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| About the Authors | |
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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Authentic Assessment and Early Intervention in Context | |
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| Why Are Changes Needed in Early Childhood Measurement? | |
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| What Is Authentic Assessment? | |
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| What Are the Professional Standards for Developmentally Appropriate Assessment in Early Childhood Intervention? | |
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| How Can Professionals Apply the Best Measures for Best Practices? | |
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| What Are "Forecasts" of Promising Practices in Authentic Assessment? | |
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| Professional Standards and the LINK Social Validity Study | |
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| Alphabetical Listing of 87 Assessment Measures Included in the Initial Review | |
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| Combined LINK Indexes | |
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| Other Features | |
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| ABLLS“-R: The Assessment of Basic Language and Learning Skills-Revised | |
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| Adaptive Behavior Assessment System-Second Edition (ABAS-II) | |
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| Ages & Stages Questionnaires“, Third Edition (ASQ-3�): A Parent-Completed Child Monitoring System | |
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| Ages & Stages Questionnaires“: Social-Emotional (ASQ:SE): A Parent-Completed, Child-Monitoring System for Social-Emotional Behaviors | |
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| Assessment, Evaluation, and Programming System for Infants and Children (AEPS“), Second Edition | |
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| Autism Screening Instrument for Educational Planning-Third Edition (ASIEP-3) | |
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| Basic School Skills Inventory-Third Edition (BSSI-3) | |
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| Behavior Assessment System for Children, Second Edition (BASC�-2) | |
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| Behavior Rating Inventory of Executive Function“-Preschool Version (BRIEF“-P) | |
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| Behavioral Characteristics Progression (BCP) | |
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| BRIGANCE“ Inventory of Early Development-II (IED-II) | |
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| Callier-Azusa Scale G-Edition | |
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| 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) | |
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| Communication and Symbolic Behavior Scales� (CSBS�), Normed Edition | |
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| The Creative Curriculum“ Developmental Continuum for Infants, Toddlers & Twos and The Creative Curriculum“ Developmental Continuum for Ages 3-5 | |
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| Desired Results Developmental Profile access (DRDP access) | |
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| Desired Results Developmental Profile-Infant/Toddler Instrument (DRDP-R, IT) and Desired Results Developmental Profile-Preschool Instrument (DRDP-R, PS) | |
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| Developmental Assessment for Students with Severe Disabilities-Second Edition (DASH-2) | |
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| Developmental Observation Checklist System (DOCS) | |
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| Developmental Profile 3 (DP-3) | |
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| Developmental Programming for Infants and Young Children: Volume 2. Early Intervention Developmental Profile-Revised Edition | |
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| Devereux Early Childhood Assessment for Infants and Toddlers (DECA-I/T) and The Devereux Early Childhood Assessment (DECA) | |
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| The Early Learning Accomplishment Profile� (E-LAP�) | |
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| Every Move Counts: Sensory-Based Communication Techniques | |
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| FACTER: Functional Assessment and Curriculum for Teaching Everyday Routines | |
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| The Functional Emotional Assessment Scale (FEAS) for Infancy and Early Childhood | |
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| The Galileo Pre-K Online System for the Electronic Management of Learning | |
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| HELP“-the Hawaii Early Learning Profile“ | |
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| HighScope Child Observation Record (COR) | |
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| Humanics National Infant-Toddler Assessment and Humanics National Preschool Assessment | |
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| Infant Toddler Social-Emotional Assessment� (ITSEA�) | |
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| Infant-Toddler and Family Instrument (ITFI) | |
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| Infant-Toddler Developmental Assessment (IDA) | |
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| INSITE Developmental Checklist: Assessment of Developmental Skills for Young Multidisabled Sensory Impaired Children | |
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| Inventory for Client and Agency Planning� (ICAP�) | |
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| Kent Inventory of Developmental Skills (KIDS) | |
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| Life Skills Progression� (LSP�): An Outcome and Intervention Planning Instrument for Use with Families at Risk | |
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| New Portage Guide Birth to Six | |
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| The Oregon Project for Preschool Children who are Blind or Visually Impaired, 6th edition (The OR Project) | |
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| The Ounce Scale | |
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| Partners in Play: Assessing Infants and Toddlers in Natural Contexts | |
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| The Pediatric Evaluation of Disability Inventory (PEDI�) | |
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| Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) | |
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| Scales of Independent Behavior-Revised� (SIB-R�) | |
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| The SCERTS“ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders | |
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| School Function Assessment (SFA) | |
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| SKI-HI Language Development Scale, 2nd Edition | |
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| Social Skills Improvement System Rating Scales (SSIS� Rating Scales) | |
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| Temperament and Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunction | |
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| Transdisciplinary Play-Based Assessment, Second Edition (TPBA2), and Transdisciplinary Play-Based Intervention, Second Edition (TPBI2) | |
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| Vineland Adaptive Behavior Scales, Second Edition (Vineland�-II) | |
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| Vineland Social Emotional Early Childhood Scales (Vineland� SEEC) | |
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| Vulpe Assessment Battery-Revised: Developmental Assessment • Performance Analysis • Individualized Programming for the Atypical Child | |
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| The Work Sampling System“ | |
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| References | |
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| Appendixes | |
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| NAEYC Position Statement | |
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| DEC Positive Outcomes Position Statement | |
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| LINK Consumer Social Validity Survey Form | |
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| Where We Stand on Curriculum, Assessment, and Program Evaluation: NAEYC and NAECS/SDE | |
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| Author Index | |
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| Subject Index | |