Also, the DASH-3 may be re-administered at different times (e.g., at one year intervals) to track general developmental change. Because the DASH–3 items identify specific behaviors and scoring criteria describe graduated levels of support, it may be used to track progress with targeted skills, so that timely changes may be made to the individual’s intervention program (e.g., promoting a greater level of independence with a particular skill, targeting a new skill). For comprehensive assessment, all five scales will be required however, the specific clinical or referral questions may require administration of fewer scales (e.g., a speech pathologist may choose to only administer the Language Scale). It can be used to develop educational and therapeutic intervention plans, such as Individual Education Plan (IEPs) and Individual Family Support Plans (IFSPs). At intake, the DASH-3 can be used to estimate developmental level, analyze 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). The DASH-3 (1) provides an initial assessment for intervention planning, (2) tracks individual progress for persons with severe and/or multiple disabilities aged 6 months through adulthood, and (3) evaluates individuals with other types of disabilities who require a detailed assessment for intervention planning. The scales are also appropriate for individuals with mild to moderate disabilities those who have single disabling conditions (e.g., individuals with visual impairment or paraplegia), and children who are functioning chronologically from birth to 6 years of age. The 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, including persons with severe and profound intellectual disability (“mental retardation”) and autism spectrum disorders.
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