Course Syllabus HDCD 6315
l.) Work in partnership with the family to describe their daily routines and tasks and how the infant or toddler fits intothese ongoing and recurring patterns.m.)
Respect families’ insights into their own situations and into their children’s behavior and development
n.) Develop partnerships with families by interacting with them in ways that are sensitive to their needs andbackgrounds.o.) Participate in the evaluation/assessment process by: 1) preparing families to participate as team members in the
assessment process; 2) using informal observations and procedures in assessment process, capturing the child’s
authentic behaviors in routine circumstances; 3) administering, scoring and interpreting valid and reliabledevelopmental scales and using the results to summarize functional levels, strengths and needs of eachinfant/toddler; 4) communicating developmental assessment results clearly and concisely to families and other teammembers; 5) assisting families in beginning the process of identifying their concerns, priorities and resources related
to enhancing their child’s development.
p.) Become familiar with other professional disciplines, their assessment techniques, approaches, and the informationobtained from these approaches.q.) Be familiar with tests and techniques for assessing children with visual, auditory, physical, behavioral, andcommunication difficulties.
New Visions for the Developmental Assessment of Infants and Young Children; Meisels, Samuel & Fenichel, Emily Eds.;Zero to Three, 1996.
Linking Authentic Assessment & Early Childhood Intervention; Bagnato, Stephen, Neisworth, John and Pretti-Frontczak,Kristie; Brookes Publishing, 2010.
Assignments & Academic Calendar8/30 & 9-6:
Orientation and requirements. Working in a two person team.Assessment of young children: retrospective and prospective. Conventional and Authentic assessment approaches.Screening, evaluation, and assessment of young children; definitions and overview.Conducting a family-focused interview.Introduction to formal family interview tests, including the Vineland Adaptive Behavior Scale
.Hand out protocol, show training video and discuss Vineland as a formal interview.
No assignment due for the Vineland.
Video a family-focused interview with target caregivers/s using the family story feedback form handed out in class. Write up theinterview in narrative for
m (i.e. tell the family’s story
) and submit with rubric, script, video and critique of your performance.
At the same visit, after family-focused interview, videotape a 10 minute segment of your target child during a free play activity(except books), preferably with mom/dad present (depending on the child and family). Watch the video and write up what you see asobjectively as possible,
no need to critique this one
. The purpose of this activity is to make you aware of observation as an importantprocess, your role as an observer, and also to give you practice videotaping.You do
work in pairs for either of these assignments.
Both due on 9-13
(put both on the same tape/disk)
Only the free play portion of the video will be shown in class on 9-13.
Interview Questions + handouts (will be handed out in 1st class, 8-30)New Visions for the Developmental Assessment of Infants and Young Children; pp. 85-122.Linking Authentic Assessment & Early Childhood Intervention, pp. 1-18.
9/13 & 9/20
Turn in and discuss how family-focused interview went.Measurement process-PsychometricsGoals of screening versus assessment. Observing behavior: techniques, observer bias, reliability/validity and specificity/sensitivity.Explaining the screening process and results to parents; obtaining consent.Introduction to the
Denver Developmental Screening Test-II (DDST-II
Videotape an explanation of the purpose & process of DDST-II screening to the parent/s of your target child; screen thechild using the DDST, record the results on the protocol (test record form); explain the results to the parent/s; write report of resultsusing the format given.
Submit rubric (feedback sheet), video, protocol, report & written critique of your performance on 9/27.Readings:
New Visions for the Developmental Assessment of Infants and Young Children, Section I, pp. 11-26;Section III, pp. 55-57 & 69-84; Section V, pp. 361-390.10/4DDST manual (handout on 9-20)