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| Acknowledgements | |
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| Assessment in Context: Principles for Practice | |
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| Chapter Overview | |
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| Federal Legislation | |
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| Defining the Population | |
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| Developmental Risk | |
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| Developmental Delay | |
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| Disability Categories | |
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| Theoretical Basis for a Contextual Perspective | |
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| Ecological Psychology | |
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| Family Systems Theory | |
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| Constructivism | |
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| Principles of Context-Based Assessment | |
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| Closing Thoughts | |
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| Purposes of Assessment | |
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| Chapter Overview | |
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| Identification and Diagnosis | |
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| Case-Finding and Child Find | |
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| Screening and Monitoring | |
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| Diagnosis | |
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| Program Planning | |
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| Family Resources, Priorities, and Concerns | |
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| Environmental Assessment | |
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| Developmental Assessment | |
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| Program Evaluation | |
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| Closing Thoughts | |
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| Developing a Framework for Context-Based Assessments | |
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| Chapter Overview | |
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| Planning | |
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| Establishing Basic Family Context | |
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| Identifying Family Resources, Priorities, and Concerns | |
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| Structuring the Assessment | |
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| Selecting Assessment Techniques and Instruments | |
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| Assessing | |
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| Interpreting | |
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| Evaluating the Assessment | |
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| Special Considerations for Assessing Infants, Toddlers, and Preschool Children | |
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| Practices to Avoid | |
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| Forcing Separations | |
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| Strange Examiners | |
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| Reliance on Easily Measured Skills | |
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| Formal Testing as the Cornerstone | |
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| Practices to Adopt | |
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| Assessment Focuses on Functional Abilities through an Integrated Model of Infant and Child Development | |
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| Assessment Is Ongoing, Based on Multiple Sources of Data, and Varied in Technique | |
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| Assessment Involves Parents throughout the Assessment Process | |
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| Assessment Requires Knowledge of Child Development | |
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| Assessment Entails Identification of Abilities and Strengths as Well as Needs | |
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| Closing Thoughts | |
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| Assessment through Collaboration with Families | |
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| Chapter Overview | |
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| Rationale for Family Collaboration in Assessment | |
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| Family Collaboration in Child Assessments | |
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| Family Constructs | |
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| Identifying Family Resources, Priorities, and Concerns | |
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| Sociopolitical Influences on Families | |
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| Health Issues | |
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| Economic Issues | |
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| Community and Domestic Violence | |
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| Maltreatment of Children | |
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| Technological Advances | |
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| Cultural Differences between Professionals and Families | |
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| Closing Thoughts | |
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| Approaches and Techniques Used in Child Assessment | |
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| Chapter Overview | |
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| Influences on Assessment | |
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| Theoretical Perspectives | |
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| How Assessments Are Done | |
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| Persons Involved in Assessment | |
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| Levels of Specialization | |
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| Models of Teaming | |
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| Direct and Indirect Assessment | |
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| Techniques Involved in Assessment | |
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| Norm-Referenced to Criterion-Referenced Assessment | |
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| Standardized Assessment to Assessment with Accommodations | |
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| Product-Oriented Assessment to Process-Based Assessment | |
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| Naturalistic Observation to Clinical Observation | |
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| Closing Thoughts | |
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| Norm-Referenced Standardized Assessment | |
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| Chapter Overview | |
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| The Norm Group: A Representative Sample | |
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| Item Difficulty, Discrimination, and Bias | |
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| Distribution Patterns | |
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| Measures of Central Tendency | |
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| Measures of Variability | |
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| Measures of Relationship | |
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| Correlation Coefficient | |
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| Test Administration and Scoring Procedures | |
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| Basals and Ceilings | |
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| Derived Scores | |
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| Scores Based on Relative Standing | |
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| Scores Based on Developmental Levels | |
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| Technical Soundness | |
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| Reliability | |
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| Standard Error of Measurement | |
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| Validity | |
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| Observational Data | |
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| Reactivity | |
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| Reliability of Observational Data | |
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| Validity of Observational Data | |
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| Closing Thoughts | |
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| Criterion-Referenced and Play-Based Assessment | |
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| Chapter Overview | |
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| Developmental Progression | |
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| Knowledge and Knowing | |
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| Basic Psychological Processes | |
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| Development of Skills in Communication | |
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| Early Language Development | |
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| Social Aspects of Development | |
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| Attachment, the Self, and Emotions | |
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| Adaptive Behavior and Self-Care Skills | |
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| Motor Functioning | |
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| Reflexive and Volitional Movement | |
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| Theories of Motor Development | |
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| Developmental Progression | |
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| Early Sensory and Motor Development | |
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| Effects of Sensory Impairments | |
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| Criterion-Referenced Assessment | |
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| Play-Based Assessment | |
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| Play Shapes Development | |
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| Structures for Play-Based Assessment | |
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| Mastery Motivation | |
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| Closing Thoughts | |
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| Assessing Individual Progress through Portfolio and Work Sampling Assessments, Goal Attainment Scaling, and General Outcome Measurement | |
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| Chapter Overview | |
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| Portfolio and Work Sampling Systems | |
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| Portfolios | |
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| Contents of the Portfolio | |
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| Work Sampling System | |
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| Goal Attainment Scaling | |
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| General Outcome Measurement | |
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| Computer-Based Data Management Systems | |
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| Closing Thoughts | |
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| Functional Behavioral Assessment | |
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| Chapter Overview | |
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| Rationale for Functional Behavioral Assessment | |
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| Behavior and Communication | |
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| Data Gathering Techniques | |
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| Informant Methods | |
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| Functional Assessment Interview Form | |
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| Direct Observations | |
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| Functional Analysis | |
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| Accuracy of Functional Behavioral Assessments | |
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| Closing Thoughts | |
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| Assessment of Environments | |
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| Chapter Overview | |
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| Activity Theory | |
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| Home and Community Environments | |
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| Parameters of the Home Environment | |
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| Physical Features of the Home | |
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| Interactions | |
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| Parent Stress and Mental Health | |
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| Socioeconomic Factors | |
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| Data Gathering Procedures and Techniques | |
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| Parent Interviews | |
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| Questionnaires | |
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| Direct Observation | |
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| Parameters of Community | |
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| Data Gathering and Techniques | |
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| Center-Based Environments for Infants, Toddlers, and Preschool Children | |
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| Parameters of Center-Based Environments | |
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| Data Gathering Procedures and Techniques | |
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| General Environmental Assessments | |
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| Ecobehavioral Analysis | |
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| Closing Thoughts | |
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| Context-Based Assessment Cases: Infants and Toddlers | |
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| Chapter Overview | |
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| Ericca | |
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| Findings | |
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| Answering the Assessment Questions | |
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| Tyler | |
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| Findings | |
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| Answering the Assessment Questions | |
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| Matt | |
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| Findings | |
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| Answering the Assessment Questions | |
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| Closing Thoughts | |
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| Context-Based Assessment Cases: Preschool and Primary-Grade Children | |
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| Chapter Overview | |
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| Karen | |
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| Findings | |
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| Answering the Assessment Questions | |
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| Todd Dunn | |
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| Findings | |
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| Answering the Assessment Questions | |
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| Closing Thoughts | |
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| References | |
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| Subject Index | |
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| Name Index | |