Multidisciplinary assessment of children with deficits relating to attention, motor activity and perception: evaluation of the ANSER model

Abstract

This study describes a process for multidisciplinary assessment of children having deficits in attention, motor activity and perception (DAMP) with an evaluation of that process based on the opinions of parents, teachers and team members. The process named the 'ANSER model' consists of six steps (I to VI) conducted over a 2-month period and a follow-up 2 years later (step VII). Parents and teachers are fully involved early in the process and their participation is considered essential for a good result. Particular consideration is given to directly helping a child understand him/herself and become aware of his/her own difficulties. Strategies to overcome those difficulties are developed together with the child, the parents and the teacher. A specific aspect of the assessment is the aim to provide therapy through discussion of the questions, thoughts and feelings evoked during, and by the process. The expectations of parents and teachers regarding the assessment, and their completion of six steps of the process were ascertained from questionnaires. A large majority of both parents and teachers had high expectations of the assessment. Slightly more parents than teachers were convinced of its necessity. Their expectations were satisfied. Parents, teachers and team members emphasized the importance of the participation of parents and teachers in the process. The average time required for a complete assessment according to the process and including the work of all the specialists was 33 hours.

Assessment of children with learning and behavioural problems: Comparison of a multidisciplinary and sole paediatrician model

“…Despite suggestions that the MD approach is valuable for evaluation of, and/or intervention for children with learning and/or behavioural problems, few studies have evaluated the usefulness of a MD approach from the parents' perspective. Our results are consistent with a previous study reporting that parents, teachers and clinic team members expressed satisfaction with the MD assessment process for children with attention and motor difficulties . Furthermore, research has described potential advantages offered by a MD team in terms of diagnostic and therapeutic skills for the patient, family and for the professionals involved .…”

“…Our results are consistent with a previous study reporting that parents, teachers and clinic team members expressed satisfaction with the MD assessment process for children with attention and motor difficulties. 14 Furthermore, research has described potential advantages offered by a MD team in terms of diagnostic and therapeutic skills for the patient, family and for the professionals involved. 7 However, we recognise that MD assessments may not always be a practical and easily accessible option as a typical assessment procedure for children with learning and/or behaviour problems.…”

Deficits in attention, motor control and perception (DAMP): a simplified school entry examination

“…In the present study, we scrutinized a battery of assessment procedures used for the identification of children with DAMP and associated conditions. In children with severe neurodevelopmental disorders, the school entry assessments should be performed by a team of professionals experienced in these kinds of disorders (21). For cases with milder neurodevelopmental disorders, it is essential to make use of community specialist resources for assessment and remediation in a majority of cases.…”

Deficits in attention, motor control and perception (DAMP): a simplified school entry examination

“…In children with severe neurodevelopmental disorders, the school entry assessments should be performed by a team of professionals experienced in these kinds of disorders (21). For cases with milder neurodevelopmental disorders, it is essential to make use of community specialist resources for assessment and remediation in a majority of cases.…”

“…Deficient motor and language processing are believed to lead to unfavourable cognitive and social development (15,16). Paedia-tric examination of motor and language functions on school entrance in order to tap "educational readiness" has been suggested (17,18), preferably as part of a multidisciplinary evaluation (19)(20)(21).…”