DASH-3

Developmental Assessment for Students with Severe Disabilities – Third Edition

Mary Kay Dykes , Jane N. Erin

Measures specific skill levels in individuals of all ages who have severe and/or multiple physical/ sensory disabilities


DASH-3

Overview

Overview

The DASH-3 is a criterion-referenced tool that measures specific skill levels in individuals of all ages who have severe and/or multiple physical/ sensory disabilities.

Key Areas Measured


Key Areas Measured

  • Sensory-Motor
  • Language
  • Social-Emotional
  • Activities of Daily Living Scale
  • Academics

Quick Reference

Age

Age

6 months through adulthood

Administration Type

Administration Type

Self

Administration Time

Administration Time

90 minutes

Qualification Level

Qualification Level

B

Format(s)

Format(s)

Handscored

Quick Reference

Age

Age

6 months through adulthood

Administration Type

Administration Type

Self

Administration Time

Administration Time

90 minutes

Qualification Level

Qualification Level

B

Format(s)

Format(s)

Handscored

Components

Components

Cumulative Summary Sheet

Scores from up to three DASH-3 administrations can be recorded on this sheet. This summary sheet allows the examiner to quickly compare performance across each of the five scales, as well as to evaluate progress over time. This form also provides opportunity to estimate the individual’s overall developmental age level through by averaging the five scale scores.

Intervention Planning Worksheet

This form provides a basis for identifying skills most appropriate for intervention for up to three administrations of the DASH-3. It allows for easy identification of skills that could not be determined due to task resistance, skills performed independently, and skills that are considered priorities for intervention.

Comprehensive Program Record

This form is used to document the individual’s ongoing progress in achieving targeted skills through recording of “performance level” data across weeks. This form provides the basis for making timely decisions regarding intervention for each targeted skill (e.g., changes regarding instructional strategies, adaptive supports).