Pub. Date:
Guilford Publications, Inc.
Authentic Assessment for Early Childhood Intervention: Best Practices

Authentic Assessment for Early Childhood Intervention: Best Practices

by Stephen J. Bagnato, Rune J. SimeonssonStephen J. Bagnato
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Meeting a crucial need, this book provides clear recommendations for authentic developmental assessment of children from infancy to age 6, including those with developmental delays and disabilities. It describes principles and strategies for collecting information about children's everyday activities in the home, preschool, and community that serves as a valid basis for intervention planning and progress monitoring. Throughout, the book emphasizes the importance of enlisting parents as partners with practitioners and teachers in observation and team-based decision making. Special features of this well-organized, accessible volume include recommendations for developmentally appropriate assessment tools and "Best-Practice Guidepoints" in each chapter that distill key professional standards and practices.

Product Details

ISBN-13: 9781606232507
Publisher: Guilford Publications, Inc.
Publication date: 12/29/2008
Series: Guilford School Practitioner Series
Edition description: New Edition
Pages: 315
Product dimensions: 5.90(w) x 8.90(h) x 1.00(d)
Age Range: 1 - 6 Years

About the Author

Stephen J. Bagnato, EdD, NCSP, is a developmental school psychologist and Professor of Psychology and Pediatrics at the University of Pittsburgh, Schools of Education and Medicine. He is founder and Faculty Mentor of the Division for Early Childhood Partnerships within the University's Office of Child Development. Dr. Bagnato is also a core interdisciplinary faculty member at the LEND Center (Leadership Education in Neurodevelopmental Disabilities and Related Disorders) at the University of Pittsburgh. He specializes in authentic curriculum-based assessment and program evaluation research strategies for young children at developmental risk and with neurodevelopmental disabilities, and has authored over 120 research and applied publications. He has received numerous professional research awards from the National Brain Injury Research Association and the American Psychological Association (Division 16) and is a recipient of the University of Pittsburgh Chancellor’s Distinguished Public Service Award, among other honors. Dr. Bagnato provides consultation and training to state agencies in early childhood intervention "best practices," challenging and atypical behaviors, authentic assessment in early childhood, and authentic program outcome evaluation research.

Table of Contents

1. What Are the Professional Standards for Assessment of Preschool Children?

2. How Can Authentic Assessment Prevent the Mismeasure of Young Children?

3. What Are the Foundations for Authentic Assessment of Typical and Atypical Early Development?

4. What are the Best Contexts for Authentic Assessment?

5. Can Professionals "Test without Tests" for Authentic Assessment?, with Richard LeVan

6. How Does Authentic Curriculum-Based Assessment Work?

7. Can Clinical Judgments Guide Parent–Professional Team Decision Making for Early Intervention?, with Eileen McKeating-Esterle

8. How Can We Effectively Assess for Severe Disabilities?, with Pamela S. Wolfe and Richard Kubina

9. How Can We Do Functional Behavioral Assessment with Preschoolers?, with Richard Kubina, Pamela S. Wolfe, and Devender R. Banda

10. What Are Proper Approaches to Detect, Classify, and Intervene for Temperament and Self-Regulatory Behavior Problems in Young Children?

11. How Should We Forecast and Plan for Kindergarten Transition and Early School Success?, with Kimberly A. Blair

12. How Can Authentic Program Evaluation Document Early Childhood Intervention Outcomes?

Synopsis and Conclusions: What Are the Essential Best Practice Guidepoints for Authentic Assessment of Preschool Children?



School and clinical psychologists, special educators, and others involved in assessing young children. May serve as a text in such courses as Preschool Assessment, Early Childhood Assessment, Early Childhood Special Education, and Child Clinical Psychology.

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