Authentic Assessment for Early Childhood Intervention Best Practices

ISBN-10: 1606232509
ISBN-13: 9781606232507
Edition: 2009
List price: $33.00 Buy it from $11.71
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Book details

List price: $33.00
Copyright year: 2009
Publisher: Guilford Publications
Publication date: 12/29/2008
Binding: Paperback
Pages: 315
Size: 5.75" wide x 9.00" long x 1.00" tall
Weight: 1.012
Language: English

Rune J. Simeonsson, PhD, MSPH, is Professor of Education and Research Professor of Psychology at the University of North Carolina at Chapel Hill and Adjunct Professor of Medical Psychology at Duke University. Susan L. Rosenthal, PhD, is Professor of Pediatrics and Director of the Division of Psychology and Behavioral Pediatrics at the University of Texas at Galveston. Long versions: Rune J. Simeonsson, PhD, MSPH, is Professor of Education and Research Professor of Psychology at the University of North Carolina at Chapel Hill and Adjunct Professor of Medical Psychology at Duke University. He teaches graduate courses in the areas of psychological assessment and child development and disability for students in school psychology and special education. His research interests are in the areas of child development, special education, and public health, focusing on the prevention of childhood disability and the promotion of child health and development. He currently has responsibilities as an investigator with several projects, and is actively involved in policy and research on the definition and classification of disability in the United States and internationally. Susan L. Rosenthal, PhD, obtained her doctorate in psychology at the University of North Carolina at Chapel Hill. She completed her pediatric psychology internship at the University of Maryland in Baltimore, and her postdoctoral fellowship in psychology at the Yale Child Study Center in New Haven, Connecticut. Dr. Rosenthal is currently Professor of Pediatrics and Director of the Division of Psychology and Behavioral Pediatrics at the University of Texas at Galveston. Before assuming her present position, she was Professor of Pediatrics at the University of Cincinnati and Pediatric Psychologist at Children's Hospital Medical Center in Cincinnati, Ohio. Her clinical practice focuses on helping adolescents and their families negotiate the developmental tasks of adolescence in the context of chronic illness, mood disorders, or other life stressors. Her research on adolescent psychosexual development has been funded by the National Institutes of Health, and she has authored numerous articles on adolescent psychological development and the role of the family in protecting adolescent girls from risk.

What Are the Professional Standards for Assessment of Preschool Children?
Best-Practice Issues
Guiding Principles
Organization of the Practices
Best-Practice Guidepoints
Best-Practice Evidence
How Can Authentic Assessment Prevent the Mismeasure of Young Children?
Best-Practice Issues
Why Do We Assess Young Children?
What Is "Conventional Testing"?
What Are the Professional Standards for Ealy Childhood Assesment?
What Is the Authentic Assessment Alternative?
A Continuum of Measurement Contexts
The Authentic Assessment Advantage
What Are Guidelines for Authentic Assessment in Action?
Conclusions
Best-Practice Guidepoints
Best-Practice Evidence
What Are the Foundations for Authentic Assessment of Typical and Atypical Early Development?
Best-Practice Issues
Principles and Assumptions of a Developmental Perspective
Normal Developmental Patterns
Atypical Developmental Patterns
Summary and Implications for Practice
Best-Practice Guidepoints
Best-Practice Evidence
What Are the Best Contexts for Authentic Assessment?
Best-Practice Issues
Definition and Features
The Importance of Developmental Context for Authentic Assessment
Considerations in Staging Authentic Assessments for Preschool Children in Analogue Contexts
Best-Practice Guidepoints
Best-Practice Evidence
Can Professionals "Test without Tests" for Authentic Assessment?
Best-Practice Issues
Adventures in Assessment
Preschoolers and Tests
Sampling Developmental Skills
Shopping for Skills: An Assessment Analogue
Sampling Strategies
Clarence: The Adventure Continues
Activity-Based Assessment in Early Childhood Intervention: Operationalizing Shopping for Skills
Best-Practice Guidepoints
Best-Practice Evidence
How Does Authentic Curriculum-Based Assessment Work?
Best-Practice Issues
Definition of Authentic Curriculum-Based Assessment
Purposes of Curriculum-Based Assessment
Benefits of a Developmental Curriculum
Developmental Curricula
Selecting Developmental or Functional Curricula
Two Types of Authentic Curriculum-Based Assessment
Authentic Assessment for Intervention Using Curriculum-Embedded Scales
Sequence of Steps for Curriculum-Based Assessment
Best-Practice Guidepoints
Best-Practice Evidence
Can Clinical Judgments Guide Parent-Professional Team Decision Making for Early Intervention?
Best-Practice Issues
Clinical Judgment: Operational Definition and Historical Context
Essential Practice Characteristics for Accurate Clinical Judgment
Parent-Professional Teamwork
Exemplary Clinical Judgment Instruments
SPECS: A Clinical Judgment Model to Guide Parent-Professional Team Decision Making
Best-Practice Guidepoints
Best-Practice Evidence
How Can We Effectively Assess for Severe Disabilities?
Best-Practice Issues
Who Are Persons with Severe Disabilities?
Assesment Issues Related to Young Children with Severe Disabilities
Assessment Strategies
Purposes and Methods of Assessment for Young Children with Severe Disabilities
Curriculum/IEP Development
Instructional Evaluation
Prioritizing Assessment Results for Students with Severe Disabilities
Summary
Best-Practice Guidepoints
Best-Practice Evidence
How Can We Do Functional Behavioral Assessment with Preschoolers?
Best-Practice Issues
Overview of Functional Behavioral Assessment
Conducting a Functional Behavioral Assessment
Conclusion
Best-Practice Guidepoints
Best-Practice Evidence
What Are Proper Approaches to Detect, Classify, and Intervene for Temperament and Self-Regulatory Behavior Problems in Young Children?
Best-Practice Issues
Best Practices in Early Behavior Detection and Support
Temperament and Self-Regulation: Developmentally Appropriate and Evidence-Based Foundation for Early Detection, Classification, and Intervention
Classification for Extremes of Temperament and Problems in Self-Regulation
Evidence-Based Assessment of Self-Regulation in Early Childhood: The Temperament and Atypical Behavior Scale
Complementary Authentic Assessment Measures of Early Childhood Behavior
Developing a System of Early Care
HealthyCHILD: Evidence-Based SOEC Example
Best-Practice Guidepoints
Best-Practice Evidence
How Should We Forecast and Plan for Kindergarten Transition and Early School Success?
Best-Practice Issues
How Should Planning a Child's Transition to Kindergarten Be Approached?
What Is the Purpose of Assessment Prior to the Transition to Kindergarten?
What Should We Assess to Determine the Needs of Young Children Prior to Kindergarten Entry?
What Do Kindergarten Teachers Want to Know about Young Children as They Enter Their Classrooms?
What Domains Should We Asses to Determine the Needs of Young Children Prior to Kindergarten?
What Are the Best Methods of Evaluating Young Children to Plan for Early School Success?
How Do We Conduct a Comprehensive Assessment That Will Facilitate Planning for Successful Learning in Kindergarten?
Conclusions
Best-Practice Guidepoints
Best-Practice Evidence
How Can Authentic Program Evaluation Document Early Childhood Intervention Outcomes?
Best-Practice Issues
Is There Agreement about How to Evaluate Early Childhood Intervention Outcomes?
Advantages of Alternative or "Authentic" Program Evaluation Methods for Real-World Research
Why Must We Evaluate Early Childhood Intervention Outcomes?
What Is "Authentic" Program Evaluation?
Essential Components of a Comprehensive Authentic Program Evaluation System for Early Intervention
What Are the Steps for Implementing an Authentic Program Evaluation Outcomes Model in Early Childhood Programs?
What Are Practical Metrics for Profiling Individual and Group Child Progress to Estimate Program Impact?
How Does Authentic Program Evaluation Research Work "in Action"?: The PAPII
Best-Practice Guidepoints
Best-Practice Evidence
Synposis and Conclusions: What Are the Essential Best-Practice Guidepoints for Authentic Assessment of Preschool Children?
NAEYC's Code of Ethical Conduct
NAEYC and NAECS/SDE Position Statement: Early Childhood Curriculum, Assessment, and Program Evaluation-Building an Effective, Accountable System in Programs for Children Birth through Age 8
Index

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