Parent

• Parent Interview - DCD (Adaptive Skills): The parent is asked to describe performance in each of the adaptive skill areas and then estimate independence using labels that refer to how much help is needed. The rating labels correspond to the four criteria-based labels (e.g., intermittent, pervasive, etc.), but parents may find them more accessible.

• Adaptive Skill Rating Form - Parent: The parent is asked to estimate independence in each of the adaptive skill areas using the criteria-based labels of intermittent, limited, extensive/frequent, and pervasive.

Student

• DCD Student Interview: Gathers data on interests, social activity, school performance, and home living.

Teacher

• Teacher Interview - DCD (Adaptive Skills): The teacher is asked to describe performance in each of the adaptive skill areas and then estimate independence using labels that refer to how much help is needed. The rating labels correspond to the four criteria-based labels (e.g., intermittent, pervasive, etc.).

• Adaptive Skill Rating Form - Teacher: The teacher is asked to estimate independence in each of the adaptive skill areas using the criteria-based labels of intermittent, limited, extensive/frequent, and pervasive.

• Systematic DCD Observation Form: This form should be completed as a team after multiple observers have completed separate observations. The team shares results from their observations and completes this form together to determine the most accurate picture of the student's functioning.

• DCD Observation Form - Checklist Format: The observer indicates which listed behaviors are observed and then estimates the student's level of independence. There is space for comments.

• DCD Observation Form - Narrative Format: The observer completes a narrative and estimates the student's level of independence.