 8.6 (language disorder): Carefully consider functioning in natural environments and potential intervention needs when assessing language. |
For further guidance on making an ethical, informed decision about when to proceed with an evaluation, when and where to seek consultation, and when to refer elsewhere, please see the PAR talks webinar “Assessment of children with visual impairments” (Engle & Nguyen, 2023).
Goals for assessment
Psycho-educational assessments are typically designed to answer referral questions. In the case of blind and low vision children, it is particularly true that no “one size fits all.” The following questions are likely to be important:
- Are there additional disabilities that need to be identified or addressed?
- Are there sufficient supports and appropriate opportunities for the student to learn?
- What motivates the student to learn?
- What level of engagement does the student show with learning activities?
- What level of concept development, reasoning, and problem-solving does the student demonstrate?
- What does the student do independently across settings?
- What are some “next tasks” for the student to learn?
- How does the student interact with others?
- Are changes or improvements needed, and how should they be addressed?
As you look at the above bullet points, you may find that some do not need assessment, as they are well established, while others may have been excluded from active consideration. Assessing blind and low vision children can sharpen your thinking about what is important to the child and family.
References
Engle, J., & Nguyen, M. (2023). Assessment of children with visual impairments [Webinar]. PAR talks. https://partalks.parinc.com/p/s/assessment-of-children-with-visual-impairments-part-of-our-disability-series-340
Engle, J. A., Nguyen, M. T., Goodman, S. A., Evans, C., & Loftin, M. (2024). Comprehensive evaluations of individuals with visual impairments. American Printing House. CC-BY-NC-SA 4.0. https://sites.aph.org/wp-content/uploads/2024/04/2024-APH-Guidance-Document.docx
