A Practical Guide to Assessing Infants and Preschoolers With Special Needs

by Bondurant-Utz, Judith A.

• ISBN13: 9780130255211
• ISBN10: 0130255211
• Format: Hardcover
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

This easy-to-read book is a succinct, practical work designed for current and future early childhood special educators. Its four-part coverage provides an overview of the assessment process; basic considerations for assessment; the stages of the assessment process; and assessment within domains. Unlike introductory books that typically deal with a specific level such as preschool, this book takes a more comprehensive approach by including assessment information on children from birth to five years of age. Family Involvement; Cultural and Linguistic Diversity; The Team Process; The Assessment Experience; Qualitative Observations of Behavior; Assessing Young Children with Severe Disabilities; Child Find, Screening, and Identification; Norm-Based Assessment; Curriculum-Based Assessment for Instructional Planning; Ecological Assessment; Behavioral Assessment; Program Evaluation; Assessment within Domains; Communication Assessment; Assessing Social and Emotional Development; Sensory Motor; Assessment of Adaptive Behavior. For current and future early childhood special educators.

Table of Contents

Part I Introduction to Assessment with Young Children	1	(438)
Introduction	3	(20)
Purpose of Assessment	4	(1)
Legislative Mandates for Young Children	4	(4)
IDEA and Evaluation	6	(1)
Eligibility Criteria	6	(2)
The Stages in the Assessment Process	8	(2)
Screening	8	(1)
Assessment and Linkage	8	(1)
Programming and Intervention	9	(1)
Evaluation of Progress	9	(1)
Linking Assessment and Evaluation	10	(1)
Family Participation in the Assessment Process	11	(1)
Considering Linguistic, Cultural, and Family Contexts	11	(1)
Characteristics and Qualities of Multidimensional Assessment	12	(6)
Multiple Measures	12	(4)
Multiple Techniques	16	(1)
Multiple Occasions	17	(1)
Multiple Sources or Perspectives	17	(1)
Multiple Domains	17	(1)
Multiple Purposes	17	(1)
Additional Assessment Models	18	(1)
Dynamic Assessment Model	18	(1)
Functional/Adaptive Assessment Model	18	(1)
Play-Based Assessment Model	19	(1)
Summary	19	(4)
Family Involvement	23	(28)
Family-Centered Practices	24	(1)
Federal Mandates	25	(1)
Benefits of Family Involvement	26	(1)
Sources of Information	26	(1)
Least Restrictive Environment	26	(1)
Family Investment in Program	26	(1)
Child Comfort and Security	27	(1)
Respect for Family Diversity	27	(1)
Levels of Family Involvement	28	(1)
Identification of Family Resources, Priorities, and Concerns	29	(2)
The Family-Focused Interview	30	(1)
Domains of Family Information-Gathering	31	(4)
Family Resources	33	(1)
Family Priorities	33	(1)
Family Concerns	33	(1)
Concerns for Gathering Information from Families	34	(1)
Methods for Information-Gathering	35	(1)
Interviews	35	(1)
Observations	35	(1)
Questionnaires and Test Instruments	36	(1)
Family Participation in Collecting Assessment Information	36	(5)
Sharing the Family Story	39	(1)
Expressing Preferences, Great Expectations, Strengths, and Needs	39	(1)
Administering Assessments	40	(1)
Constructing Authentic Assessments	41	(1)
Sharing Priorities, Resources, and Concerns	41	(1)
An Ecocultural Approach	41	(1)
Daily Routines	42	(1)
Accommodation	42	(1)
Family-Centered Assessment and Intervention	42	(4)
Individualized Family Service Plan (IFSP)	44	(1)
Individualized Education Program (IEP)	45	(1)
Comparison of the IFSP and IEP	46	(1)
Summary	46	(5)
Cultural Diversity	51	(30)
Legislative Mandates	53	(1)
Culture and the Family Perspective	54	(2)
Language and Communication	54	(1)
Child-rearing Practices	55	(1)
Family Membership	55	(1)
Wellness/Diversity	56	(1)
The Child's Language Competence	56	(1)
The Cultural Competence of the Examiner	57	(4)
Cultural Awareness	60	(1)
Culture-Specific Awareness and Understanding	60	(1)
Problems with Test Translations and Using Interpreters	61	(2)
Translating Assessment Instruments	61	(1)
Conducting an Interview	62	(1)
Considerations for More Effective Assessment	63	(7)
The Examiner	63	(1)
Establishing Rapport and Getting to Know the Family	64	(4)
Optimizing the Testing Situation	68	(1)
Using Tests Appropriately	69	(1)
Interpreting Data Appropriately	69	(1)
Assessment Methods and Instruments	70	(4)
Alternative Assessment Approaches	70	(4)
Making the Assessment Process Culturally Responsive	74	(3)
Gathering Background Information	74	(1)
Hypothesis Formation	74	(1)
Active Assessment	75	(1)
Analysis and Interpretation of Information	76	(1)
Reporting Findings	77	(1)
Program Development	77	(1)
Summary	77	(4)
The Team Process	81	(24)
The Team Approach	82	(1)
Team Members	82	(1)
Multidisciplinary Model	82	(4)
Interdisciplinary Model	86	(1)
Transdisciplinary Model	87	(12)
Rationale	87	(1)
Role of Transdisciplinary Team Members	88	(1)
Role Sharing	89	(1)
Components of the Transdisciplinary Model	90	(1)
Arena Assessment	90	(6)
Examples of Transdisciplinary Assessments	96	(1)
Integrated Therapy	96	(1)
Criteria for Effective Transdisciplinary Teams	97	(2)
Creating Collaborative Teams	99	(1)
Summary	100	(5)
Part II Basic Considerations for Assessment
The Assessment Experience	105	(14)
Christopher Lopata
Overview	106	(1)
Components of Assessment	106	(6)
Family Interviews	107	(1)
Individual Assessment	107	(2)
Observation	109	(1)
Play Assessment	110	(2)
Assessment of Young Children	112	(4)
The Child	112	(1)
The Setting	113	(1)
The Assessors	114	(1)
Parent/Caregiver Support	115	(1)
Summary	116	(3)
Qualitative Observations of Behavior	119	(16)
Christopher Lopata
Observation: Characteristics and Caveats	120	(1)
Benefits	120	(1)
Cautions	121	(1)
Qualitative Methods	121	(3)
General Considerations of Qualitative Methods	122	(1)
Guiding Principles	122	(1)
Techniques for Quality Observation	122	(2)
Important Components of Observations	124	(5)
Physical Characteristics	24	(101)
Temperament and Behavioral Style	125	(1)
Communication and Interaction	126	(1)
Problem-Solving and Learning Style	127	(1)
Adaptive Behavior	128	(1)
Developmental Issues for Young Children	129	(3)
Separation Issues	129	(1)
Autonomy Issues	130	(1)
Activity Level and Attention Span	131	(1)
Summary	132	(3)
Assessing Young Children with Severe Disabilities	135	(38)
Catherine Cook-Cottone
Overview	136	(3)
Unique Assessment Issues	136	(1)
Standardized Assessment	137	(1)
Team Approach and Convergent Assessment	137	(1)
Task Analysis	138	(1)
Accommodations for Specific Disorders	139	(28)
Motor (or Neuromotor) Impairments	139	(4)
Visual Impairments	143	(3)
Hearing Impairments	146	(4)
Deaf-Blindness	150	(1)
Affective/Behavioral Impairments	151	(4)
Autism	155	(6)
Developmental/Mental Retardation	161	(1)
Health Impairments	162	(5)
Summary	167	(6)
Part III Stages in the Assessment Process
Child Find, Screening, and Identification	173	(16)
Child Find	174	(3)
Legal Mandates for Child Find	174	(1)
Child Find Strategies	174	(3)
Tracking	177	(1)
Screening	178	(9)
General Guidelines for Screening	179	(2)
Conducting a Screening	181	(2)
Accuracy of Instruments	183	(1)
Selecting a Screening Instrument	184	(1)
Evaluation of Screening Programs	184	(3)
Summary	187	(2)
Norm-Based Assessment	189	(24)
Diagnostic Process	190	(1)
Entitlement to Full Assessment	190	(1)
Definitions of Eligibility	190	(1)
Purpose and Description	191	(1)
Test Standardization	192	(5)
The Normative Group	192	(2)
Types of Scores from Norm-Based Tests	194	(3)
Test Reliability	197	(3)
Assessing Test Reliability	198	(2)
Test Validity	200	(3)
Content Validity	200	(1)
Instructional Utility	200	(1)
Criterion Validity	201	(1)
Construct Validity	201	(1)
Assessing Validity	202	(1)
Commonly Used Norm-Referenced Tests	203	(1)
Using Norm-Based Tests in Early Childhood	203	(1)
Advantages of Norm-Based Tests	203	(1)
Cautions and Limitations	204	(2)
Discussing Assessment Results with Parents	206	(2)
Agenda for Discussing Results	207	(1)
Summary	208	(3)
Appendix	211	(2)
Curriculum-Based Assessment for Instructional Planning	213	(32)
Purpose of Curriculum-Based Assessment	214	(1)
Types of Curriculum-Based Assessment	215	(1)
Curriculum-Referenced Scales	215	(1)
Curriculum-Embedded Scales	215	(1)
Curricular Models	216	(2)
Developmental Milestones Model	216	(1)
Functional/Adaptive Model	216	(1)
Cognitive-Constructivist Model	217	(1)
Interactive/Transactional Model	217	(1)
Considerations for Implementing a Curriculum-Based Assessment	218	(4)
Compatibility with Program	218	(1)
Family-Focused Assessment	218	(1)
Multidimensional Assessment	219	(1)
Multidimensional Assessment	219	(1)
Team Assessment	219	(1)
Developmental Age of Child	219	(1)
Developmental Areas Assessed	219	(1)
Small Steps	220	(1)
Age-Appropriate, Functional Norms	220	(1)
Adaptive to Disability	220	(1)
Form Versus Function	221	(1)
Results Translatable to Program Planning	221	(1)
Profile of Strengths and Needs	222	(1)
Recordkeeping System	222	(2)
Feasibility and Cost-Effectiveness	224
Systems for Curriculum-Based Assessment for Intervention	222	(3)
Activity-Based Assessment and Intervention	222	(1)
Play-Based Assessment	223	(2)
LINKing Assessment and Intervention	225	(1)
Examples of Curriculum-Based Assessments	225	(1)
Evaluation of Curriculum-Based Assessments	225	(2)
Authenticity	226	(1)
Collaboration	226	(1)
Convergence	226	(2)
Equity	228
Sensitivity	227	(1)
Congruence	227	(1)
Advantages and Cautions	227	(1)
Advantages	227	(1)
Cautions	228	(1)
Helpful Tips in Conducting the Assessment	228	(5)
The Shopping List Approach	229	(1)
Cue Card Approach	229	(3)
Group Assessment	232	(1)
Assessment Results	233	(2)
Summary	235	(2)
Appendices	237	(8)
Ecological Assessment	245	(18)
An Ecological Versus Behavioral Viewpoint	246	(1)
What Is Ecological Assessment?	247	(1)
Importance of an Ecological Framework	247	(1)
Theoretical Basis of Ecological Assessment	247	(3)
Conducting Ecological Assessments	250	(1)
Naturalness	250	(1)
Observational Recording Methods	250	(4)
Narrative Descriptions	250	(1)
Anecdotal Records	251	(1)
Running Records	251	(1)
Specimen Descriptions	252	(1)
Jottings	252	(1)
Checklists and Rating Scales	252	(2)
Contexts for Assessment	254	(3)
Categories of Static and Dynamic Features of the Environment	254	(3)
Examples of Published Environmental Assessment Measures	257	(1)
Incorporating Ecological Assessment Into the Assessment Process	258	(3)
Summary	261	(2)
Behavioral Assessment	263	(22)
Importance of a Behavioral Framework	264	(1)
Theoretical Basis of Behavioral Assessment	264	(1)
Behavioral Assessment	265	(1)
Behavioral Methods of Data Collection	266	(1)
Behavioral Observation Recording Methods	266	(6)
Anecdotal Reports	266	(1)
Permanent Product Samples	267	(1)
Task Analysis Recording	267	(3)
Observational Recording Systems	270	(2)
Functional Behavioral Assessment	272	(10)
Goals of a Functional Behavioral Assessment	272	(2)
Legal Mandate for Functional Behavioral Assessment	274	(1)
Finding the Function of a Behavior	275	(1)
Functional Assessment Techniques	275	(2)
Direct Observations	277	(3)
Functional Analysis	280	(2)
Summary	282	(3)
Program Evaluation	285	(30)
Purpose of Program Evaluation	286	(1)
Child Outcomes	287	(1)
Efficiency and Quality of Program Operations	287	(1)
Consumer Satisfaction	287	(1)
Approaches to Evaluation	287	(1)
Formative Evaluation	287	(1)
Summative Evaluation	288	(1)
Evaluation Models	288	(4)
Goal-Attainment Models	288	(1)
Input-Based Judgmental Evaluation	288	(3)
Output-Based Judgmental Evaluation	291	(1)
Decision-Facilitation Evaluation	292	(1)
Naturalistic or Qualitative Evaluation	292	(1)
Triphase Evaluation	292	(6)
Input Evaluation	293	(2)
Process Evaluation	295	(1)
Outcome Evaluation	296	(2)
Indicators of a Quality Evaluation Plan	298	(2)
Utility	298	(1)
Feasibility	298	(1)
Propriety	299	(1)
Technical Adequacy	299	(1)
General Considerations in Planning Program Evaluations	299	(1)
Beginning Program Evaluation	300	(5)
Linking Intervention and Program Evaluation	305	(4)
Measuring Progress Toward Weekly Training Targets	305	(1)
Measuring Progress Toward Long-Range Goals and Training Objectives	305	(1)
Measuring Progress Toward Program Goals	306	(1)
Published Assessment-Intervention-Evaluation Systems	306	(3)
Summary	309	(6)
Part IV Assessment Within Domains
Assessment of Cognitive Development	315	(28)
What Is Cognition?	316	(1)
Theories of Cognitive Development	317	(8)
Developmental Theory	317	(1)
Behavioral or Functional Theory	318	(1)
Information-Processing Theory	318	(1)
Social Learning	319	(1)
Cognitive Stages Theory	320	(5)
Considerations for Choosing Techniques and Instruments	325	(2)
Age Differences	325	(2)
Child Characteristics	327	(1)
Age Ranges	327	(1)
Multiple or Single Domain	327	(1)
Approaches to Assessment	327	(10)
Traditional Methodology	328	(5)
Curriculum-Based Scales	333	(1)
Ordinal Scales	333	(1)
Play as an Alternative Approach	334	(3)
Linking Assessment Information to Intervention	337	(1)
Summary	338	(5)
Communication Assessment	343	(18)
Ellenmorris Tiegerman
Christine Radziewicz
Parent-Child Interaction	345	(1)
Child Assessment	345	(7)
Cognitive Development	349	(1)
Play Development	349	(1)
Motor Development	350	(2)
Child Assessment Instruments	352	(1)
Dimensions of Speech and Language for a Comprehensive Assessment	352	(5)
Assessing the Infant's Readiness to Communicate	355	(1)
Authentic Assessment	356	(1)
Summary	357	(4)
Assessing Social and Emotional Development	361	(32)
General Considerations for Comprehensive Assessment	363	(2)
Longitudinal	363	(1)
Natural Settings	363	(1)
Child Characteristics	364	(1)
Child Assessment Procedures	365	(2)
Assessing Child Characteristics	365	(1)
General Procedural Considerations	366	(1)
Functional Developmental Approach	367	(1)
Social Development	367	(5)
Adult-Infant Interactions	368	(4)
Social Interaction Assessment	372	(3)
Dimensions of Social Interaction Assessment	372	(2)
Procedural Considerations in Assessing Social Interactions	374	(1)
Methods for Assessing Social Performance	375	(12)
Levels and Techniques for Assessment	375	(1)
Multimeasure Performance-Based Assessment	375	(1)
Anecdotal Data Collection	375	(1)
Questionnaires	375	(5)
Direct Observation of Social Interaction	380	(1)
Behavior Rating Scales	380	(5)
Sociometric Assessment	385
Curriculum-Based Assessments	383	(1)
Norm-Based Assessments	384	(3)
Using Social-Emotional Assessment Information	387	(1)
Summary	388	(5)
Assessing Sensory-Motor Development	393	(24)
Shelly J. Lane
Sensory-Motor Versus Perceptual-Motor Assessment	394	(1)
Development of Sensory-Motor Skills in Infancy	395	(6)
Newborns	395	(1)
Birth to 3 Months	396	(1)
4 to 6 Months	397	(1)
7 to 12 Months	397	(1)
12 to 24 Months	398	(1)
24 to 36 Months	399	(1)
36 to 48 Months	399	(1)
48 to 60 Months	400	(1)
Assessment	401	(13)
Assessment of Sensory Processing	401	(2)
Assessment of Motor Skills	403	(4)
Assessments of General Development Including Sensory-Motor Domains	407	(7)
Summary	414	(3)
Assessing Adaptive Behavior	417	(22)
Definition of Adaptive Behavior in Early Childhood	419	(1)
Interdisciplinary Involvement	420	(1)
Considerations for Assessment	420	(9)
Generalization of Skills Across Settings	420	(1)
Cultural Contexts	420	(1)
Hierarchical Sequence	421	(1)
Low-Frequency Behaviors	421	(1)
Behavior Chains	421	(1)
Methods for Assessing Adaptive Behavior	421	(1)
Developmental Scales	422	(1)
Criterion-Referenced Adaptive Behavior Scales	423	(3)
Norm-Referenced Assessments	426	(2)
Ecological Inventories	428	(1)
Assessment Within Subdomains	429	(5)
Self-Care	429	(1)
Community Self-Sufficiency	430	(1)
Personal-Social Responsibility	430	(2)
Social Adjustment	432	(2)
Assessing Survival Skills	434	(2)
Choosing Intervention Goals	436	(1)
Summary	436	(3)
Index	439