| Description |
xi, 304 pages : illustrations ; 25 cm |
| Contents |
Chapter 1. Assessment in Context: Principles for Practice -- Federal Legislation -- Defining the Population -- Developmental Risk -- Developmental Delay -- Disability Categories -- Theoretical Basis for a Contextual Perspective -- Ecological Psychology -- Family Systems Theory -- Constructivism -- Principles of Context-Based Assessment -- Chapter 2. Purposes of Assessment -- Identification and Diagnosis -- Case-Finding and Child Find -- Screening and Monitoring -- Diagnosis -- Program Planning -- Family Resources, Priorities, and Concerns -- Environmental Assessment -- Developmental Assessment -- Program Evaluation -- Chapter 3. Developing a Framework for Context-Based Assessments -- Stage 1. Planning -- Establishing Basic Family Context -- Identifying Family Resources, Priorities, and Concerns -- Structuring the Assessment -- Selecting Assessment Techniques and Instruments -- Stage 2. Assessing -- Stage 3. Interpreting -- Stage 4. Evaluating the Assessment -- Special Considerations for Assessing Infants, Toddlers, and Preschool Children -- Practices to Avoid -- Forcing Separations -- Strange Examiners -- Reliance on Easily Measured Skills -- Formal Testing as the Cornerstone -- Practices to Adopt -- Assessment Focuses on Functional Abilities through an Integrated Model of Infant and Child Development -- Assessment Is Ongoing, Based on Multiple Sources of Data, and Varied in Technique -- Assessment Involves Parents throughout the Assessment Process -- Assessment Requires Knowledge of Child Development -- Assessment Entails Identification of Abilities and Strengths as Well as Needs -- Chapter 4. Assessment through Collaboration with Families -- Rationale for Family Collaboration in Assessment -- Family Collaboration in Child Assessments -- Family Constructs -- Identifying Family Resources, Priorities, and Concerns -- Sociopolitical Influences on Families -- Health Issues -- Economic Issues -- Community and Domestic Violence -- Maltreatment of Children -- Technological Advances -- Cultural Differences between Professionals and Families -- Chapter 5. Approaches and Techniques Used in Child Assessment -- Influences on Assessment -- Theoretical Perspectives -- How Assessments Are Done -- Persons Involved in Assessment -- Levels of Specialization -- Models of Teaming -- Direct and Indirect Assessment -- Techniques Involved in Assessment -- Norm-Referenced to Criterion-Referenced Assessment -- Standardized Assessment to Assessment with Accommodations -- Product-Oriented Assessment to Process-Based Assessment -- Naturalistic Observation to Clinical Observation -- Chapter 6. Norm-Referenced Standardized Assessment -- The Norm Group: A Representative Sample -- Item Difficulty, Discrimination, and Bias -- Distribution Patterns -- Measures of Central Tendency -- Measures of Variability -- Measures of Relationship -- Correlation Coefficient -- Test Administration and Scoring Procedures -- Basals and Ceilings -- Derived Scores -- Scores Based on Relative Standing -- Scores Based on Developmental Levels -- Technical Soundness -- Reliability -- Standard Error of Measurement -- Validity -- Observational Data -- Reactivity -- Reliability of Observational Data -- Validity of Observational Data -- Chapter 7. Criterion-Referenced and Play-Based Assessment -- Developmental Progression -- Knowledge and Knowing -- Basic Psychological Processes -- Development of Skills in Communication -- Early Language Development -- Social Aspects of Development -- Attachment, the Self, and Emotions -- Adaptive Behavior and Self-Care Skills -- Motor Functioning -- Reflexive and Volitional Movement -- Theories of Motor Development -- Developmental Progression -- Early Sensory and Motor Development -- Effects of Sensory Impairments -- Criterion-Referenced Assessment -- Play-Based Assessment -- Play Shapes Development -- Structures for Play-Based Assessment -- Mastery Motivation -- Chapter 8. Assessing Individual Progress through Portfolio and Work Sampling Assessments, Goal Attainment Scaling, and General Outcome Measurement -- Portfolio and Work Sampling Systems -- Portfolios -- Contents of the Portfolio -- Work Sampling System -- Goal Attainment Scaling -- General Outcome Measurement -- Computer-Based Data Management Systems -- Closing Thoughts -- Chapter 9. Functional Behavioral Assessment -- Rationale for Functional Behavioral Assessment -- Behavior and Communication -- Data Gathering Techniques -- Informant Methods -- Functional Assessment Interview Form -- Direct Observations -- Functional Analysis -- Accuracy of Functional Behavioral Assessments -- Chapter 10. Assessment of Environments -- Activity Theory -- Home and Community Environments -- Parameters of the Home Environment -- Physical Features of the Home -- Interactions -- Parent Stress and Mental Health -- Socioeconomic Factors -- Data Gathering Procedures and Techniques -- Parent Interviews -- Questionnaires -- Direct Observation -- Parameters of Community -- Data Gathering and Techniques -- Center-Based Environments for Infants, Toddlers, and Preschool Children -- Parameters of Center-Based Environments -- Data Gathering Procedures and Techniques -- General Environmental Assessments -- Ecobehavioral Analysis -- Chapter 11. Context-Based Assessment Cases: Infants and Toddlers -- Ericca -- Findings -- Chapter 12. Context-Based Assessment Cases: Preschool and Primary-Grade Children |
| Notes |
Cover has subtitle: A context-based approach |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Child development deviations -- Diagnosis.
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Child development -- Testing.
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Child psychology.
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Children with disabilities -- Education.
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Developmental disabilities -- Diagnosis.
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Developmental disabilities.
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Developmentally disabled children.
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Medical care -- Needs assessment.
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Needs assessment.
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| LC no. |
2002035045 |
| ISBN |
1401825273 |
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