Assessment Options

measure designed to document how children with or without disabilities participation in everyday activities outside of their mandated school environment

• CAPE - addresses child's diversity and intensity of participation in activities, with whom and where activities are typically done, and the child's enjoyment of activities

  • if used with PAC, CAPE should be administered first 

  • 10 categories - 

    • Hobbies, Crafts, Games

    • Social Activities

    • Quiet Recreation

    • Organized Sports

    • Other SKill-based Activities

    • Clubs, Groups, & Organizations

    • Active Physical Recreation

    • Entertainment & Education

    • Jobs, Chores, & Employment

    • Other Activities - provides a cue for the child to think of act activities he or she might have done that were not included in the CAPE activities

• PAC - Preferences for Activities of Children - determines activity preferences 

  • extension of the CAPE - can be used independently

• For children aged 6-21 = can be completed by the child with assistance from parent/caregiver (self-administered) or by child responding to each item (interviewer-administered)

• CAPE - 30-45 mins / PAC - 15-20 mins

provides screening & classifying students suspected of having significant social skills deficits and aids in development of interventions

• documents the frequency & perceived importance of positive behaviors & provides a brief assessment of problem behaviors

• assesses three domains - social skills, problem behaviors, & academic competence

• Social skills - learned behaviors that promote positive interactions while discouraging negative interactions when applied to appropriate situations

  • communication - taking turns & making eye contact during a conversation, using appropriate tone of voice & gestures, and being polite by saying thank you and please

  • cooperation - helping others, sharing materials, and complying with rules & directions

  • assertion - initiating behaviors, such as asking others for info, introducing oneself, and responding to the actions of others

  • responsibility - showing regard for property or work and demonstrating the ability to communicate with adults

  • empathy - showing concern & respect for others' feelings & viewpoints

  • engagement - joining activities in progress & inviting others to join, initiating conversations, making friends, & interacting well with others

  • self-control - responding appropriately in conflict (e.g. disagreeing, teasing) and non-conflict situations (taking turns & compromising)

• Problem behaviors - included within parent and teacher forms only - interfere with either the acquisition or performance of socially skilled behaviors

  • externalizing - being verbally or physically aggressive, failing to control temper, & arguing 

  • bullying - forcing others to do something, hurting people physically or emotionally, and not letting others join an activity

  • hyperactivity/inattention - moving about excessively, having impulsive reactions, and becoming easily distracted

  • internalizing - feeling anxious, sad, & lonely; exhibiting poor self-esteem

  • autism spectrum - interacting poorly, not taking part in conversations, or not making eye contact' making odd gestures, becoming upset at changes in routine or having nonfunctional routines

• Academic competence - subtest within the teacher form only - rates student on reading & math performance, motivation, parental support, & general cognitive functioning

• includes a Student, Teacher, and Parent rating scale - administered in 15-20 mins

• Administered for students aged 8-12 & 13-18 (two different forms for the different age groups)

• Frequency ratings for parents/teachers are on a 4-point Likert scale of never, seldom, often, & almost always

• Students indicate how true a statement about each skill or behavior is for them on a 4-point scale of not true, a little true, a lot true, & very true

• Importance ratings are on a 3-point scale of not important, important, & critical