Gargiulo/Kilgo, An Introduction to Young Children with Special Needs, 4th Edition

Solution Manual for Introduction to Young Children with

Special Needs Birth Through Age Eight 4th Edition
Gargiulo Kilgo 1133959202 9781133959205
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children-with-special-needs-birth-through-age-eight-4th-edition-gargiulo-kilgo-1133959202-
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Chapter 4: Assessment of Young Children with Special Needs

MULTIPLE CHOICE

1. Early childhood ___________ is a flexible, collaborative decision-making process in which

teams of parents and professionals repeatedly revise their judgments and make decisions.
a. screening c. assessment
b. diagnosis
ANS: C REF: p. 86

2. The word assessment can be traced to the Latin word assidre, which means to ____________.
a. “stand behind” c. “sit beside”
b. “stand beside”
ANS: C REF: p. 86 KEY: WWW

3. The Individuals with Disabilities Education Act (2004) requires that a(n) __________ team be
involved in the assessment of young children.
a. interdisciplinary c. multidisciplinary
b. transdisciplinary
ANS: C REF: p. 87

4. Norm-referenced tests provide a(n) _________ that is relative to other children in a particular
group.
a. developmental range c. score
b. profile
ANS: C REF: p. 88 KEY: WWW

5. Scores reported that _____________ are the average age at which 50 percent of the normative
sample achieved a particular raw score.
a. percentile ranks c. cumulative profiles
b. developmental age scores

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 Test Bank 4-2

ANS: B REF: p. 89

6. _____________ are used to interpret a child’s performance in relation to specific curriculum

objectives.
a. Curriculum-based assessments c. Standardized tests
b. Criterion-referenced assessments
ANS: A REF: p. 89 KEY: WWW

7. ________ refers to the consistency or dependability of an assessment instrument over time

and across observers.
a. Validity c. Measurability
b. Reliability
ANS: B REF: p. 89

8. The extent to which an assessment instrument measures what it was designed to measure is
called ____________.
a. validity c. measurability
b. reliability
ANS: A REF: p. 89

9. ___________ validity is concerned with how well a test correlates with other accepted
measures of performance administered close in time to the first.
a. Predictive c. Concurrent
b. Construct
ANS: C REF: p. 90

10. ___________________ is a comprehensive term used to represent the process of observing,

recording, collecting, and otherwise documenting what children do and how they do it.
a. Comprehensive assessment c. Individualized assessment
b. Authentic assessment
ANS: B REF: p. 90

11. _________________ is a systematic process of gathering recordings of young children’s

behavior in real-life situations and familiar settings within their environments.
a. Play-based assessment c. Observational assessment
b. Collaborative assessment
ANS: C REF: p. 90

12. _______________ are conducted by a group of professionals from various disciplines along
with the child’s family.
a. Arena assessments c. Individualized assessments
b. Integrated assessments
ANS: A REF: p. 91 KEY: WWW

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 Test Bank 4-3

13. Assessment procedures should be comprehensive in coverage and focus on children’s

_________ abilities.
a. overall c. social and emotional
b. motor and visual
ANS: A REF: p. 91

14. A(n) _______________ is a standardized measure of intellectual functioning.

a. curriculum-based assessment c. intelligence test
b. play-based assessment
ANS: C REF: p. 92

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 Test Bank 4-4

15. A culturally _________ assessment is one that measures only skills and abilities valued by the
dominant Western culture.
a. biased c. sensitive
b. appropriate
ANS: A REF: p. 93

16. The principle behind a ________________ is that assessment should occur across a number of
environmental contexts, including the home, school, childcare, and other relevant natural
environments.
a. multisource assessment c. multicontext assessment
b. team-based assessment
ANS: C REF: p. 94

17. One of the first screenings experienced by infants and their families that has been found to be
an accurate predictor of future developmental progress is called a(n) ___________ scale.
a. Hanson c. Apgar
b. Johnson
ANS: C REF: p. 97 KEY: WWW

18. ___________ is a procedure designed to identify children who need to be referred for more
in-depth assessment.
a. Evaluation c. Home/family interview
b. Screening
ANS: B REF: p. 98

19. __________ refers to a screening instrument’s ability to identify children who need additional
assessment.
a. Specificity c. Validity
b. Sensitivity
ANS: B REF: p. 99

20. A test that is ________ will not refer children who do not need further assessment.
a. specific c. valid
b. sensitive
ANS: A REF: p. 99 KEY: WWW

21. If a child meets the eligibility criterion and is determined eligible to receive early childhood
special education services, the next step in the process is assessment for ______________.
a. progress monitoring c. screening
b. program planning
ANS: B REF: 103 KEY: WWW

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 Test Bank 4-5

22. The _______ is required for the provision of early intervention services for eligible infants
and toddlers, age birth to three, and their families.
a. IEP c. IFSP
b. IDEA
ANS: C REF: p. 104

23. An approach that has been used for many years to help ensure that the family has input into
the assessment process is referred to as _________ or outcome- driven assessment.
a. top-right c. top-left
b. top-down
ANS: B REF: p. 105

24. _________________ are being used to replace traditional assessment practices when planning
interventions for young children with delays or disabilities.
a. Curriculum-based assessments c. Naturalistic assessments
b. Screenings
ANS: C REF: p. 106

25. The result of the ecological assessment is a(n) ________ that can be followed to decide the
skill areas on which to focus and the specific skills to be observed during the assessment.
a. protocol c. plan
b. evaluation
ANS: A REF: p. 108

26. Written notes on specific behaviors, including events that precede and follow each behavior
observed, are called ____________________.
a. teacher observations c. behavior observations
b. anecdotal records
ANS: B REF: p. 112 KEY: WWW

27. A(n) _____________ is a record of children’s progress collected over time.

a. anecdotal observation c. individualized assessment
b. portfolio assessment
ANS: B REF: p. 112

28. A _______________ is an objective, systematic process for gathering information about a

program which can be utilized for a variety of purposes.
a. program evaluation c. program portfolio
b. program assessment
ANS: A REF: p. 115

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 Test Bank 4-6

29. Assessment of young children with disabilities or delays is a(n) ______________ process
with overlapping components rather than a single procedure.
a. developmental c. comprehensive
b. individualized
ANS: C REF: 117

TRUE/FALSE

1. Early childhood assessment is a flexible, collaborative decision-making process.

ANS: T

2. Informal testing has been the procedure most frequently used during the initial phases of
assessment.

ANS: F

3. Criterion-referenced measures cannot be administered in the natural environment.

ANS: F

4. Recent recommendations regarding assessment indicate a need for an increased focus on the
process of assessment rather than just the product of assessment with a greater emphasis on
informal processes.

ANS: T

5. Assessment results will be more accurate if testers do not allow time for children to become
familiar with them.

ANS: F

6. Collaboration is enhanced by the use of jargon-free language, especially when the

terminology of various disciplines is combined.

ANS: T

7. A screening procedure may last anywhere from five to fifteen hours.

ANS: F

8. Standardized, norm-referenced tests were designed to be used for screening purposes only.

ANS: F

9. The most effective assessment protocols rely on sensitivity to the age of the child and the
nature of the child’s disability or delay.

ANS: T

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 Test Bank 4-7

10. According to federal legislation, each state must establish an assessment system so that
children with disabilities are located in a timely manner.

ANS: F

SHORT ANSWER

1. What are the recommended phases for family interviews?

ANS:
The following phases are still recommended today for interviews with families:
 preliminary preparation (preparation for the meeting),
 introduction (review of the purpose of the meeting),
 inventory (discussion of the information and determination of the parents’
perceptions),
 summarizing (review of the options), and
 closure (summary of what took place in the meeting).

2. In using a screening instrument, why are specificity and sensitivity important criteria?

ANS:
To avoid over- and under-referral of children with special needs.

3. Give at least two advantages and disadvantages of norm-referenced tests.

ANS:
Norm-referenced measures have certain advantages; they compare young children to other
children of the same age for eligibility purposes, report reliability and validity information,
and usually can be administered in a short period of time. A disadvantage of norm-referenced
assessment measures, particularly for children with delays or disabilities, is that the
administration of norm-referenced tests usually takes place in unfamiliar settings rather than
the natural environment. Another problem is the lack of useful information that norm-
referenced tests provide for determining functional, appropriate outcomes. Further, norm-
referenced measures often are biased against children with delays or disabilities and children
from culturally or linguistically diverse backgrounds.

4. Why is the link between assessment and curriculum a recommended practice in early
intervention and early childhood special education?

ANS:
To insure that program content is meeting the needs of the child and the concerns of the
family.

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 Test Bank 4-8

5. What is the purpose of program planning assessment?

ANS:
To answer a number of questions related to the child’s abilities, the desired child and family
outcomes, the types of services to be provided, and the intervention strategies to be used.

6. Give examples of measures that can be used to collect information for program and
intervention planning.

ANS:
Criterion- and curriculum-based assessment instruments are examples of measures that can be
used to collect information for program and intervention planning. Other methods include:
informal, teacher-made tests, play-based measures, observations, and interviews with family
members or other primary care providers.

7. In conducting naturalistic assessments, what is the meaning of a functional skill?

ANS:
A basic skill that is required on a frequent basis; for example eating, toileting, requesting
assistance, turn-taking.

8. What is the purpose of a summative assessment?

ANS:
The purpose of summative assessment is to summarize learning so that the program can gauge
if children as a whole have met overall program goals and outcomes.

9. What are the required criteria met by using portfolio assessment in program planning and
progress monitoring?

ANS:
It is collected over time; it relies on multiple sources of information; it collects information
from many different individuals about children’s skills; and most importantly, it collects skill
information in the setting where the child has demonstrated the skill. The information
collected is used to document progress that is being made toward the accomplishment of each
child’s individual outcomes or goals.

10. Give at least two purposes behind implementing a program evaluation.

ANS:
Answer may include any two of the following:
 To ascertain a program’s ability to achieve the originally conceived and
implemented goals
 To suggest modifications that might lead to improvement in quality and
effectiveness
 To allow well-informed decisions about the worth, merit, and the level of support a
program warrants

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 Test Bank 4-9

ESSAY

1. Differentiate between assessment conducted for screening purposes and assessment designed
to determine eligibility for services.

ANS:
Screenings are conducted to identify children who may have a delay or disability. Through
screenings, the determination is made if children should undergo more in-depth assessment
procedures. Eligibility assessments determine if children meet the requirements of a given
program or service.

2. What are some of the problems encountered in implementing traditional assessment practices?

ANS:
Answer should include: Over-reliance in the use of standardized, norm-referenced tests;
assessment measures not compatible with children’s behavior and interests; misuse of
assessment tools by professionals; standardized test should be used in conjunction with other
sources of information, and not exclusively; test results do not provide an accurate
representation of a child’s typical behavior.

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