Foundations of Assessment in Early Childhood Special Education

Dr. Effie Papoutsis Kritikos is a professor in the Department of Special Education at Northeastern Illinois University, where she has taught for ten years. She is multi-certified in various areas of special education, including speech-language pathology. Dr. Kritikos has written, reviewed and presented numerous papers for a multitude of organizations and is the author of the textbook, Special Education Assessment: Issues and Strategies Affecting Today’s Classrooms.Dr. Phyllis LeDosquet is an associate professor in early childhood special education in the Department of Special Education at Northeastern Illinois University where she has coordinated and taught courses in the early childhood special education program for seven years. She has over 20 years experience in the assessment of infants, toddlers, and young children with exceptional learning needs and has provided support to children, families and educators in both home and school environments.Dr. Mark Melton, LCSW, is an associate professor in the Department of Special Education at Northeastern Illinois University, where he has taught for five years. Dr. Melton has experience as a classroom teacher, school administrator, and clinical supervisor in various special education settings. In addition to his teaching responsibilities, Dr. Melton maintains a private practice in clinical social work supporting children with behavioral and regulatory challenges and their families.

• Assessing the Needs of Young Children in Early Childhood Special Education: A Focus on Best Practices for Effective Intervention and DevelopmentPart I Foundations of Assessment in Early Childhood Special EducationChapter One: Introduction to Children with Special NeedsHistory of Early Childhood Special EducationHistory of AssessmentOverview of TextPart I: Foundations of Assessment in ECSEPart II: Assessment Approaches and ConsiderationsPart III: Developmental DomainsUsing the TextConclusionChapter Two: Legal Issues Chapter ObjectivesAssessing HuanHistory of LegislationThe Public Law (P.L. 94-142)Breakpoint PracticeThe Individual with Disabilities Education ActStructure of the IDEAPart B ServicesPart C ServicesBreakpoint PracticeKey Provisions of Part C ServicesInteragency Coordinating CouncilsAssessment and EligibilityNatural EnvironmentsIndividualized Family Service PlanBreakpoint PracticeNo Child Left Behind and IDEIAEarly Childhood Special Education Assessment and Legal TrendsBreakpoint PracticeRevisiting HuanActivitiesWebsitesKey TermsReferencesChapter Three: Family Diversity and AssessmentChapter ObjectivesAssessing SarahDiversity in America TodayFamily Systems TheoryBoundariesRolesRulesHierarchyEquilibriumBreakpoint PracticeCulture DefinedRace and EthnicityGenderReligionAgeGeographyIncomeLanguageContextualizing CultureBreakpoint PracticeFamily Centered Service DeliveryBreakpoint PracticeKnowledge for Developing Cultural CompetenciesBreakpoint PracticeSkills for Developing Cultural CompetencyBreakpoint PracticeSteps for Self-ReflectionBreakpoint PracticeRevisiting SarahActivitiesWebsitesKey TermsReferencesChapter Four: CollaborationChapter ObjectivesAssessing MichelleCollaborationBreakpoint PracticeTeam ProcessCollaboration ModelsMultidisciplinary ApproachInterdisciplinary ApproachTransdisciplinary ApproachBreakpoint PracticeBest Collaboration PracticeBreakpoint PracticeFostering Collaborative Assessment RelationshipsBreakpoint PracticeEffective CommunicationBreakpoint PracticeRevisiting MichelleActivitiesWebsitesKey TermsReferencesPart II Assessment Approaches and ConsiderationsChapter Five: Technical Aspects of AssessmentChapter ObjectivesAssessing JudyNorm-Reverenced, Standardized TestingApplication to the ClassroomReliabilityBreakpoint Practice Reliability TypesBreakpoint PracticeValidityValidity TypesBreakpoint Practice Curriculum-Based Measurement and Validity and ReliabilityCurriculum-Based AssessmentBreakpoint Practice Norms and TestingBreakpoint PracticeBreakpoint PracticeBreakpoint PracticeBreakpoint Practice Breakpoint PracticeRevisiting JudyActivitiesWebsitesKey TermsReferencesChapter Six: Assessment ModelsChapter ObjectivesAssessing AnnaAlternative Assessment ModelsBreakpoint Practice Performance-Based AssessmentAuthentic AssessmentJudgment-Based AssessmentPortfolio AssessmentBreakpoint PracticePlay-Based AssessmentDynamic AssessmentRevisiting AnnaActivitiesWebsitesKey TermsReferencesChapter Seven: Environmental AnalysisChapter ObjectivesAssessing CarlosEarly Childhood EnvironmentsEnvironmental AnalysisBreakpoint PracticeEnvironmental Rating ScalesBreakpoint PracticeFunctional Behavioral AssessmentBreakpoint PracticeSupporting Assessment ToolsBreakpoint PracticeEnvironmental Analysis and CurriculumSpecial Needs and the Learning EnvironmentHealth and SafetyFamilies as PartnersNatural EnvironmentsRelationshipsInclusionGroupingScaffolding and MediationEmbedded InstructionPositive Behavioral SupportsBreakpoint PracticeReassessing CarlosActivitiesWebsitesKey TermsReferencesChapter Eight: Observational AssessmentChapter ObjectivesAssessing AthenaDefinitionsRubricsBreakpoint PracticeObservationsBreakpoint PracticeABC ProcedureObservational Recording SystemRecording TechniquesBreakpoint Practice Checklists and Rating ScalesChecklists and Rating Scales for AutismChecklists and Rating Scales for Attention Deficit Hyperactivity DisorderChecklists and Rating Scales for Atypical BehaviorChecklists and Rating Scales for Environmental AssessmentsBreakpoint PracticeRevisiting AthenaActivitiesWebsitesKey TermsReferencesPart III Developmental DomainsChapter Nine: Sensory AssessmentChapter ObjectivesAssessing LouieVision AssessmentVisual ProcessVision DisordersBreakpoint PracticeVisual ConcernsFunctional Vision AssessmentBreakpoint PracticeAssessment of Visual Motor SkillsBreakpoint PracticeFinal ConsiderationsHearing AssessmentPhysiology of HearingHearing TestingTypes of Hearing LossEtiologySeverityModes of CommunicationBreakpoint PracticeCentral Auditory Hearing LossBreakpoint Practice Auditory Processing TestsBreakpoint PracticeAssistive TechnologiesModels of Assistive TechnologyAssistive Technology AreasBreakpoint PracticeOther ConsiderationsBreakpoint PracticeSorting it OutBreakpoint PracticeFailures in Self-RegulationBreakpoint PracticeRevisiting LouieActivitiesWebsitesKey TermsReferencesChapter Ten: Cognitive and Social-Emotional AssessmentChapter ObjectivesAssessing JoeyCognition and Social-Emotional DevelopmentMajor TheoriesPiagetBreakpoint Practice VygotskyBreakpoint PracticeMultiple IntelligencesSocial-Emotional IntelligenceBreakpoint PracticeAssessment of CognitionStandardized (Norm-Referenced) AssessmentsCriterion and Curriculum-Referenced AssessmentsBreakpoint PracticeAssessment of Social-Emotional DevelopmentAssessment Tools for Social-Emotional DevelopmentBreakpoint PracticeAssessment ConsiderationsBreakpoint PracticeRevisiting JoeyActivitiesWebsitesKey TermsReferencesChapter Eleven: CommunicationChapter ObjectivesAssessing AnitaDefinitions of Receptive and Expressive LanguageForm, Content and UseBreakpoint PracticeAssessing LanguageScreeningScreening ToolsBreakpoint PracticeComprehensive AssessmentComprehensive Standardized Assessment ToolsGlobal TestingGeneral Language TestsReceptive VocabularyExpressive VocabularyAuditory Comprehension and DiscriminationPragmatic LanguageBreakpoint PracticeCriterion and Curriculum Referenced AssessmentBreakpoint Practice Informal MeasuresLanguage SamplesDynamic AssessmentBreakpoint PracticeRevisiting AnitaActivitiesKey TermsWebsitesReferencesChapter Twelve: Motor Development and Adaptive SkillsChapter ObjectivesAssessing MarcusMotor DevelopmentGross Motor DevelopmentReflex AssessmentBreakpoint PracticeMuscle ToneBreakpoint PracticeGross Motor MilestonesFine Motor DevelopmentBreakpoint PracticeSelf-help/Adaptive DevelopmentFeedingDevelopment of Feeding SkillsBreakpoint PracticeDressingGroomingToiletingBreakpoint PracticeSelf-Help Skill AssessmentsRevisiting MarcusWebsitesKey TermsReferencesNAME INDEXSUBJECT INDEX