VIDBE-Q Volume 65 Issue 2
64
biobehavioral assessment to an educational environment for the purpose of guiding
collaborative team intervention for students with visual impairments and multiple
disabilities.
Inspired by the model provided by Smith and Shafer, and the work of Blaha
and others in asserting the critical importance of biobehavioral assessment on
promoting availability for students with the most profound and complex
disabilities, an updated assessment tool was created: "Assessment of Biobehavioral
States: Supporting Availability for Learning for Students with Multiple Disabilities
including Deafblindness & Profound Intellectual & Multiple Disabilities" (The full
tool can be accessed at http://bit.ly/availabilityassessmenttool). This assessment is
geared specifically toward supporting child-centered intervention for learners with
deafblindness and/or profound multiple and intellectual disabilities who struggle to
maintain availability for learning for a variety of reasons. The tool uses Guess et
al.'s (1988; 1993) coding systems for behavioral states and environmental input
partially adapted by Arthur (2004), with additions to the protocol including
positioning and interactional considerations (for example, the use of hand under
hand versus hand over hand interaction). Significantly, the tool includes detailed
forms and resources for conducting the evaluation and using the results to guide
intervention, and an expanded protocol designed to obtain information relevant to
students with deafblindness and complex health care needs.
