Assessment of young developmentally disabled children:
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York u.a.
Plenum Pr.
1988
|
| Schriftenreihe: | Perspectives in developmental psychology
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 419 S. graph. Darst. |
| ISBN: | 0306427338 |
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| adam_text | Titel: Assessment of young developmentally disabled children
Autor: Wachs, Theodore D
Jahr: 1988
Contents I. Foundations of the Assessment Process with the Developmentally Disabled 1. Developmental Patterns in Disabled Infants and Preschoolers............ 3 Theodore D. Wachs and Robert Sheehan Patterns of Development: The Visually Impaired...................... 3 Cognitive Development........................................ 3 Social-Emotional-Interpersonal Development....................... 5 Patterns of Development: The Deaf and Hard of Hearing................ 7 Cognitive Development........................................ 7 Social-Emotional-Interpersonal Development....................... 8 Patterns of Development: The Motor-Impaired........................ 10 Cognitive Development........................................ 10 Social-Emotional-Interpersonal Development....................... 12 Patterns of Development: The Behaviorally and Emotionally Disturbed.................................................. 14 Cognitive Development........................................ 14 Social-Emotional-Interpersonal Development....................... 16 Patterns of Development: The Mentally Retarded...................... 16 Cognitive Development........................................ 16 Social-Emotional-Interpersonal Development....................... 18 Patterns of Development: The Multiply Handicapped.................. 19 References.................................................... 20 2. Essential Elements of the Assessment Process........................ 25 Rune B. Simeonsson and Donald B. Bailey, Jr. The Role of Assessment in Early Intervention........................ 25 Purpose of Assessment......................................... 26 Interpreting Assessment Information.............................. 26 Population and Definitional Variability in Assessment.................. 29 Models for the Specification of Child Characteristics................... 30 Global Index.................................................
31 Multiaxial Classification....................................... 31 XI
CONTENTS xii Profile of Functional Capacities .................................. 32 Summary of Models........................................... 33 Essential Elements of the Assessment Process........................ 36 Specification of Child Variables................................. 36 Specification of Intervention Variables............................ 37 Specification of Outcome Variables............................... 37 Summary..................................................... 40 References.................................................;.. 40 3. Instrument Selection............................................. 43 Nancy C. Hubert and Jan L. Wallander Practical Considerations.......................................... 43 Psychometric Considerations...................................... 45 Basic Concepts............................................... 45 Application to Developmental Disabilities......................... 47 Consideration of Assessment Objectives............................. 48 Basic Concepts............................................... 49 Application to Developmental Disabilities......................... 52 Conclusion.................................................... 58 References.................................................... 59 4. Clinical Considerations in the Assessment of Young Handicapped Children 61 Vaughan Stagg Assessment Dilemmas........................................... 61 Approaches to Assessment........................................ 63 A Child-Referenced Approach................................... 63 Examiner, Instrument, and Procedural Adaptations.................... 64 Types of Modifications ........................................ 65 Theoretical Issues Guiding Modifications.......................... 66 Clinical Implications............................................ 67 Impact of Modifications........................................ 68
Summary..................................................... 69 References.................................................... 72 5. Involvement of Parents in Early Childhood Assessment................. 75 Robert Sheehan Reasons against Parental Involvement in Assessment................... 76 Reasons for Parental Involvement in Assessment...................... 77 A Review of Empirical Studies.................................... 78 Explaining Parental Estimations of Children’s Development............. 83 A Model for Parental Involvement in Assessment..................... 85 Interest and Skill Level of Parents................................ 86 Purpose of Assessment..................................... ... 86
CONTENTS Instruments Used for Assessment................................ 87 Decision Rules for Involvement of Parents in Assessment............... 88 Summary..................................................... 88 References.................................................... 89 II. Cognitive Assessment 6. Assessment of Visually Impaired Infants and Preschool Children......... 93 Michael D. Orlansky Terminology................................................... 93 Sources of Interindividual and Intraindividual Differences............... 94 Causes of Visual Impairment.................................... 95 Prevalence and Nature of Visual Impairment in Children................ 96 Visually Impaired Children with Multiple Impairments............... 97 Effects of Impaired Vision on Development and Learning............... 97 General Principles in Assessment of Visually Impaired Children.......... 99 Specific Concerns in the Assessment Process....................... 100 Tests Used with Visually Impaired Infants and Preschool Children........ 100 Verbal Intelligence Tests....................................... 100 Performance Tests............................................ 101 Social Development........................................... 101 Comprehensive Assessment Procedures........................... 102 Further Resources............................................... 103 References.................. 103 7. Cognitive Assessment in Deaf Preschoolers.......................... 109 Robert J. Hoffmeister Definition of Major Terms........................................ 110 Two Perspectives on Deafness..................................... 110 How Perspectives Influence Outcomes............................ 112 Implications of Differing Perspectives for Assessment................ 113 Child Language Capabilities and Task Performance.................... 115 Nature of Communications Skills in the Deaf Population.............. 115
Language Capabilities of the Examiner.............................. 117 Level of Cognitive versus Language Skills Necessary to Complete the Task..................................................... 118 Background Influences on the Deaf Child............................ 119 Testing Procedures with the Young Deaf Child....................... 120 Cognitive Testing............................................. 120 Examples of Instruments....................................... 121 Factors Influencing Choice of Instruments......................... 121 Behavior Rating Scales........................................ 122 Summary..................................................... 123 References.................................................... 124
XIV CONTENTS 8. Cognitive Assessment of Motorically Impaired Infants and Preschoolers................................................... 127 Cordelia Robinson and Nancy Fieber Introduction...................................... 127 Goals......................................................... 127 Approaches to Assessment........................................ 128 Traditional Approaches to Assessment............................ 128 Problems with Traditional Approaches............................ 128 Violation of Assumptions in Traditional Assessment................. 130 An Alternative Approach to Assessment............................. 133 Rationale for the Process Approach............................... 133 The Process Approach......................................... 135 Developmental Framework for the Process Assessment............... 135 Strategies for Adaptation of Tasks................................ 136 Clinical Examples of the Process Approach.......................... 137 Sensorimotor-Stage Examples................................... 137 Case Example 1: Roger........................................ 139 Case Example 2: Amy......................................... 144 Preoperational-Stage Examples.................................. 148 Case Example 3: Robert........................................ 149 Case Example 4: Terri......................................... 150 Conclusion.................................................... 151 References.................................................... 159 9. Cognitive Assessment of Mentally Retarded Infants and Preschoolers..... 163 James V. Kahn Infant Tests.................................................... 164 Screening Tests.............................................. 164 Diagnostic Measures.......................................... 166 Program Planning............................................. 170 An Experimental
Approach..................................... 172 Preschool Tests................................................. 173 Screening Tests.............................................. 173 Diagnostic Measures.......................................... 174 Program Planning............................................. 177 Conclusions................................................... 178 References.................................................... 179 10. Cognitive Assessment of Infants and Preschoolers with Severe Behavioral Disabilities.................................................... 183 Sydney S. Zental Assessment of Cognitive Abilities.................................. 184 Ability Differences in Autism................................... 184
CONTENTS xv Ability Differences in Hyperactivity.............................. 187 Conclusions................................................. 190 Measurement of Ability Differences................................ 191 Assessment of Cognitive and Behavioral Style Differences.............. 193 Style Differences in Autism..................................... 194 Style Differences in Hyperactivity................................ 195 Measurement of Style Differences................................. 197 Situational Variance in Assessment................................. 200 Test Stimuli................................................. 201 Motivation and Reinforcement.................................. 202 Examiner and Context Familiarity................................ 202 Conclusions................................................... 203 References.................................................... 206 11. Cognitive Assessment of Multiply Handicapped Young Children......... 213 Carl J. Dunst and R. A. McWilliam A Developmental Model of Interactive Competencies.................. 215 Levels of Interactive Competence................................ 215 Types and Forms of Interaction.................................. 223 Contexts of Interactions........................................ 225 Assessment of Interactive Competencies............................. 226 Methods of Eliciting Interactive Competencies...................... 226 Modes of Interactions.......................................... 227 Context of Interactions......................................... 228 The Assessment Process ....................................... 228 From Assessment to Intervention................................... 229 Summary..................................................... 234 Appendix: The OBSERVE Record Form for Mapping a Child’s Topography of Interactive Competencies........................ 235
References.................................................... 235 III. Noncognitive Assessment 12. Motor Assessment.............................................. 241 R. J. Gallagher and D. Cech Introduction................................................... 241 Normal Motor Development...................................... 242 Abnormal Development.......................................... 243 Implications of Motor Impairment for Development................... 246 Motor Assessment: Issues of Concern............................... 247 Psychometric Properties........................................ 247 Content..................................................... 248 Administrative Criteria of Motor Assessment....................... 249 Conclusion.................................................... 252 References.................................................... 253
XVI CONTENTS 13. Assessment of Temperament in Developmentally Disabled Infants and Preschoolers................................................... 255 Sean C. McDevitt Concepts of Temperament........................................ 255 Developmental Aspects of Temperament............................ 257 Measurement Techniques and Problems............................. 258 Measuring the Temperament of the Developmentally Disabled......... 259 Studies of the Temperament of the Developmentally Disabled........... 259 The Role of Temperament in the Assessment of Handicapped Children .... 261 Temperament and Intervention Strategies.......................... 262 References.................................................... 264 14. Mastery Motivation and Developmental Delay........................ 267 Lois M. Brockman, George A. Morgan, and Robert J. Harmon Introduction................................................... 267 What Is Mastery Motivation?...................................... 268 Historical Background......................................... 269 Mastery Motivation Assessment................................... 270 The Structured Mastery-Task Situation............................ 271 Parental Reports of Observed Mastery Behavior..................... 274 A Global Rating of Goal-Directedness............................ 276 Free-Play Situation............................................ 276 Interpretation and Use of Mastery Motivation Indicators in the Assessment of Children with Developmental Delay.......................... 278 Developmental Delay.......................................... 279 Developmental Disability....................................... 279 Dysfunction Behavior......................................... 280 Parents’ Responses to the Child’s Play and Mastery Motivation........ 281 References.................................................... 282 15. Assessment of Language in Developmentally
Disabled Infants and Preschoolers................................................... 285 Lesley B. Olswang and Barbara A. Bain Introduction................................................... 285 Assumptions................................................. 285 Purpose..................................................... 286 Data Collection................................................. 287 General Issues: Testing Variables................................ 287 General Assessment Procedures................................. 288 Specific Assessment Procedures................. 291 General Differences in Development between Normal and Developmentally Disabled Children............................ 301
CONTENTS xvü Data Organization .............................................. 302 General Issues............................................... 302 Profiling .................................................... 303 Data Interpretation .............................................. 305 Discrepancy ................................................. 305 Implications for Management................................... 312 Summary ..................................................... 313 Appendix: Language Assessment Procedures......................... 314 References.................................................... 317 16. Environmental Assessment of Developmentally Disabled Infants and Preschoolers................................................... 321 Theodore D. Wachs Criteria for Choice of Procedures.................................. 323 Psychometric Considerations.................................... 323 Decision Theory and the Environmental Assessment Process........... 324 Representativeness of Environmental Assessments................... 325 Applicability to the Population.................................. 326 Summary................................................... 329 Procedures for Environmental Assessment........................... 329 Clinical Interviews............................................ 329 Parent Questionnaires.......................................... 331 Direct Observation................................ 333 Conclusions................................................... 342 References.................................................... 342 17. Biophysical Considerations in the Assessment of Young Children with a Developmental Disability......................................... 347 Diane Magyary, Kathryn Barnard, and Patricia Brandt Health Needs: Primary and Specialty ............................... 347 Primary Health Care............................................. 348 Primary-Care
Components...................................... 348 Preventive Health Guidelines.................................... 350 Physiological and Anatomical Expressions of Disabilities............... 352 Evaluation Process.............................................. 353 Health History........................... 353 Physical and Neurological Examination........................... 355 Genetic and Metabolic Screening................................ 356 Common Physical-Health Problems and Responses .................... 358 Feeding, Nutrition, and Growth.................................. 361 State Regulation Alterations.................................... 362 Activity Alterations and Safety Hazards........................... 363 Hearing Alterations........................................... 364 Visual Alterations............................................. 365
xviii CONTENTS Susceptibility to Infection and Illness............................. 366 Summary..................................................... 367 References.................................................... 368 IV. From Assessment to Intervention 18. Interface between Assessment and Intervention for Infants and Preschoolers with Disabilities................................................ 373 Kathleen Gradel Introduction................................................... 373 Utility of Criterion-Referenced Assessment Data in Developing Interventions............................................... 375 Administration of Standardized Test Items......................... 375 Systematic Item Modification................................... 377 Provision of Assistance on Items................................. 378 Direct Assessment of Skills: Skill-Sequence-Based Assessment.......... 380 Assessment Procedures........................................ 383 Interface between Skill Sequence Assessment and Intervention......... 385 Environmental Assessment....................................... 389 Assessment of Behaviors Needed in Transitions..................... 389 Parental Input................................................ 390 Summary..................................................... 392 References.................................................... 393 19. Issues in the Linkage of Assessment to Intervention.................... 397 Theodore D. Wachs and Robert Sheehan The Nature of Developmental Disabilities............................ 397 The Selection of an Assessment Strategy.......................... 398 The Selection of Test Procedures................................. 400 Why Is This Assessment Being Done?.............................. 401 The Selection of an Assessment Strategy.......................... 402 The Selection of Test Procedures................................. 403 The Role of the
Examiner........................................ 404 References.................................................... 405 Author Index...................................................... 407 Subject Index...................................................... 417
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| spelling | Assessment of young developmentally disabled children ed. by Theodore D. Wachs ... New York u.a. Plenum Pr. 1988 XVIII, 419 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Perspectives in developmental psychology Enfants atteints de troubles du développement Kinderen gtt Ontwikkelingsstoornissen gtt Kind Developmental Disabilities diagnosis Developmentally disabled children Kind (DE-588)4030550-8 gnd rswk-swf Diagnostik (DE-588)4113303-1 gnd rswk-swf Entwicklungsstörung (DE-588)4014966-3 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Kind (DE-588)4030550-8 s Entwicklungsstörung (DE-588)4014966-3 s Diagnostik (DE-588)4113303-1 s DE-604 Wachs, Theodore D. 1941- (DE-588)140118063 edt HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000737800&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Assessment of young developmentally disabled children Enfants atteints de troubles du développement Kinderen gtt Ontwikkelingsstoornissen gtt Kind Developmental Disabilities diagnosis Developmentally disabled children Kind (DE-588)4030550-8 gnd Diagnostik (DE-588)4113303-1 gnd Entwicklungsstörung (DE-588)4014966-3 gnd |
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| title | Assessment of young developmentally disabled children |
| title_auth | Assessment of young developmentally disabled children |
| title_exact_search | Assessment of young developmentally disabled children |
| title_full | Assessment of young developmentally disabled children ed. by Theodore D. Wachs ... |
| title_fullStr | Assessment of young developmentally disabled children ed. by Theodore D. Wachs ... |
| title_full_unstemmed | Assessment of young developmentally disabled children ed. by Theodore D. Wachs ... |
| title_short | Assessment of young developmentally disabled children |
| title_sort | assessment of young developmentally disabled children |
| topic | Enfants atteints de troubles du développement Kinderen gtt Ontwikkelingsstoornissen gtt Kind Developmental Disabilities diagnosis Developmentally disabled children Kind (DE-588)4030550-8 gnd Diagnostik (DE-588)4113303-1 gnd Entwicklungsstörung (DE-588)4014966-3 gnd |
| topic_facet | Enfants atteints de troubles du développement Kinderen Ontwikkelingsstoornissen Kind Developmental Disabilities diagnosis Developmentally disabled children Diagnostik Entwicklungsstörung Aufsatzsammlung |
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