Design for Survey of Persons with Mental Retardation and Developmental Disabilities: Summary of Recommendations for Survey Questions and Screening Criteria. Design for Survey of Persons with Mental Retardation and Developmental Disabilities: Summary of Recommendations for Survey Questions and Screening Criteria : Table 13

11/29/1989

: Table 13

Cognition/Retention/ ReasoningFor learning (cognition) a series of tasks, each task more complex (reasoning) and requiring greater cognitive skills than the former, the individual will be asked:2 Level of assistance needed to learn (the task): written instructions only, 1-2 demonstrations, tasks broken into smaller segments, intense/constant coaching Ability to remember how to accomplish (task): cannot remember/must be continuously reminded, can remember after several repetitions, can remember most without reminding
RetentionBasic facts (Mental Status Questionnaire): date year day of week age name of president, etc.
ReasoningApplication of previously learned knowledge/skills in new situation: can do without new instruction/help, need written instruction only, 1-2 demonstrations, task broken into smaller segments, intense/constant coaching or prompting
Limitations in SchoolNHIS Core Items (school-aged children) impairment keeps child from attending school: yes/no2 Because of impairment, child attends special school or classes: yes/no2 Because of impairment, child needs to attend special school or classes: yes/no2 Because of health child is limited in school attendance: yes/no2 Additional Items (school-aged children and adults) Writing ability: Writes Letters/lists Short sentences Prints words Traces or copies name/words Cannot write/print/trace/copy Reading ability: Reads newspapers/magazines/most books Reads books for children/adolescents Reads simple stories/comics Reads street signs etc. Recognizes no words/signs Mathematical ability: Does addition/subtraction Can count items (up to 10) Counts aloud from 1 to 10 Counts up to 2 items Understands one versus many No understanding of numbers