BRITTANY A. DALE, PH.D., HSPP, is an Associate Professor of Special Education — Autism at Ball State University. She is a licensed psychologist and school psychologist who specializes in the identification and assessment of neurodevelopmental disorders such as attention-deficit/hyperactivity disorder, autism spectrum disorder, and learning disabilities. Dr. Dale serves as the Clinical Supervisor in the Center for Autism Spectrum Disorders where local families can obtain diagnostic evaluations. Additionally, she is developing an Educational Advocacy Program to provide parent training in special education advocacy. Her research focuses on how special populations perform on various assessments used in psychoeducational evaluations. JOSEPH R. ENGLER, PH.D., is a Professor of School Psychology and Associate Dean in the School of Education at Gonzaga University in Spokane, Washington. Dr. Engler received his B.A. from Minot State University in Minot, North Dakota and his Ph.D. from the University of South Dakota in Vermillion, South Dakota. Dr. Engler is a nationally certified school psychologist and has practiced throughout the United States. He has held professional association positions at the state and national level. His scholarly pursuits involve preschool assessment, SLD identification, and the role of parent involvement in education. He is a co-author on Essentials of Bayley-4 Assessment. VINCENT C. ALFONSO, PH.D., is Dean of the College for Education and Engaged Learning at Montclair State University. This past August Dr. Alfonso began his term as president of the Trainers of School Psychologists. Dr. Alfonso is Fellow of Divisions 16, 5, and 43 of the American Psychological Association and Fellow of the Association for Psychological Science. In May 2021, Dr. Alfonso received the faculty award for Professional Contributions from Gonzaga University. Dr. Alfonso has published scholarly work for more than 30 years. His major areas of scholarly work are developmental disabilities including specific learning disabilities, early childhood assessment and intervention, and applied psychometrics. Two Wiley co-authored publications include the 2022 Essentials of Bayley-4 Assessment and soon-to-be published Essentials of Assessing Infants, Toddlers, and Preschoolers.

• Foreword ixOne Overview of Infant, Toddler, and Preschool Assessment 1Two Unique Considerations and Factors in Assessing and Evaluating Young Children 29Three Responsible Assessment of Young Children 59Four Assessment of Idea Developmental Domains 79Five Assessment of Young Children with Low Incidence Developmental and Medical Disorders 125Six Assessment to Intervention 167Seven Future Directions in Assessment of Infants, Toddlers, and Preschoolers 201Appendix: Infant and Toddler Assessments by Domain 217Index 257

BRITTANY A. DALE, PH.D., HSPP, is an Associate Professor of Special Education — Autism at Ball State University. She is a licensed psychologist and school psychologist who specializes in the identification and assessment of neurodevelopmental disorders such as attention-deficit/hyperactivity disorder, autism spectrum disorder, and learning disabilities. Dr. Dale serves as the Clinical Supervisor in the Center for Autism Spectrum Disorders where local families can obtain diagnostic evaluations. Additionally, she is developing an Educational Advocacy Program to provide parent training in special education advocacy. Her research focuses on how special populations perform on various assessments used in psychoeducational evaluations. JOSEPH R. ENGLER, PH.D., is a Professor of School Psychology and Associate Dean in the School of Education at Gonzaga University in Spokane, Washington. Dr. Engler received his B.A. from Minot State University in Minot, North Dakota and his Ph.D. from the University of South Dakota in Vermillion, South Dakota. Dr. Engler is a nationally certified school psychologist and has practiced throughout the United States. He has held professional association positions at the state and national level. His scholarly pursuits involve preschool assessment, SLD identification, and the role of parent involvement in education. He is a co-author on Essentials of Bayley-4 Assessment. VINCENT C. ALFONSO, PH.D., is Dean of the College for Education and Engaged Learning at Montclair State University. This past August Dr. Alfonso began his term as president of the Trainers of School Psychologists. Dr. Alfonso is Fellow of Divisions 16, 5, and 43 of the American Psychological Association and Fellow of the Association for Psychological Science. In May 2021, Dr. Alfonso received the faculty award for Professional Contributions from Gonzaga University. Dr. Alfonso has published scholarly work for more than 30 years. His major areas of scholarly work are developmental disabilities including specific learning disabilities, early childhood assessment and intervention, and applied psychometrics. Two Wiley co-authored publications include the 2022 Essentials of Bayley-4 Assessment and soon-to-be published Essentials of Assessing Infants, Toddlers, and Preschoolers.

• Foreword ixOne Overview of Infant, Toddler, and Preschool Assessment 1Two Unique Considerations and Factors in Assessing and Evaluating Young Children 29Three Responsible Assessment of Young Children 59Four Assessment of Idea Developmental Domains 79Five Assessment of Young Children with Low Incidence Developmental and Medical Disorders 125Six Assessment to Intervention 167Seven Future Directions in Assessment of Infants, Toddlers, and Preschoolers 201Appendix: Infant and Toddler Assessments by Domain 217Index 257

BRITTANY A. DALE, PH.D., HSPP, is an Associate Professor of Special Education — Autism at Ball State University. She is a licensed psychologist and school psychologist who specializes in the identification and assessment of neurodevelopmental disorders such as attention-deficit/hyperactivity disorder, autism spectrum disorder, and learning disabilities. Dr. Dale serves as the Clinical Supervisor in the Center for Autism Spectrum Disorders where local families can obtain diagnostic evaluations. Additionally, she is developing an Educational Advocacy Program to provide parent training in special education advocacy. Her research focuses on how special populations perform on various assessments used in psychoeducational evaluations. JOSEPH R. ENGLER, PH.D., is a Professor of School Psychology and Associate Dean in the School of Education at Gonzaga University in Spokane, Washington. Dr. Engler received his B.A. from Minot State University in Minot, North Dakota and his Ph.D. from the University of South Dakota in Vermillion, South Dakota. Dr. Engler is a nationally certified school psychologist and has practiced throughout the United States. He has held professional association positions at the state and national level. His scholarly pursuits involve preschool assessment, SLD identification, and the role of parent involvement in education. He is a co-author on Essentials of Bayley-4 Assessment. VINCENT C. ALFONSO, PH.D., is Dean of the College for Education and Engaged Learning at Montclair State University. This past August Dr. Alfonso began his term as president of the Trainers of School Psychologists. Dr. Alfonso is Fellow of Divisions 16, 5, and 43 of the American Psychological Association and Fellow of the Association for Psychological Science. In May 2021, Dr. Alfonso received the faculty award for Professional Contributions from Gonzaga University. Dr. Alfonso has published scholarly work for more than 30 years. His major areas of scholarly work are developmental disabilities including specific learning disabilities, early childhood assessment and intervention, and applied psychometrics. Two Wiley co-authored publications include the 2022 Essentials of Bayley-4 Assessment and soon-to-be published Essentials of Assessing Infants, Toddlers, and Preschoolers.

• Foreword ixOne Overview of Infant, Toddler, and Preschool Assessment 1Two Unique Considerations and Factors in Assessing and Evaluating Young Children 29Three Responsible Assessment of Young Children 59Four Assessment of Idea Developmental Domains 79Five Assessment of Young Children with Low Incidence Developmental and Medical Disorders 125Six Assessment to Intervention 167Seven Future Directions in Assessment of Infants, Toddlers, and Preschoolers 201Appendix: Infant and Toddler Assessments by Domain 217Index 257