LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices, Second Edition / Edition 2

by Stefano J. Bagnato

Overview

How can early childhood professionals make informed decisions while selecting assessment materials that meet recommended practices? Use the NEW edition of this essential reference, the only book with professional ratings and reviews of 80 authentic, widely used assessment tools for children birth-8. Completely revamped and even more user-friendly than its popular first edition, this must-have guide provides ratings of the qualities of assessment materials based on 1) "consumer reports" and ratings from a survey of more than 1,000 professionals 2) detailed reviews from a panel of assessment experts, and 3) ratings drawn from the authors' own extensive expertise Now with NEW features that make the ratings and reviews even more specific and useful (see box), this book helps early childhood professionals evaluate how each assessment tool measures up to 8 critical standards: acceptability, authenticity, collaboration, evidence, multifactors, sensitivity, universality, and utility easily compare assessment tools, with At a Glance snapshots of good-quality measures and more in-depth Close-Ups of the top-rated assessments determine which assessments best meet specific needs of both program and child select tools compatible with the ones a program is already using link realistic, authentic assessments with effective interventions meet professional standards for recommended assessment practice deepen their knowledge and use of assessment standards for personally rating assessment tools A key text for courses on assessment and the go-to assessment guide for every early childhood program, this invaluable book will help professionals ensure high-quality services for children with and without disabilities. Professionals will have the clear and concise guidance they need to choose appropriate assessment tools that link to their programs, help design interventions that meet children's individual needs, and give all young children the

Product Details

ISBN-13:	9781598570472
Publisher:	Brookes Publishing
Publication date:	09/01/2010
Pages:	400
Product dimensions:	7.00(w) x 9.90(h) x 0.80(d)

About the Author

Stephen J. Bagnato, Ed.D., NCSP, is a developmental school psychologist and professor of pediatrics and psychology at the University of Pittsburgh Schools of Medicine and Education. Dr. Bagnato holds joint appointments in psychology in education/applied developmental psychology and clinical/developmental psychology at the university. He is Director of the Early Childhood Partnerships Program at the university and Core Interdisciplinary Leadership Team Faculty Member for The University, Community, Leaders, and Individuals with Disabilities (UCLID) Center at the University of Pittsburgh.

In 1986, Dr. Bagnato received the Braintree Hospital National Brain Injury Research Award for his research on the impact of interdisciplinary intervention for young children with acquired and congenital brain injuries. In 2001, he was recipient of the University of Pittsburgh Chancellor's Distinguished Public Service Award for the innovation and community impact of his consultation and research programs in early childhood partnerships, and in 2008, Dr. Bagnato received The Pennsylvania State University Excellence in Education Alumni Award for his career of innovative national and international service and research in education and psychology. Dr. Bagnato was recently appointed to Governor Rendell's Pennsylvania Early Learning Council, a task force to influence early childhood intervention policy and practices through systems integration efforts among education, public welfare, and health.

Dr. Bagnato specializes in authentic curriculum-based assessment and applied program evaluation research for infants, toddlers, and preschoolers at developmental risk and with neurodevelopmental disabilities and neurobehavioral disorders and their families. He has published more than 120 applied research studies and professional articles in early childhood care and education, early intervention, early childhood special education, school psychology, neurodevelopmental disabilities, and developmental neuropsychology.

Dr. Bagnato is Director of Early Childhood Partnerships (ECP; http://www.earlychildhoodpartnerships.com), a community-based consultation, training, technical assistance, and research collaborative between Children's Hospital and The UCLID Center at the University of Pittsburgh with community partners. For more than 10 years, Dr. Bagnato and his ECP program have been funded by the Heinz Endowments to conduct longitudinal research on the impact and outcomes of high-quality early childhood intervention programs on nearly 15,000 high-risk children in 30 school districts and regions across Pennsylvania (e.g., Early Childhood Initiative, Pre-K Counts).

Dr. Bagnato is a fellow of the American Psychological Association (APA) in Division 16 and he received the 1995 Best Research Article Award from Division 16 of APA (with John T. Neisworth) for his "national study on the social and treatment invalidity of intelligence testing in early childhood intervention." He is coauthor of the professional "best practice" policy statements and standards on early childhood assessment, evaluation, and early intervention for The National Association of School Psychologists and the Division for Early Childhood of the Council for Exceptional Children.

John T. Neisworth, Ph.D., is Professor Emeritus in Special Education at The Pennsylvania State University. Dr. Neisworth was Program Co-planner for the Pennsylvania Autism Conference & Institute, Academic Director of Penn State's Applied Behavior Analysis program, Consulting Co-director of the Penn State Autism Distance Program, Director of the Pennsylvania Early Intervention Institute, and Chair for Recommended Practices in Assessment for the Division for Early Childhood of the Council for Exceptional Children.

Dr. Neisworth has authored or coauthored numerous research articles and texts in special education, early intervention, and behavior analysis, including the HICOMP Preschool Curriculum (Bell & Howell Company, 1986), Modifying Retarded Behavior (Houghton Mifflin, 1973), and Assessment for Early Intervention: Best Practices for Professionals (with S.J. Bagnato; Guilford Press, 1991). He is Cofounding Editor of Topics in Early Childhood Special Education and an editorial board member of that journal as well as the Journal of Early Intervention, Child and Family Behavior Therapy, and Infants & Young Children. He received the 1995 Best Research Article Award from the American Psychological Association (Division 16) for his 2002 article (with Stephen Bagnato) on the misuse of intelligence testing in early childhood.

Dr. Neisworth received the Lifetime Achievement Award from the Pennsylvania Association for Applied Behavior Analysis. He provides consultation and workshops for state and private early intervention agencies and is President of Behavior Technics Associates, a group devoted to application of behavioral strategies to educational and therapeutic efforts.

Dr. Kristie Pretti-Frontczak is a highly sought-after speaker, accomplished author, and educators' educator. With nearly three decades of educational experience, Kristie cultivates real change within educational systems. She instills an impressive sense of joy, humor, and fun in creating inclusive educational practices and empowering teachers and leaders to spread wellness both in and beyond the classroom walls. Along with Dr. Julie Causton, at Inclusive Schooling, Kristie designs and delivers transformative professional development that addresses and supports the wholeness of the adult professional and helps leaders create school cultures that ensure all children experience a sense of belonging. Kristie spent 16 years, as faculty, at Kent State University and has published extensively in peer-referenced journals and is an author of over 10 books and monographs. Since 2013 she has followed her true passion, which is supporting adult learners. As a result, she has accumulated over 50,000 hours of helping educators and leaders work from a place of compassion, hope, and love in locations from Cincinnati to Singapore. She currently resides in Northeastern Ohio. You can learn more about Kristie and Inclusive Schooling at www.inclusiveschooling.com.

Check out our spotlight on Kristie Pretti‐Frontczak! Discover bestselling books, an engaging webinar recording on inclusion, and download a free classroom poster!

Dr. Bricker served as Director of the Early Intervention Program at the Center on Human Development, University of Oregon, from 1978 to 2004. She was a professor of special education, focusing on the fields of early intervention and social-communication.

Her professional interests have addressed three major areas: early intervention service delivery approaches, curricula-based assessment and evaluation, and developmental-behavioral screening. Dr. Bricker's work in early intervention approaches has been summarized in two volumes: An Activity-Based Approach to Early Intervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity-Based Approach to Developing Young Children's Social Emotional Competence (with J. Squires; Paul H. Brookes Publishing Co., 2007). Her work in curricula-based assessment/evaluation has focused on the development of the Assessment, Evaluation, and Programming System for Infants and Children, Second Edition (AEPS®; with B. Capt, K. Pretti- Frontczak, J. Johnson, K. Slentz, E. Straka, & M Waddell; Paul H. Brookes Publishing Co., 2004). This measure and curricula provides intervention personnel with a system for the comprehensive assessment of young children with results that link directly to curricular content and subsequent evaluation of child progress.

Dr. Bricker has been a primary author of the Ages & Stages Questionnaires® (ASQ®; with J. Squires; Paul H. Brookes Publishing Co., 1995, 1999, 2009) and directed research activities on the ASQ system starting in 1980. Developmental Screening in Your Community: An Integrated Approach for Connecting Children with Services (Bricker, Macy, Squires, & Marks; Paul H. Brookes Publishing Co., 2013) offers a comprehensive system for creating and operating community-wide developmental-behavioral screening programs for young children.

Dr. Bricker's distinctions include the Division of Early Childhood, Council for Exceptional Children Service to the Field Award, December 1992, and the Peabody College Distinguished Alumna Award, May 1995.

Table of Contents

About the Authors x

Foreword Diane Bricker xiii

Preface xvi

Acknowledgments xviii

I Authentic Assessment and Early Intervention in Context 1

1 Why Are Changes Needed in Early Childhood Measurement? 3

2 What Is Authentic Assessment? 11

3 What Are the Professional Standards for Developmentally Appropriate Assessment in Early Childhood Intervention? 19

4 How Can Professionals Apply the Best Measures for Best Practices? 33

5 What Are "Forecasts" of Promising Practices in Authentic Assessment? 49

II Professional Standards and the LINK Social Validity Study Sophia Hubbell Eileen McKeating 63

Appendix II.1 Alphabetical Listing of 87 Assessment Measures Included in the Initial Review 73

Appendix II.2 Combined LINK Indexes 75

Appendix III.3 Other Features 83

ABLLS®-R: The Assessment of Basic Language and Learning Skills-Revised 89

Adaptive Behavior Assessment System-Second Edition (ABAS-II) 93

Ages & Stages Questionnaires®, Third Edition (ASQ-3?): A Parent-Completed Child Monitoring System 97

Ages & Stages Questionnaires®: Social-Emotional (ASQ:SE): A Parent-Completed, Child-Monitoring System for Social-Emotional Behaviors 98

Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition 99

Autism Screening Instrument for Educational Planning-Third Edition (ASIEP-3) 103

Basic School Skills Inventory-Third Edition (BSSI-3) 104

Behavior Assessment System for Children, Second Edition (BASC?-2) 105

Behavior Rating Inventory of Executive Function®-Preschool Version (BRIEF®-P) 110

Behavioral Characteristics Progression (BCP) 114

BRIGANCE® Inventory of Early Development-II (IED-II) 118

Callier-Azusa Scale G-Edition 119

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN), and The Carolina Curriculum for Preschoolers with Special Needs, Second Edition (CCPSN) 123

Communication and Symbolic Behavior Scales? (CSBS?), Normed Edition 127

The Creative Curriculum® Developmental Continuum for Infants, Toddlers & Twos and The Creative Curriculum® Developmental Continuum for Ages 3-5 132

Desired Results Developmental Profile access (DRDP access) 138

Desired Results Developmental Profile-Infant/Toddler Instrument (DRDP-R, IT) and Desired Results Developmental Profile-Preschool Instrument (DRDP-R, PS) 142

Developmental Assessment for Students with Severe Disabilities-Second Edition (DASH-2) 143

Developmental Observation Checklist System (DOCS) 144

Developmental Profile 3 (DP-3) 148

Developmental Programming for Infants and Young Children: Volume 2. Early Intervention Developmental Profile-Revised Edition 149

Devereux Early Childhood Assessment for Infants and Toddlers (DECA-I/T) and The Devereux Early Childhood Assessment (DECA) 150

The Early Learning Accomplishment Profile? (E-LAP?) 156

Every Move Counts: Sensory-Based Communication Techniques 157

FACTER: Functional Assessment and Curriculum for Teaching Everyday Routines 162

The Functional Emotional Assessment Scale (FEAS) for Infancy and Early Childhood 166

The Galileo Pre-K Online System for the Electronic Management of Learning 167

HELP®-the Hawaii Early Learning Profile® 172

HighScope Child Observation Record (COR) 177

Humanics National Infant-Toddler Assessment and Humanics National Preschool Assessment 181

Infant Toddler Social-Emotional Assessment? (ITSEA?) 182

Infant-Toddler and Family Instrument (ITFI) 183

Infant-Toddler Developmental Assessment (IDA) 184

INSITE Developmental Checklist: Assessment of Developmental Skills for Young Multidisabled Sensory Impaired Children 185

Inventory for Client and Agency Planning? (ICAP?) 186

Kent Inventory of Developmental Skills (KIDS) 191

Life Skills Progression? (LSP?): An Outcome and Intervention Planning Instrument for Use with Families at Risk 192

New Portage Guide Birth to Six 193

The Oregon Project for Preschool Children who are Blind or Visually Impaired, 6th edition (The OR Project) 197

The Ounce Scale 202

Partners in Play: Assessing Infants and Toddlers in Natural Contexts 207

The Pediatric Evaluation of Disability Inventory (PEDI?) 212

Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) 217

Scales of Independent Behavior-Revised? (SIB-R?) 223

The SCERTS® Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders 224

School Function Assessment (SFA) 230

SKI-HI Language Development Scale, 2nd Edition 235

Social Skills Improvement System Rating Scales (SSIS? Rating Scales) 236

Temperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunction 237

Transdisciplinary Play-Based Assessment, Second Edition (TPBA2), and Transdisciplinary Play-Based Intervention, Second Edition (TPBI2) 238

Vineland Adaptive Behavior Scales, Second Edition (Vineland?-II) 244

Vineland Social Emotional Early Childhood Scales (Vineland? SEEC) 245

Vulpe Assessment Battery-Revised: Developmental Assessment • Performance Analysis • Individualized Programming for the Atypical Child 250

The Work Sampling System® 251

References 255

Appendixes

A NAEYC Position Statement 277

B DEC Positive Outcomes Position Statement 309

C LINK Consumer Social Validity Survey Form 355

D Where We Stand on Curriculum, Assessment, and Program Evaluation: NAEYC and NAECS/SDE 367

Author Index 371

Subject Index 376

Editorial Reviews

"The vision and standard set out by LINKing Authentic Assessment and Early Intervention will positively influence providers in their day-to-day practices and will also serve as a message to the field about the continuing need for research about existing assessment instruments and ongoing development of authentic, practical measures that help us evaluate and plan for the needs of all children."

Director, Results Matter - Colorado - Nan Vendegna

"Concrete guidelines combined with recommendations for specific tools make the information immediately useable. This book would be excellent for preservice training and for programs seeking to improve the linkage between assessment and intervention. I strongly recommend this book."

Utah State University, Human Services Research Center, Center for Persons with Disabilities - Mark S. Innocenti

"A reliable and exhaustive source on the developmentally appropriate alternative to testing—the why, the how, and the who of authentic assessment."

Senior Scientist, FPG Child Development Institute, University of North Carolina at Chapel Hill - Virginia Buysse

"Maintains the authors' high standards for thoughtful and thorough analysis of assessment practices for young children . . . include[s] invaluable information on professional standards, evidence-based practices, authentic assessments, and summaries of critical information on available curriculum based measures."

Professor, College of Education, Director, Center on Human Development, Director, Early Intervention Program, University - Jane Squires

"An essential and valuable resource for all of us who must make decisions at the local, state, or national level about selecting the best possible measures for assessing young children . . . A "must have" resource that will not sit on the shelf. The authors provide a solid foundation, a ringing endorsement, and also a road map for the use of authentic, appropriate, and useful assessment for young children."

Kellner Professor of Early Childhood Education Professor, Department of Exceptional Education, University of Wisconsin-M - Mary McLean

"This is a book meant to be opened frequently, rather than read and put up on a shelf. It should be required reading for policy makers and district- and state-level personnel who select the assessments that will be utilized to determine young children's eligibility for special education services."

Focus on Autism and Other Developmental Disabilities

"By linking authentic assessment and intervention, the authors convincingly present the best practice of identifying where the child is at developmentally in the context of where he needs to go, steps to get there, and who is to help . . . An excellent reference standard!"

Glen P. Aylward

"A clear strength of the book is the wealth of information provided in a concise format about each of the 87 assessment tools reviewed and available for use by early childhood intervention professionals. The information in this book will help all professionals engaged in psychoeducational assessment to make better judgments about children’s competencies and practical recommendations about intervention strategies."

Journal of Psychoeducational Assessment

"The traditional focus of assessment is on identification of within-child deficits, dysfuntions, disorders, or disabilities. This practice of "dising" children has led to much mismeasurement and to inappropriate assignment of children to non-evidence-based treatments or interventions that far too frequently have not worked. This book is a refreshing move away from such mismeasurement. It provides clear, coherent, practical, usable, and data-based best practices in matching early childhood assessments to instructional and behavioral interventions."

Jim Ysseldyke

"A call to action to discard inappropriate and tired practices and rather, to use authentic assessment practices that give a truer and more useful representation of the child . . . Professionals will be thrilled by the assessment reviews . . . [The book] capture[s] what it takes for early childhood intervention teams to make more reasoned selections of assessment instruments for their programs and districts"

Associate Professor, Special Education, University of Washington - Susan R. Sandall

"Early childhood professionals across disciplines will find this review and analysis of assessment tools highly useful in their practice."

Professor, Department of Special Education, Director, SFSU Joint Doctoral Program in Special Education with UC Berkeley; - Marci J. Hanson

"The most comprehensive account available of how authentic assessment instruments can be used in early childhood intervention. It is a terrific resource and encourages the field to adopt more meaningful ways of evaluating childhood development."

President, Erikson Institute, Chicago, IL - Samuel J. Meisels

"A clear strength of the book is the wealth of information provided in a concise format about each of the 87 assessment tools reviewed and available for use by early childhood intervention professionals. The information in this book will help all professionals engaged in psychoeducational assessment to make better judgments about children’s competencies and practical recommendations about intervention strategies."

From the Publisher