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Assessment of Young Children with Special Needs A Context-Based Approach

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ISBN-10: 1401825273

ISBN-13: 9781401825270

Edition: 2003

Authors: Susan M. Benner

List price: $64.95
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Description:

Author and educator Susan McLean Benner has developed Assessments of Young Children with Special Needs to reflect current recommended practices in assessment and related issues that are recognized by professional organizations and leaders in the field. She puts equal emphasis on foundational material, traditional types of assessment and alternative assessment in children aged birth through the preschool years. Benner complements her informal writing style with in-depth case studies and illustrative examples throughout to help the reader better grasp concepts and ideas. Special features encourage in-depth thinking on the part of the reader and promote group discussion.
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Book details

List price: $64.95
Copyright year: 2003
Publisher: Delmar Cengage Learning
Publication date: 12/23/2002
Binding: Paperback
Pages: 304
Size: 7.75" wide x 9.50" long x 0.50" tall
Weight: 1.232
Language: English

Susan Benner is Professor and Department Head of Early Childhood Special Education at University of Tennessee, Knoxville.

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