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Issues In Preschool Assessment

Issues In Preschool Assessment. Marissa S. Reed, Ed.S. School Psychologist Troup County School System LaGrange, Georgia. Purposes of Preschool Assessment (Nagle, 2000; Appl, 2000). Screening Diagnosis Individual program planning and monitoring Program evaluation.

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Issues In Preschool Assessment

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  1. Issues In Preschool Assessment Marissa S. Reed, Ed.S. School Psychologist Troup County School System LaGrange, Georgia

  2. Purposes of Preschool Assessment (Nagle, 2000; Appl, 2000) • Screening • Diagnosis • Individual program planning and monitoring • Program evaluation Reed, 2005

  3. Importance of Preschool Assessment • Early detection=better outcomes (Feil & Severson, 1995) • Child-find screenings • National education goal (NCLB): starting school ready to learn (USDOE, 1992) • Early intervention required by IDEA (Bailey, 2000) • Children who are at-risk included also Reed, 2005

  4. Preschoolers=Unique Population (Nagle, 2000) • Rapid developmental change • Behavior during testing may affect accuracy of test results • Approach testing situation differently than school-age students • Familiarity with strangers varies largely • View scores as current level of development which is constantly changing • Lack of prior school experience Reed, 2005

  5. Issues to Consider (Bracken, 2000) • Child’s temperament • Examiner approachability, affect, and physical presence • Behavior management • Environment • Furniture, decorations, distractions, climate, seating arrangement • Test floors and ceilings Reed, 2005

  6. Traditional vs. Alternative Methods of Assessment(Nagle, 2000) • Traditional: standardized, norm-referenced • Battelle Developmental Inventory • Stanford-Binet, 5th Edition • Kaufman Assessment Battery for Children • Wechsler Preschool and Primary Scale of Intelligence, 3rd Edition (WPPSI-III) • Bracken Basic Concept Scale, 2nd Edition • Differential Ability Scales (DAS) • Bayley Scales of Infant and Toddler Development, 3rd Edition • Preschool Language Scale, 4th Edition Reed, 2005

  7. Traditional vs. Alternative Methods of Assessment(Nagle, 2000) • Alternative: • Play-based assessment (Ross, 2000 [Best Practices]) • Direct observation • Parent interviews • Parent-child interactions • Clinical judgment rating scales • Curriculum-based assessment • Portfolio assessment (Mills, 1994) • Individual Growth and Development Indicators (IGDIs) (Best Practices) Reed, 2005

  8. Traditional vs. Alternative Methods of Assessment(Nagle, 2000) • Bracken: problem is not the actual tests, but administration of test that does not consider the nature of the child or reason for referral • Use complementary assessment: best of both worlds • Sattler: behavioral state and temperament play a large role • Bag of tricks Reed, 2005

  9. Assessment of Behavior • Functional Behavior Assessment (Conroy & Davis, 2000) • Parental input is crucial • Rating scales • Developmental history • Observations • Parental point of reference • First child; different children’s development Reed, 2005

  10. Family Focus (Nagle, 2000) • Individual Family Support Plans (IFSP) instead of IEP • Parent participation • May be first contact with professionals • Parents as valuable source of information regarding representativeness of child’s performance (validity of results) • Observation of parent-child interaction • Initial notification of problems or diagnoses Reed, 2005

  11. Importance of Ecological Perspective (Paget & Nagle, 1986) • Settings and significant individuals • Social learning theory • Each child and their ecology as unique Reed, 2005

  12. Best Practices in Early Intervention (Barnett, 2000) • Basics • Interesting and developmentally appropriate environments • Scanning • Guides, rules and consequences • Functional analysis • Modeling and opportunities to practice Reed, 2005

  13. Best Practices in Early Intervention (Barnett, 2000) • Interventions for Language and Literacy • Milieu Language Interventions • Early Literacy • Interventions for Challenging Behaviors • High probability sequences • Alternative responses and functional communication training • Choices • Timed positives, fixed-time, or noncontingent reinforcement • Correspondence training Reed, 2005

  14. School Readiness • Cognitive development • Social-emotional development • Communication and language development • Sensorimotor development Reed, 2005

  15. Home Activities to Promote School Readiness (Resource Team, 1992) • Healthy pregnancy and mother’s nutrition • Regular health care after birth • Verbal communication with child • Reading to child • Opportunities to write, draw, sing, dance, and tell stories • Exposure to a variety of materials • Value on education and learning • Visits to libraries, museums, and cultural activities • Asking children questions • Opportunities to play and explore • Social interaction with other children • Build a sense of security and self-worth Reed, 2005

  16. Important Skills for School Psychologists (Nagle, 2000) • Training in traditional and nontraditional assessments • Evaluation of technical adequacy of instruments • Knowledge of related issues • Ability to establish collaborative relationships is imperative • Field-based practicum and internship experiences • Continuing professional development in early intervention and preschool issues Reed, 2005

  17. References • Appl, D.J. (2000). Clarifying the preschool assessment process: Traditional practices and alternative approaches. Early Childhood Education Journal, 27 (4), 219-225. • Bailey, D. B. (2000). The federal role in early intervention: Prospects for the future. Topics in Early Childhood Special Education, 20 (2), 71-78. • Barnett, D.W. (2000). Best practices in early intervention. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV. Bethesda, MD: NASP. • Bracken, B.A. (2000). Maximizing construct relevant assessment: The optimal preschool testing situation. In B.A. Bracken (Ed.) The psychoeducational assessment of preschool children (pp. 33-44). Boston: Allyn & Bacon. • Conroy, M.A., & Davis, C.A. (2000). Early elementary-aged children with challenging behaviors: Legal and educational issues related to IDEA and assessment. Preventing School Failure, 44 (4), 163-168. Reed, 2005

  18. References • Feil, E.G., & Severson, H.H. (1995). Identification of critical factors in the assessment of preschool behavior problems. Education & Treatment of Children, 18 (3), 261-272. • Mills, L. (1994). Yes, it can work!: Portfolio assessment with preschoolers. Paper presented at the Association for Childhood Education International Study Conference, New Orleans, LA, March 30-April 2, 1994. • Nagle, R.J. (2000). Issues in preschool assessment. In B. A. Bracken (Ed.), The psychoeducational assessment of preschool children (pp. 19-32). Boston: Allyn & Bacon. • Paget, K.D., & Nagle, R.J. (1986). A conceptual model of preschool assessment. School Psychology Review, 15 (2), 154-165. • Resource Team on National Education Goal 1 (1992). Starting school ready to learn. Questions and answers on reading national education goal 1: ‘By the year 2000, all children in America will start school ready to learn.’ United States Department of Education. • Ross, R.P. (2000). Best practices in the use of play for assessment and intervention with young children. In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology IV. Bethesda, MD: NASP. Reed, 2005

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