Clinical Issues: Assessment Considerations for Children With Mental Retardation and Developmental Disabilities The ASHA technical report and guidelines on mental retardation and developmental disabilities (MR/DD) outline several principles for practice including two that provide considerations for the assessment of children with MR/DD (ASHA, 2005a, 2005b). They are SLPs select assessment… goals that have a meaningful impact on social, behavioral, emotional, academic, ... Clinical Issues
Clinical Issues  |   October 01, 2006
Clinical Issues: Assessment Considerations for Children With Mental Retardation and Developmental Disabilities
Author Affiliations & Notes
  • Patricia A. Prelock
    Department of Communication Sciences, University of Vermont, Burlington, VT
  • Howard Goldstein
    Department of Communication Disorders, Florida State University, Tallahassee, FL
Article Information
Special Populations / School-Based Settings / Clinical Issues
Clinical Issues   |   October 01, 2006
Clinical Issues: Assessment Considerations for Children With Mental Retardation and Developmental Disabilities
SIG 1 Perspectives on Language Learning and Education, October 2006, Vol. 13, 12-16. doi:10.1044/lle13.3.12
SIG 1 Perspectives on Language Learning and Education, October 2006, Vol. 13, 12-16. doi:10.1044/lle13.3.12
The ASHA technical report and guidelines on mental retardation and developmental disabilities (MR/DD) outline several principles for practice including two that provide considerations for the assessment of children with MR/DD (ASHA, 2005a, 2005b). They are

SLPs select assessment… goals that have a meaningful impact on social, behavioral, emotional, academic, and vocational functioning within a variety of settings (e.g., residential, school, community, and work settings);…and, SLPs provide communication assessment services and supports that honor and adapt to differences in families, cultures, languages, and resources.

Comprehensive, interdisciplinary assessments for children with MR/DD offer a link to goal setting and program planning and serve to optimize intervention outcomes (Boulware, Schwartz, & McBride, 1999; National Joint Committee for the Communication Needs of Persons with Severe Disabilities, 1992; Prelock, Beatson, Bitner, Broder & Ducker, 2003; Schwartz, Boulware, McBride, & Sandall, 2001). This paper highlights the contexts for assessment and specific assessment approaches that speech-language pathologists (SLPs) might consider in their service delivery to children with MR/DD.
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