Authentic assessment for early childhood intervention: best practices
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Guilford Press
2007
|
| Schriftenreihe: | The Guilford school practitioner series
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Contributor biographical information Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIX, 315 S. Ill. |
| ISBN: | 9781593854744 1593854749 |
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| 245 | 1 | 0 | |a Authentic assessment for early childhood intervention |b best practices |c Stephen J. Bagnato |
| 264 | 1 | |a New York |b Guilford Press |c 2007 | |
| 300 | |a XIX, 315 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
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| 490 | 0 | |a The Guilford school practitioner series | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Développement, Troubles du - Diagnostic | |
| 650 | 4 | |a Enfants - Développement - Tests | |
| 650 | 4 | |a Enfants - Tests psychologiques | |
| 650 | 4 | |a Enfants atteints de troubles du développement - Tests psychologiques | |
| 650 | 4 | |a Enfants d'âge préscolaire - Tests psychologiques | |
| 650 | 4 | |a Enfants handicapés mentaux - Tests psychologiques | |
| 650 | 4 | |a Developmental disabilities |x Diagnosis | |
| 650 | 4 | |a Developmentally disabled children |x Psychological testing | |
| 650 | 4 | |a Children with mental disabilities |x Psychological testing | |
| 650 | 4 | |a Preschool children |x Psychological testing | |
| 650 | 4 | |a Psychological tests for children | |
| 650 | 4 | |a Child development |x Testing | |
| 650 | 4 | |a Child Development | |
| 650 | 4 | |a Psychological Tests | |
| 650 | 4 | |a Child, Preschool | |
| 650 | 4 | |a Developmental Disabilities |x diagnosis | |
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Datensatz im Suchindex
| _version_ | 1804137580045795328 |
|---|---|
| adam_text | Contents
♦
CHAPTER
1
What Are the Professional Standards for Assessment
of Preschool Children?
Best-Practice Issues
1
Guiding Principles
2
Organization of the Practices
6
Best-Practice Guidepoints
7
Best-Practice Evidence
15
chapter
2
How Can Authentic Assessment Prevent
17
the Mismeasure of Young Children?
Best-Practice Issues
17
Why Do We Assess Young Children?
19
What Is Conventional Testing ?
21
What Are the Professional Standards
for Early Childhood Assessment?
23
What Is the Authentic Assessment Alternative?
27
A Continuum of Measurement Contexts
31
The Authentic Assessment Advantage
34
What Are Guidelines for Authentic Assessment in Action?
34
Conclusions
37
Best-Practice Guidepoints
37
Best-Practice Evidence
38
CHAPTER
з
What Are the Foundations for Authentic Assessment
40
of Typical and Atypical Early Development?
Best-Practice Issues
40
Principles and Assumptions of a Developmental Perspective
41
Normal Developmental Patterns
48
Atypical Developmental Patterns
67
Summary and Implications for Practice
72
Contents
Best-Practice
Guidepoints 75
Best-Practice Evidence
75
chapter
4
What Are the Best Contexts
for Authentic Assessment?
Best-Practice Issues
78
Definition and Features
78
The Importance of Developmental Context
for Authentic Assessment
80
Considerations in Staging Authentic Assessments for Preschool
Children in Analogue Contexts
83
Best-Practice
Guidepoints 95
Best-Practice Evidence
97
78
chapter
5
Can Professionals Test without Tests
for Authentic Assessment?
with RICHARD
LEVAN
Best-Practice Issues
98
Adventures in Assessment
99
Preschoolers and Tests
100
Sampling Developmental Skills
101
Shopping for Skills: An Assessment Analogue
102
Sampling Strategies
104
Clarence: The Adventure Continues
107
Activity-Based Assessment in Early Childhood Intervention:
Operationalizing Shopping for Skills
109
Best-Practice
Guidepoints 113
Best-Practice Evidence
115
98
CHAPTER
6
CHAPTER
7
How Does Authentic Curriculum-Based
117
Assessment Work?
Best-Practice Issues
117
Definition of Authentic Curriculum-Based Assessment
119
Purposes of Curriculum-Based Assessment
119
Benefits of a Developmental Curriculum
120
Developmental Curricula
121
Selecting Developmental or Functional Curricula
126
Two Types of Authentic Curriculum-Based Assessment
131
Authentic Assessment for Intervention using
Curriculum-Embedded Scales
133
Sequence of Steps for Curriculum-Based Assessment
135
Best-Practice
Guidepoints 138
Best-Practice Evidence
139
Can Clinical Judgments Guide Parent-Professional
142
Team Decision Making for Early Intervention?
with EILEEN McKEATING-ESTERLE
Best-Practice Issues
142
Clinical Judgment: Operational Definition
and Historical Context
144
Contents
Essential Practice Characteristics for Accurate
Clinical Judgment
145
Parent—Professional Teamwork
147
Exemplary Clinical Judgment Instruments
153
SPECS: A Clinical Judgment Model to Guide Parent-Professional
Team Decision Making
159
Best-Practice
Guidepoints 173
Best-Practice Evidence
174
CHAPTER
8
How Can We Effectively Assess
for Severe Disabilities?
with PAMELA S. WOLFE and RICHARD
KUBÍNA
Best-Practice Issues
178
Who Are Persons with Severe Disabilities?
179
Assessment Issues Related to Young Children
with Severe Disabilities
180
Assessment Strategies
181
Purposes and Methods of Assessment for Young Children
with Severe Disabilities
183
CurriculumllEP Development
190
Instructional Evaluation
194
Prioritizing Assessment Results for Students
with Severe Disabilities
200
Summary
200
Best-Practice
Guidepoints 202
Best-Practice Evidence
202
CHAPTER
9
How Can We Do Functional Behavioral Assessment
with Preschoolers?
with RICHARD
KUBÍNA,
PAMELA S. WOLFE,
and
DEVENDER R. BANDA
Best-Practice Issues
205
Overview of Functional Behavioral Assessment
206
Conducting a Functional Behavioral Assessment
210
Conclusion
216
Best-Practice
Guidepoints 217
Best-Practice Evidence
217
178
205
chapter
io
What Are Proper Approaches to Detect, Classify,
and Intervene for Temperament ana Self-Regulatory
Behavior Problems in Young Children?
Best-Practice Issues
220
Best Practices in Early Behavior Detection and Support
221
Temperament and Self-Regulation: Developmentally Appropriate
and Evidence-Based Foundation for Early Detection,
Classification, and Intervention
222
Classification for Extremes of Temperament and Problems
in Self-Regulation
224
Evidence-Based Assessment of Self-Regulation in Early
Childhood: The Temperament and Atypical
Behavior Scale
225
220
Contants
Complementary Authentic Assessment Measures of Early
Childhood Behavior
228
Developing a System of Early Care
228
HealthyCHILD: Evidence-Based SOEC Example
231
Best-Practice
Guidepoints 233
Best-Practice Evidence
234
chapter
η
How Should We Forecast and Plan for Kindergarten
Transition and Early School Success?
with KIMBERLY A. BLAIR
Best-Practice Issues
237
How Should Planning a Child s Transition to Kindergarten
Be Approached?
238
What Is the Purpose of Assessment Prior to the Transition
to Kindergarten?
241
What Should We Assess to Determine the bleeds of Young
Children Prior to Kindergarten Entry?
242
What Do Kindergarten Teachers Want to Know about Young
Children as They Enter Their Classrooms?
243
What Domains Should We Assess to Determine the Needs
of Young Children Prior to Kindergarten?
245
What Are the Best Methods of Evaluating Young Children
to Plan for Early School Success?
246
How Do We Conduct a Comprehensive Assessment That
Will Facilitate Planning for Successful beaming
in Kindergarten?
246
Conclusions
252
Best-Practice
Guidepoints 252
Best-Practice Evidence
252
237
chapter
12
How Can Authentic Program Evaluation Document
Early Childhood Intervention Outcomes?
Best-Practice Issues
255
Is There Agreement about How to Evaluate Early Childhood
Intervention Outcomes?
256
Advantages of Alternative or Authentic Program Evaluation
Methods for Real-World Research
257
Why Must We Evaluate Early Childhood Intervention
Outcomes?
258
What Is Authentic Program Evaluation?
258
Essential Components of a Comprehensive Authentic Program
Evaluation System for Early Intervention
259
What Are the Steps for Implementing an Authentic Program
Evaluation Outcomes Model in Early Childhood
Programs?
267
What Are Practical Metrics for Profiling Individual and Group
Child Progress to Estimate Program Impact?
268
How Does Authentic Program Evaluation Research Work
in Action ?: The
PAPII
278
255
Contents xix
Best-Practice
Guidepoints 282
Best-Practice Evidence
282
Synopsis and Conclusions: What Are the Essential
285
Best-Practice
Guidepoints
for Authentic Assessment
of Preschool Children?
appendix A NAEYC s Code of Ethical Conduct
appendix
в
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
295
297
Index
303
|
| adam_txt |
Contents
♦
CHAPTER
1
What Are the Professional Standards for Assessment
of Preschool Children?
Best-Practice Issues
1
Guiding Principles
2
Organization of the Practices
6
Best-Practice Guidepoints
7
Best-Practice Evidence
15
chapter
2
How Can Authentic Assessment Prevent
17
the Mismeasure of Young Children?
Best-Practice Issues
17
Why Do We Assess Young Children?
19
What Is "Conventional Testing"?
21
What Are the Professional Standards
for Early Childhood Assessment?
23
What Is the Authentic Assessment Alternative?
27
A Continuum of Measurement Contexts
31
The Authentic Assessment Advantage
34
What Are Guidelines for Authentic Assessment in Action?
34
Conclusions
37
Best-Practice Guidepoints
37
Best-Practice Evidence
38
CHAPTER
з
What Are the Foundations for Authentic Assessment
40
of Typical and Atypical Early Development?
Best-Practice Issues
40
Principles and Assumptions of a Developmental Perspective
41
Normal Developmental Patterns
48
Atypical Developmental Patterns
67
Summary and Implications for Practice
72
Contents
Best-Practice
Guidepoints 75
Best-Practice Evidence
75
chapter
4
What Are the Best Contexts
for Authentic Assessment?
Best-Practice Issues
78
Definition and Features
78
The Importance of Developmental Context
for Authentic Assessment
80
Considerations in Staging Authentic Assessments for Preschool
Children in Analogue Contexts
83
Best-Practice
Guidepoints 95
Best-Practice Evidence
97
78
chapter
5
Can Professionals "Test without Tests"
for Authentic Assessment?
with RICHARD
LEVAN
Best-Practice Issues
98
Adventures in Assessment
99
Preschoolers and Tests
100
Sampling Developmental Skills
101
Shopping for Skills: An Assessment Analogue
102
Sampling Strategies
104
Clarence: The Adventure Continues
107
Activity-Based Assessment in Early Childhood Intervention:
Operationalizing Shopping for Skills
109
Best-Practice
Guidepoints 113
Best-Practice Evidence
115
98
CHAPTER
6
CHAPTER
7
How Does Authentic Curriculum-Based
117
Assessment Work?
Best-Practice Issues
117
Definition of Authentic Curriculum-Based Assessment
119
Purposes of Curriculum-Based Assessment
119
Benefits of a Developmental Curriculum
120
Developmental Curricula
121
Selecting Developmental or Functional Curricula
126
Two Types of Authentic Curriculum-Based Assessment
131
Authentic Assessment for Intervention using
Curriculum-Embedded Scales
133
Sequence of Steps for Curriculum-Based Assessment
135
Best-Practice
Guidepoints 138
Best-Practice Evidence
139
Can Clinical Judgments Guide Parent-Professional
142
Team Decision Making for Early Intervention?
with EILEEN McKEATING-ESTERLE
Best-Practice Issues
142
Clinical Judgment: Operational Definition
and Historical Context
144
Contents
Essential Practice Characteristics for Accurate
Clinical Judgment
145
Parent—Professional Teamwork
147
Exemplary Clinical Judgment Instruments
153
SPECS: A Clinical Judgment Model to Guide Parent-Professional
Team Decision Making
159
Best-Practice
Guidepoints 173
Best-Practice Evidence
174
CHAPTER
8
How Can We Effectively Assess
for Severe Disabilities?
with PAMELA S. WOLFE and RICHARD
KUBÍNA
Best-Practice Issues
178
Who Are Persons with Severe Disabilities?
179
Assessment Issues Related to Young Children
with Severe Disabilities
180
Assessment Strategies
181
Purposes and Methods of Assessment for Young Children
with Severe Disabilities
183
CurriculumllEP Development
190
Instructional Evaluation
194
Prioritizing Assessment Results for Students
with Severe Disabilities
200
Summary
200
Best-Practice
Guidepoints 202
Best-Practice Evidence
202
CHAPTER
9
How Can We Do Functional Behavioral Assessment
with Preschoolers?
with RICHARD
KUBÍNA,
PAMELA S. WOLFE,
and
DEVENDER R. BANDA
Best-Practice Issues
205
Overview of Functional Behavioral Assessment
206
Conducting a Functional Behavioral Assessment
210
Conclusion
216
Best-Practice
Guidepoints 217
Best-Practice Evidence
217
178
205
chapter
io
What Are Proper Approaches to Detect, Classify,
and Intervene for Temperament ana Self-Regulatory
Behavior Problems in Young Children?
Best-Practice Issues
220
Best Practices in Early Behavior Detection and Support
221
Temperament and Self-Regulation: Developmentally Appropriate
and Evidence-Based Foundation for Early Detection,
Classification, and Intervention
222
Classification for Extremes of Temperament and Problems
in Self-Regulation
224
Evidence-Based Assessment of Self-Regulation in Early
Childhood: The Temperament and Atypical
Behavior Scale
225
220
Contants
Complementary Authentic Assessment Measures of Early
Childhood Behavior
228
Developing a System of Early Care
228
HealthyCHILD: Evidence-Based SOEC Example
231
Best-Practice
Guidepoints 233
Best-Practice Evidence
234
chapter
η
How Should We Forecast and Plan for Kindergarten
Transition and Early School Success?
with KIMBERLY A. BLAIR
Best-Practice Issues
237
How Should Planning a Child's Transition to Kindergarten
Be Approached?
238
What Is the Purpose of Assessment Prior to the Transition
to Kindergarten?
241
What Should We Assess to Determine the bleeds of Young
Children Prior to Kindergarten Entry?
242
What Do Kindergarten Teachers Want to Know about Young
Children as They Enter Their Classrooms?
243
What Domains Should We Assess to Determine the Needs
of Young Children Prior to Kindergarten?
245
What Are the Best Methods of Evaluating Young Children
to Plan for Early School Success?
246
How Do We Conduct a Comprehensive Assessment That
Will Facilitate Planning for Successful beaming
in Kindergarten?
246
Conclusions
252
Best-Practice
Guidepoints 252
Best-Practice Evidence
252
237
chapter
12
How Can Authentic Program Evaluation Document
Early Childhood Intervention Outcomes?
Best-Practice Issues
255
Is There Agreement about How to Evaluate Early Childhood
Intervention Outcomes?
256
Advantages of Alternative or "Authentic" Program Evaluation
Methods for Real-World Research
257
Why Must We Evaluate Early Childhood Intervention
Outcomes?
258
What Is "Authentic" Program Evaluation?
258
Essential Components of a Comprehensive Authentic Program
Evaluation System for Early Intervention
259
What Are the Steps for Implementing an Authentic Program
Evaluation Outcomes Model in Early Childhood
Programs?
267
What Are Practical Metrics for Profiling Individual and Group
Child Progress to Estimate Program Impact?
268
How Does Authentic Program Evaluation Research Work
"in Action"?: The
PAPII
278
255
Contents xix
Best-Practice
Guidepoints 282
Best-Practice Evidence
282
Synopsis and Conclusions: What Are the Essential
285
Best-Practice
Guidepoints
for Authentic Assessment
of Preschool Children?
appendix A NAEYC's Code of Ethical Conduct
appendix
в
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
295
297
Index
303 |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV023267917 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:34:41Z |
| indexdate | 2024-07-09T21:14:33Z |
| institution | BVB |
| isbn | 9781593854744 1593854749 |
| language | English |
| lccn | 2007006524 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016452986 |
| oclc_num | 84900429 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR |
| owner_facet | DE-355 DE-BY-UBR |
| physical | XIX, 315 S. Ill. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Guilford Press |
| record_format | marc |
| series2 | The Guilford school practitioner series |
| spelling | Bagnato, Stephen J. Verfasser aut Authentic assessment for early childhood intervention best practices Stephen J. Bagnato New York Guilford Press 2007 XIX, 315 S. Ill. txt rdacontent n rdamedia nc rdacarrier The Guilford school practitioner series Includes bibliographical references and index Développement, Troubles du - Diagnostic Enfants - Développement - Tests Enfants - Tests psychologiques Enfants atteints de troubles du développement - Tests psychologiques Enfants d'âge préscolaire - Tests psychologiques Enfants handicapés mentaux - Tests psychologiques Developmental disabilities Diagnosis Developmentally disabled children Psychological testing Children with mental disabilities Psychological testing Preschool children Psychological testing Psychological tests for children Child development Testing Child Development Psychological Tests Child, Preschool Developmental Disabilities diagnosis Frühförderung (DE-588)4113643-3 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Frühförderung (DE-588)4113643-3 s DE-604 http://www.loc.gov/catdir/enhancements/fy0708/2007006524-t.html Table of contents only http://www.loc.gov/catdir/enhancements/fy0801/2007006524-b.html Contributor biographical information Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016452986&sequence=000012&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bagnato, Stephen J. Authentic assessment for early childhood intervention best practices Développement, Troubles du - Diagnostic Enfants - Développement - Tests Enfants - Tests psychologiques Enfants atteints de troubles du développement - Tests psychologiques Enfants d'âge préscolaire - Tests psychologiques Enfants handicapés mentaux - Tests psychologiques Developmental disabilities Diagnosis Developmentally disabled children Psychological testing Children with mental disabilities Psychological testing Preschool children Psychological testing Psychological tests for children Child development Testing Child Development Psychological Tests Child, Preschool Developmental Disabilities diagnosis Frühförderung (DE-588)4113643-3 gnd |
| subject_GND | (DE-588)4113643-3 (DE-588)4143413-4 |
| title | Authentic assessment for early childhood intervention best practices |
| title_auth | Authentic assessment for early childhood intervention best practices |
| title_exact_search | Authentic assessment for early childhood intervention best practices |
| title_exact_search_txtP | Authentic assessment for early childhood intervention best practices |
| title_full | Authentic assessment for early childhood intervention best practices Stephen J. Bagnato |
| title_fullStr | Authentic assessment for early childhood intervention best practices Stephen J. Bagnato |
| title_full_unstemmed | Authentic assessment for early childhood intervention best practices Stephen J. Bagnato |
| title_short | Authentic assessment for early childhood intervention |
| title_sort | authentic assessment for early childhood intervention best practices |
| title_sub | best practices |
| topic | Développement, Troubles du - Diagnostic Enfants - Développement - Tests Enfants - Tests psychologiques Enfants atteints de troubles du développement - Tests psychologiques Enfants d'âge préscolaire - Tests psychologiques Enfants handicapés mentaux - Tests psychologiques Developmental disabilities Diagnosis Developmentally disabled children Psychological testing Children with mental disabilities Psychological testing Preschool children Psychological testing Psychological tests for children Child development Testing Child Development Psychological Tests Child, Preschool Developmental Disabilities diagnosis Frühförderung (DE-588)4113643-3 gnd |
| topic_facet | Développement, Troubles du - Diagnostic Enfants - Développement - Tests Enfants - Tests psychologiques Enfants atteints de troubles du développement - Tests psychologiques Enfants d'âge préscolaire - Tests psychologiques Enfants handicapés mentaux - Tests psychologiques Developmental disabilities Diagnosis Developmentally disabled children Psychological testing Children with mental disabilities Psychological testing Preschool children Psychological testing Psychological tests for children Child development Testing Child Development Psychological Tests Child, Preschool Developmental Disabilities diagnosis Frühförderung Aufsatzsammlung |
| url | http://www.loc.gov/catdir/enhancements/fy0708/2007006524-t.html http://www.loc.gov/catdir/enhancements/fy0801/2007006524-b.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016452986&sequence=000012&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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