Problem:
Mario, a 6-year-old student, was evaluated for developmental disabilities at the age of 3. At that time, it was difficult to determine specific strengths and weaknesses. Mario was provided with support services through a special education early childhood classroom. Mario was with the same teacher for 3 years and, at the age of 6, he was re-evaluated to determine a more exact picture of the types of support he would need in school and at home. After the evaluation, the following information was provided to the individualized education program (IEP) team as they met to plan Mario's next year in school.
Mario's cognitive ability was found to be approximately 75, with strength noted in visual-spatial skills (standard score of 95) and weakness noted in verbal comprehension and oral language areas (standard scores ranged between 70 and 78).
The Vineland-3 was administered, and the results indicated that Mario demonstrated weakness in Communication and Social Skills, with scores ranging between 68 and 71. Examination of communication indicated that his relative strength was in receptive language, with significant weakness in expressive language skills. Daily Living Skills and Motor Skills scores were found to represent relative strengths, with standard scores of 82 and 88. Within the Daily Living Skills Domain, it was noted that Interpersonal Relationships were a weakness List what is being assessed, the student indicators that signify who should be assessed, and when the test is typically administered. What is being assessed, Student indicators, and When? Need Assignment Help?