Author(s) : Mary Kay Dykes and Daniel W. Mruzek
Publisher : Pro-Ed USA, 2012
SKU : PG_DASH3
Purpose: Measure specific skill levels in persons who have severe and/or multiple physical/sensory disabilities, including persons with severe and profound intellectual disability and autism spectrum disorders.
Age: 6 months +
Time: 2-3 hours
The Developmental Assessment for Individuals with Severe Disabilities–Third Edition (DASH-3) is a criterion-referenced measure of specific skill levels in persons of all ages who have severe and/or multiple physical/sensory disabilities. The scales are also appropriate for individuals with mild to moderate disabilities; those who have single disabling conditions (e.g., individuals with visual impairment), and children who are functioning chronologically from birth to 6 years of age.
The DASH-3 provides an initial assessment for intervention planning, tracks individual progress for persons with severe and/or multiple disabilities, and evaluates individuals with other types of disabilities who require a detailed assessment for intervention planning.
At intake, the DASH-3 can be used to estimate developmental level, analyse developmental strengths and weaknesses, select skills most ready for targeted intervention, and determine types of support needed by the individual (e.g., assistance from others, visual supports, modified equipment). It can be used to develop educational and therapeutic intervention plans, such as Individual Education Plan (IEPs) and Individual Family Support Plans (IFSPs).
For comprehensive assessment, all five scales will be required; however, the specific clinical or referral questions may require administration of fewer scales.
The DASH–3 has five scales that assess an individual’s ability to demonstrate relevant skills in a developmental sequence:
The examiner can complete each scale using any of three methods: direct observation by the examiner during evaluative sessions, interview of others who know the person well (e.g., parents, teachers), or independent completion of the scales by people who know the person well with follow-up by the examiner.
Data collected through direct observation by the examiner are considered to be most valid, though the other methods may be preferred when time is a factor or when comparing the individual’s skills across settings (e.g., home and school).In addition to the five scales, the DASH-3 system includes three accompanying forms to assist in developing intervention priorities and strategies and track progress.