Table 3.

Accommodations for Standardized Assessment with Individuals with ID

Domain	Accommodation
Behavioral	Reinforce engagement/effort
	Token economy system
	Planned ignoring for undesirable behaviors
	Visual cues for behavioral expectations (e.g.; first/then board, active listening visual prompt)
	Provide frequent breaks to accommodate attention span and low stamina
	Provide breaks following positive behaviors so as not to reinforce avoidant behaviors
	Use abbreviated forms of tests to reduce time spent in testing situation
Communication	Visual schedule (can be detailed with photos of actual test sections)
	Provide examinee with a break card or alternative method to request a break
	Use only nonverbal subtests, a nonverbal composite, or a nonverbal test
	Use simplified instructions to emphasize key phrases
	Allow talkers or other assistive technology for communicating responses
	Allow examinee to point, rather than verbalize response
	Provide ample/extended wait time for responses
	Repeat instructions as needed (unless invalidates item)
Relational	Home visit prior to testing
	Provide plenty of time to build rapport
	Start session with play, or a social activity to connect
	Utilize digital assessment measures to increase motivation and/or remove stress
	caused by social interactions with examiner
	Allow a transitional object from home to address issues of separation anxiety
Sensory	Use substitute subtests if there are sensory concerns with subtest (e.g.; block tapping is too loud, visual scanning task is visually over-stimulating, etc.)
	Implement individualized sensory integration therapy/sensory diet strategies before testing and in between subtests1
	Provide fidget toys when examinee does not need to use hands for assessment tasks
Environmental	Provide a cozy corner, tunnel, or tent for breaks
	Provide a sensory area with sensory toys/items
	Test examinee over multiple days
	Choose a test with no time limits or remove time limits- unless time limits impact target skills (e.g.; when measuring processing speed)
	Test examinee in a familiar room (in the home, a familiar classroom, etc.) Allow family member or familiar companion to be present in room (if this is helpful)
Motor	Allow examinee to provide examiner with verbal directions for item manipulation if he or she is unable to execute action with precision
	Use touch/scan response, where the examiner scans items with finger, and examinee indicates his or her choice with verbal or nonverbal signals

¹Empirical results on the use of sensory integration (SI) therapy are mixed (Leong, Carter, & Stephenson, 2015). However, SI therapy is used extensively in clinical practice and may be useful for the assessment process (see Hickman, Stackhouse, & Scharfenaker, 2008). Examples of sensory diet activities include: deep pressure, sensory table, walking/motor breaks, swinging, pulling, pushing, lifting, blowing bubbles, chewing gum.