Using Adaptations with the DRDP Instruments

The Seven Categories of Adaptations

1. Augmentative or alternative communication system Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others.

2. Alternative Mode for Written Language Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols.

3. Visual Support Adjustments to the environment that provide additional information to a child who has limited or reduced visual input.

4. Assistive Equipment or Device Tools that make it possible or easier for a child to perform a task.

5. Functional Positioning Strategic positioning and postural support that allow a child to have increased control of his body.

6. Sensory Support Increasing or decreasing sensory input to facilitate a child’s attention and interaction in the environment.

7. Alternative Response Mode Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child’s typically developing peers.

Key Points to Keep in Mind:

• Adaptations are changes in the environment or differences in observed behavior that allow children with IEPs to be most accurately assessed in their typical settings.
• The adaptations for the Desired Results Assessment System serve an essential function – to make sure that the instruments measure ability rather than disability. Sometimes the presence of a disability prevents children from demonstrating skills that they really do have. Adaptations that are used throughout the day enable children to have more control in their environment and demonstrate their highest level of mastery. Adaptations enable assessors to assess the child’s true level of ability, which increases the validity of the assessment.
• Adaptations should be present throughout the child’s day and available for all routines and activities – they should not be introduced solely for the purpose of the assessment. Some children use equipment such as glasses and hearing aids every day. You should make sure that these things are in place and working well.
• Instructional prompts are not the same as adaptations. In other words, instructional strategies such as providing verbal or gestural prompts, providing a model of the desired behavior, or using a partial or full physical prompt are not adaptations.
• Adaptations for the DRDP instruments are grouped into seven categories. These categories can be used for documenting adaptations for both the IEP and the DRDP Information Page.

 

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Updated 02/04/10