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Chapter 16. Early Childhood Assessment. Assessment of Young Children. Establish family priorities Familiar environments Assessments should Provide information Be socially valuable Be based on a wide foundation of information Decisions based on team members consensus. Legislation.

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chapter 16
Chapter 16

Early Childhood Assessment

assessment of young children
Assessment of Young Children
  • Establish family priorities
  • Familiar environments
  • Assessments should
    • Provide information
    • Be socially valuable
    • Be based on a wide foundation of information
  • Decisions based on team members consensus
legislation
Legislation
  • PL 99-457
    • Services to 3- 5-year-old children with disabilities
    • Discretionary program for infants and toddlers
    • Individualized Family Service Plan (IFSP)
  • IDEA 1997
    • Mandated services from birth to two
    • Services delivered in natural environments
purposes
Purposes
  • Early screening for developmental delays
  • Determine service eligibility
  • Planning interventions
  • Program monitoring
  • Evaluation
areas addressed
Areas Addressed
  • Family’s strengths and needs, priorities, values, and traditions
  • Child’s strengths and delays
    • Physical factors
    • Language and communication skills
    • Gross and fine motor skills
    • Social and emotional development
    • Self-help and adaptive skills
    • School readiness
issues
Issues
  • Natural environments
  • Ongoing assessment linked to intervention
  • Demand for ecological assessment
current practices
Current Practices
  • Informal curriculum-based
  • Familiar physical and social environments
  • Family members are equal contributors
screening
Screening
  • The Ages and Stages Questionnaires
  • AGS Early Screening Profiles
  • Developmental Observation Checklist System (DOCS)
  • Developmental Indicators for the Assessment of Learning–3
  • The Denver Developmental Screening Test (Denver II)
  • Autism Screening Instrument for Educational Planning
screening for social emotional development
Screening for Social-Emotional Development
  • Ages and Stages Questionnaires: Social Emotional
  • The Vineland Social-Emotional Early Childhood Scales (SEEC)
  • Temperament and Atypical Behavior Scale (TABS)
  • Childhood Autism Rating Scale (CARS)
  • Gilliam Autism Rating Scale (GARS)
  • Home Situations Questionnaire (HSQ)
ecological assessment
Ecological Assessment
  • Interrelationships between child, family, and environments
  • Identify patterns and sequences of behaviors
family interview and rating scales
Family Interview and Rating Scales
  • Infant-Toddler and Family Instrument (ITFI)
  • Vineland Adaptive Behavior Scale
  • Family Strengths Profile
  • Parenting Stress Index (PSI)
  • Ways of Coping Inventory
  • Family Needs Survey
direct observation
Direct Observation
  • Developmental checklist
  • Narrative recording
  • Observation instruments
    • Play Observation Scale
    • Social Interaction Assessment/Intervention
    • ECO
play based assessment
Play-Based Assessment
  • Considered an alternative
  • Play environments are natural environments
  • Transdisciplinary play-based assessments
curriculum based and criterion referenced assessment
Curriculum-Based and Criterion-Referenced Assessment
  • The Hawaii Early Learning Profile (HELP)
  • Assessment, Evaluation, and Programming System (AEPS) for Infants and Children
  • The Caroline Curriculum for Infants and Toddlers with Special Needs
  • The Brigance Diagnostic Inventory of Early Development-Revised
  • The Pediatric Evaluation of Disability Inventory (PEDI)
norm referenced and dynamic assessment
Norm-Referenced and Dynamic Assessment
  • Bayley Scales of Infant Development–II
  • The Batelle Developmental Inventory (2nd ed.)
  • Preschool Learning Assessment Device (PLAD)
school readiness
School Readiness
  • Brigance K & 1 Screen–Revised
  • The Developmental Indicators for the Assessment of Learning–3 (DIAL–3)
  • Test of Early Reading Ability (TERA–3)
  • Test of Early Mathematics Ability (TEMA–3)
  • Peabody Picture Vocabulary Test (PPVT–III)
  • Test of Early Language Development(TELD–3)
  • Test of Early Written Language (TEWL)
individualized family service plans
Individualized Family Service Plans
  • Resources available to family
  • Target outcomes
  • Reviewed at least every 6 months
program monitoring and evaluation
Program Monitoring and Evaluation
  • Frequent assessments
  • Individual goals addressed in group setting
  • Imbedded in enjoyable activities
  • Minimize developmental problems
  • Evaluate programs for utility, feasibility, propriety, and technical adequacy