LINKing Authentic Assessment & Early Childhood Intervention

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2010-09-30
  • Publisher: Brookes Pub
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How can early childhood professionals make informed decisions while selecting assessment materials that meet recommended practices? Use the NEW edition of this essential reference, the only book with professional ratings and reviews of 80 authentic, widely used assessment tools for children birth¿8. Completely revamped and even more user-friendly than its popular first edition, this must-have guide provides ratings of the qualities of assessment materials based on: 1) ¿consumer reports¿ and ratings from a survey of more than 1,000 professionals; 2) detailed reviews from a panel of assessment experts; and 3) ratings drawn from the authors¿ own extensive expertise. Now with NEW features that make the ratings and reviews even more specific and useful, this book helps early childhood professionals evaluate how each assessment tool measures up to 8 critical standards: acceptability, authenticity, collaboration, evidence, multifactors, sensitivity, universality, and utility. Readers can easily compare assessment tools, with At a Glance snapshots of good-quality measures and more in-depth Close-Ups of the top-rated assessments; determine which assessments best meet specific needs of both program and child; and link realistic, authentic assessments with effective interventions. A key text for courses on assessment and the go-to guide for every early childhood program, this invaluable book will help professionals ensure high-quality services for children with and without disabilities. Professionals will have clear and concise guidance they need to choose appropriate assessment tools that link to their programs, help design interventions that meet children¿s individual needs, and give all young children the start in life they deserve.

Author Biography

Stephen J. Bagnato, Ed.D., NCSP, is Developmental School Psychologist and Professor of Pediatrics and Psychology, University of Pittsburgh Schools of Medicine and Education,. Pittsburgh, Pennsylvania. John T. Neisworth, Ph.D., is Professor Emeritus in Special Education, Penn State University, University Park, Pennsylvania Kristei Pretti-Frontczak, Ph.D., is Professor in Early Childhood Intervention, Kent State University, Kent, Ohio.

Table of Contents

About the Authorsp. x
Forewordp. xiii
Prefacep. xvi
Acknowledgmentsp. xviii
Authentic Assessment and Early Intervention in Contextp. 1
Why Are Changes Needed in Early Childhood Measurement?p. 3
What Is Authentic Assessment?p. 11
What Are the Professional Standards for Developmentally Appropriate Assessment in Early Childhood Intervention?p. 19
How Can Professionals Apply the Best Measures for Best Practices?p. 33
What Are "Forecasts" of Promising Practices in Authentic Assessment?p. 49
Professional Standards and the LINK Social Validity Studyp. 63
Alphabetical Listing of 87 Assessment Measures Included in the Initial Reviewp. 73
Combined LINK Indexesp. 75
Other Featuresp. 83
ABLLS“-R: The Assessment of Basic Language and Learning Skills-Revisedp. 89
Adaptive Behavior Assessment System-Second Edition (ABAS-II)p. 93
Ages & Stages Questionnaires“, Third Edition (ASQ-3Ö): A Parent-Completed Child Monitoring Systemp. 97
Ages & Stages Questionnaires“: Social-Emotional (ASQ:SE): A Parent-Completed, Child-Monitoring System for Social-Emotional Behaviorsp. 98
Assessment, Evaluation, and Programming System for Infants and Children (AEPS“), Second Editionp. 99
Autism Screening Instrument for Educational Planning-Third Edition (ASIEP-3)p. 103
Basic School Skills Inventory-Third Edition (BSSI-3)p. 104
Behavior Assessment System for Children, Second Edition (BASCÖ-2)p. 105
Behavior Rating Inventory of Executive Function“-Preschool Version (BRIEF“-P)p. 110
Behavioral Characteristics Progression (BCP)p. 114
BRIGANCE“ Inventory of Early Development-II (IED-II)p. 118
Callier-Azusa Scale G-Editionp. 119
The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN), and The Carolina Curriculum for Preschoolers with Special Needs, Second Edition (CCPSN)p. 123
Communication and Symbolic Behavior ScalesÖ (CSBSÖ), Normed Editionp. 127
The Creative Curriculum“ Developmental Continuum for Infants, Toddlers & Twos and The Creative Curriculum“ Developmental Continuum for Ages 3-5p. 132
Desired Results Developmental Profile access (DRDP access)p. 138
Desired Results Developmental Profile-Infant/Toddler Instrument (DRDP-R, IT) and Desired Results Developmental Profile-Preschool Instrument (DRDP-R, PS)p. 142
Developmental Assessment for Students with Severe Disabilities-Second Edition (DASH-2)p. 143
Developmental Observation Checklist System (DOCS)p. 144
Developmental Profile 3 (DP-3)p. 148
Developmental Programming for Infants and Young Children: Volume 2. Early Intervention Developmental Profile-Revised Editionp. 149
Devereux Early Childhood Assessment for Infants and Toddlers (DECA-I/T) and The Devereux Early Childhood Assessment (DECA)p. 150
The Early Learning Accomplishment ProfileÖ (E-LAPÖ)p. 156
Every Move Counts: Sensory-Based Communication Techniquesp. 157
FACTER: Functional Assessment and Curriculum for Teaching Everyday Routinesp. 162
The Functional Emotional Assessment Scale (FEAS) for Infancy and Early Childhoodp. 166
The Galileo Pre-K Online System for the Electronic Management of Learningp. 167
HELP“-the Hawaii Early Learning Profile“p. 172
HighScope Child Observation Record (COR)p. 177
Humanics National Infant-Toddler Assessment and Humanics National Preschool Assessmentp. 181
Infant Toddler Social-Emotional AssessmentÖ (ITSEAÖ)p. 182
Infant-Toddler and Family Instrument (ITFI)p. 183
Infant-Toddler Developmental Assessment (IDA)p. 184
INSITE Developmental Checklist: Assessment of Developmental Skills for Young Multidisabled Sensory Impaired Childrenp. 185
Inventory for Client and Agency PlanningÖ (ICAPÖ)p. 186
Kent Inventory of Developmental Skills (KIDS)p. 191
Life Skills ProgressionÖ (LSPÖ): An Outcome and Intervention Planning Instrument for Use with Families at Riskp. 192
New Portage Guide Birth to Sixp. 193
The Oregon Project for Preschool Children who are Blind or Visually Impaired, 6th edition (The OR Project)p. 197
The Ounce Scalep. 202
Partners in Play: Assessing Infants and Toddlers in Natural Contextsp. 207
The Pediatric Evaluation of Disability Inventory (PEDIÖ)p. 212
Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2)p. 217
Scales of Independent Behavior-RevisedÖ (SIB-RÖ)p. 223
The SCERTS“ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disordersp. 224
School Function Assessment (SFA)p. 230
SKI-HI Language Development Scale, 2nd Editionp. 235
Social Skills Improvement System Rating Scales (SSISÖ Rating Scales)p. 236
Temperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunctionp. 237
Transdisciplinary Play-Based Assessment, Second Edition (TPBA2), and Transdisciplinary Play-Based Intervention, Second Edition (TPBI2)p. 238
Vineland Adaptive Behavior Scales, Second Edition (VinelandÖ-II)p. 244
Vineland Social Emotional Early Childhood Scales (VinelandÖ SEEC)p. 245
Vulpe Assessment Battery-Revised: Developmental Assessment • Performance Analysis • Individualized Programming for the Atypical Childp. 250
The Work Sampling System“p. 251
Referencesp. 255
NAEYC Position Statementp. 277
DEC Positive Outcomes Position Statementp. 309
LINK Consumer Social Validity Survey Formp. 355
Where We Stand on Curriculum, Assessment, and Program Evaluation: NAEYC and NAECS/SDEp. 367
Author Indexp. 371
Subject Indexp. 376
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