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The Callier-Azusa is a developmental assessment for children who are deaf-blind or have multiple disabilities.
The below information was obtained from the Callier Azusa Scale (1974)
Criterion-references, judgement based developmental scale
Test items taken from several other developmental scales
1978:Developed at Callier Institute in Texas to meet assessment needs of students who were deaf/blind and or had severe mental retardation.
Has gone through several changes since development, based on field reports.
Three Primary Uses of The Callier-Azusa Scale
To assess the developmental level of children who could not be adequately assessed by another assessment tool because they require the child to have specific language, cooperation, or sensory modalities, or because they lack comprehensiveness at lower levels of development.
To measure progress over time to determine the effectiveness of programming or specific educational or therapeutic strategies for a child.
To provide guidance, but NOT A TEACHING PROGRAM for planning developmentally appropriate educational programming for a child.
Description of the Callier -Azusa Scale
Composed of 5 Areas
Daily Living Skills
There are 18 subscales made up of sequential steps describing
developmental milestones in each area. Some steps are further divided into items. Items describe behaviors that appear in a specific period of development, but are NOT in sequential order.
The scale is based on ongoing behavioral observation in a classroom.
Must be administered by people very familiar with the child’s behavior (They must know the child for at
least two weeks
Administration requirements include strong observation skills and knowledge of the child’s behavior.
More accurate results are obtained by a group of people (teachers, parents, service providers, etc) who know the child well and can evaluate based on consensus (Multidisciplinary Approach)
For a step to be considered attained
items within the step must be integrated components of the student’s behavioral repertoire, spontaneously appearing, and generalized.
Do not mark an item achieved if the behaviors are just emerging, occur infrequently, or only with prompting/manipulation, or not generalized.
Items that begin with “May” may be omitted if student has a specific sensory/motor deficit that would prevent them from demonstrating the behavior.
First determine the highest step that the student can achieve all items-circle that step
Check that the student has indeed achieved the levels of behavior described in the steps
the base step or at least have disappeared due to maturation.
Assess those behaviors appearing above the baseline and
write the appropriate letter next to the step numbers.
the step numbers above the base step if the student demonstrates all the behaviors on that step but has missed some in the steps between the base step and the higher step.
Record the age range for each domain on the summary sheet, including splinter skill age ranges.
See the CZ.pdf on the wiki for the detailed criteria for assessing developmental levels and scoring.
Determine what developmental skills are missing
Easy to administer
Assess what you observe in school
Can show progress for students with severe disabilities between birth-8 years old
See preferences for sensory needs
Assessment across 5 domains
Developmental level not applicable if the child is over 8 years old
Results are skewed.
Child does not receive credit for partial participation
4. Family input and values not considered
The below power point presentation was obtained from the following link online: nationaldb.org/documents/products/Callier-Azusa_Scales.ppt
This is useful because it gives you examples of different assessment items on the Callier-Azusa Scale.
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