VIDBE-Q Volume 65 Issue 2
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Figure 1. Assessments for Students with Multiple Disabilities/Deafblindness
Assessment Domains and comments
The Communication Matrix
(Rowland, 1996; Rev., 2004)
www.communicationmatrix.org
Expressive communication development, from
pre-intentional behaviors to language
Likes/Dislikes (WSDS, n.d.) Detailed informal preferences assessment
Adapted Sensory Channel
Form (Anthony, 1997)
Adapted version of Koenig and Holbrook's
(1995) Sensory Channel Form, expands upon the
practice of learning media assessment for
students with multiple disabilities
Child-Guided Strategies: The
van Dijk Approach to
Assessment (Nelson et al.,
2009)
Comprehensive framework for individualized
assessment, including information on
communication, sensory learning channels, and
concept development
HomeTalk: A Family
Assessment of Children who
are Deafblind (Bringing It All
Back Home Project, 2003)
Extensive guided template for a family-centered
profile of the child, including information on
preferences, sensory status and etiology,
communication, habits and routines, and
development across domains
CVI Range (Roman-Lantzy,
2007; Rev. 2018)
Comprehensive functional vision assessment for
students with cortical visual impairment (CVI)
Informal Functional Hearing
Evaluation (IFHE) (TSBVI,
n.d.)
Detailed functional evaluation of the impact of
hearing loss on access to educational
environments and communication
Thorough biobehavioral state assessment, though partly integrated into other
assessments, mostly remains a formal process given the Behavioral State
Observation Scale (Guess et al., 1988; 1993), The Carolina Record of Individual
Behavior (Simeonson et al, 1982), or Analyzing Behavior State and Learning
Environment (Ault et al., 1995). In contrast, Smith and Shafer (n.d.) provided
highly functional and user-friendly examples of the application of formal
