School Psychology Review
Procedural Guidelines for Low Incidence Assessment
Michael C. Forcade, Christopher M. Matey, David W. Barnett
Services to Preschoolers and Children With Low Incidence Handicaps
NASP Members: Log in to download this article
ABSTRACT: While many useful references exist in the literature relating to specific evaluation techniques that may be appropriate for low incidence assessment, the procedures involved deserve closer attention. The process of developmental assessment of various domains through the techniques of interviewing, observation and the adaptive use of test materials is reviewed from the perspective of school psychology. Although low incidence assessment requires the modification of the traditional role of the school psychologist especially where parents are concerned, the approach outlined is felt to be consistent with instructional methodology stemming from Public Law 94-142. The focus is on two areas. the first is developmental, behavioral assessment that is individualized for each child. The second area stresses the relationship between assessment, intervention,and program evaluation.