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