Practical Guide to Assessing Infants and Preschoolers with Special Needs [Hardback]

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 Childs 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 Infants 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