Professional Documents
Culture Documents
Marissa S. Reed, Ed.S. School Psychologist Troup County School System LaGrange, Georgia
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Reed, 2005
Issues to Consider
(Bracken, 2000)
Childs temperament Examiner approachability, affect, and physical presence Behavior management Environment
Battelle Developmental Inventory Stanford-Binet, 5th Edition Kaufman Assessment Battery for Children Wechsler Preschool and Primary Scale of Intelligence, 3rd Edition (WPPSI-III) Bracken Basic Concept Scale, 2nd Edition Differential Ability Scales (DAS) Bayley Scales of Infant and Toddler Development, 3rd Edition Preschool Language Scale, 4th Edition
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Alternative:
Play-based assessment (Ross, 2000 [Best Practices]) Direct observation Parent interviews Parent-child interactions Clinical judgment rating scales Curriculum-based assessment Portfolio assessment (Mills, 1994) Individual Growth and Development Indicators (IGDIs) (Best Practices)
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problem is not the actual tests, but administration of test that does not consider the nature of the child or reason for referral
Use complementary assessment: best of both worlds
Sattler:
Assessment of Behavior
Functional Behavior Assessment (Conroy & Davis, 2000) Parental input is crucial
May be first contact with professionals Parents as valuable source of information regarding representativeness of childs performance (validity of results) Observation of parent-child interaction Initial notification of problems or diagnoses
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Basics
Interesting and developmentally appropriate environments Scanning Guides, rules and consequences Functional analysis Modeling and opportunities to practice
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School Readiness
Cognitive development Social-emotional development Communication and language development Sensorimotor development
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Healthy pregnancy and mothers nutrition Regular health care after birth Verbal communication with child Reading to child Opportunities to write, draw, sing, dance, and tell stories Exposure to a variety of materials Value on education and learning Visits to libraries, museums, and cultural activities Asking children questions Opportunities to play and explore Social interaction with other children Reed, 2005 self-worth Build a sense of security and
Training in traditional and nontraditional assessments Evaluation of technical adequacy of instruments Knowledge of related issues Ability to establish collaborative relationships is imperative Field-based practicum and internship experiences Continuing professional development in early Reed, 2005 intervention and preschool issues
References
Appl, D.J. (2000). Clarifying the preschool assessment process: Traditional practices and alternative approaches. Early Childhood Education Journal, 27 (4), 219-225. Bailey, D. B. (2000). The federal role in early intervention: Prospects for the future. Topics in Early Childhood Special Education, 20 (2), 71-78. Barnett, D.W. (2000). Best practices in early intervention. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV. Bethesda, MD: NASP. Bracken, B.A. (2000). Maximizing construct relevant assessment: The optimal preschool testing situation. In B.A. Bracken (Ed.) The psychoeducational assessment of preschool children (pp. 33-44). Boston: Allyn & Bacon. Conroy, M.A., & Davis, C.A. (2000). Early elementary-aged children with challenging behaviors: Legal and educational issues related to IDEA and assessment. Preventing School Reed, 2005 Failure, 44 (4), 163-168.
References
Feil, E.G., & Severson, H.H. (1995). Identification of critical factors in the assessment of preschool behavior problems. Education & Treatment of Children, 18 (3), 261-272. Mills, L. (1994). Yes, it can work!: Portfolio assessment with preschoolers. Paper presented at the Association for Childhood Education International Study Conference, New Orleans, LA, March 30-April 2, 1994. Nagle, R.J. (2000). Issues in preschool assessment. In B. A. Bracken (Ed.), The psychoeducational assessment of preschool children (pp. 19-32). Boston: Allyn & Bacon. Paget, K.D., & Nagle, R.J. (1986). A conceptual model of preschool assessment. School Psychology Review, 15 (2), 154-165. Resource Team on National Education Goal 1 (1992). Starting school ready
to learn. Questions and answers on reading national education goal 1: By the year 2000, all children in America will start school ready to learn.
United States Department of Education. Ross, R.P. (2000). Best practices in the use of play for assessment and intervention with young children. In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology IV. Bethesda, MD: NASP.
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