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Early Childhood Assessment in School and Clinical Child Psychology -

Early Childhood Assessment in School and Clinical Child Psychology (eBook)

Adrienne Garro (Herausgeber)

eBook Download: PDF
2016 | 1st ed. 2016
VIII, 297 Seiten
Springer New York (Verlag)
978-1-4939-6349-2 (ISBN)
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This book presents an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children. Chapters model collaborations between clinicians, family, and daycare and school personnel, address diagnostic and classification issues, and conceptualize assessment as flexible, ongoing, and, as necessary, leading to coordinated services. The book gives practitioners and researchers critical tools toward establishing best practices in an increasingly complex and important area, leading to better prevention and intervention outcomes.

Included in the coverage:
  • Standardized assessment of cognitive development.
  • Authentic and performance-based assessment.
  • The use of Response to Interve
ntion (RTI) in early childhood.
  • Collaboration in school and child care settings.
  • Anxiety disorders, PTSD, OCD, and depression in young children.
  • Sleeping, feeding/eating, and attachment problems in early childhood.
  • Early Childhood Assessment in School and Clinical Child Psychology is an essential resource for clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology.


    Adrienne Garro, Ph.D, is an Associate Professor in the Department of Advanced Studies in Psychology at Kean University. She also serves as the Coordinator for the School Psychology Professional Diploma Program at Kean. Her clinical and research experiences include early childhood assessment and intervention with children with developmental disabilities and chronic health conditions.
    This book presents an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children. Chapters model collaborations between clinicians, family, and daycare and school personnel, address diagnostic and classification issues, and conceptualize assessment as flexible, ongoing, and, as necessary, leading to coordinated services. The book gives practitioners and researchers critical tools toward establishing best practices in an increasingly complex and important area, leading to better prevention and intervention outcomes.Included in the coverage:Standardized assessment of cognitive development.Authentic and performance-based assessment.The use of Response to Intervention (RTI) in early childhood.Collaboration in school and child care settings.Anxiety disorders, PTSD, OCD, and depression in young children.Sleeping, feeding/eating, and attachment problems in early childhood.Early Childhood Assessment in School and Clinical Child Psychology is an essential resource for clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology.

    Adrienne Garro, Ph.D, is an Associate Professor in the Department of Advanced Studies in Psychology at Kean University. She also serves as the Coordinator for the School Psychology Professional Diploma Program at Kean. Her clinical and research experiences include early childhood assessment and intervention with children with developmental disabilities and chronic health conditions.

    Contents 5
    Editor and Contributors 7
    1 Early Childhood Assessment: An Integrative Framework 9
    Abstract 9
    Introduction 9
    Defining an Integrative Framework-Background and Literature Review 11
    Principles/Tenets of Early Childhood Assessment 12
    Typical and Atypical Development and Early Childhood Assessment 14
    Risk, Prevention, and Intervention During the Early Childhood Period 15
    Classification and Diagnosis-Early Childhood Years 18
    Implications for Practice 24
    Appendix 1 26
    References 30
    2 Standardized Assessment of Cognitive Development: Instruments and Issues 33
    Abstract 33
    Introduction 33
    Literature Review 34
    Theories of Cognitive Development and Intelligence 35
    Measuring Cognitive Development and Intelligence in Early Childhood 36
    Standardized Measures of Cognitive Assessment 37
    Selecting and Evaluating Standardized Measures 38
    Evaluating the Qualities of Early Childhood Cognitive Assessment Instruments 39
    Implications for Practice 41
    Conducting and Interpreting a Standardized Cognitive Assessment 41
    Checklist to Evaluate Early Childhood Cognitive Assessment 43
    Implications for Practice: Select Measures of Cognitive Functioning 45
    The Bayley Scales of Infant and Toddler Development™—Third Edition (Bayley-III Bayley, 2006)
    The Developmental Indicators for the Assessment of Learning™, Fourth Edition (DIAL™-4 Mardell & Goldenberg, 2011)
    Battelle Developmental Inventory, Second Edition (BDI-2 Newborg, 2005)
    The Differential Ability Scales: Second Edition (DAS-II, Elliott, 2007) 50
    The Kaufman Assessment Battery for Children, Second Edition (KABC-II Kaufman &
    Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV Wechsler, 2012)
    Summary of Practice Guidelines for Cognitive Assessment of Young Children 53
    Case Study 54
    Discussion Questions 55
    References 55
    3 Defining and Measuring Early Academic Development to Promote Student Outcomes 58
    Abstract 58
    Introduction 59
    Literature Review 59
    Assessment Tools 59
    Literature Review 60
    Considerations in Assessment 60
    Early Literacy Development 61
    Assessing Oral Language and Early Literacy 63
    Early Number Sense Development 65
    Assessing Early Number Sense 67
    Assessing Both Early Literacy and Numeracy 68
    Implications for Practice 70
    Case Study: Using Early Academic Data in a Problem Solving Model 71
    Discussion Questions 74
    References 75
    4 The Use of Response to Intervention in Early Childhood 80
    Abstract 80
    Introduction 80
    What Is Response to Intervention? 80
    Tiered Intervention—How Does It Work? 81
    The Historical Foundation of RTI 85
    View from the Field: Literature Review 86
    RTI Components 86
    RTI Development in Preschool: Emerging RTI Models 87
    Additional Resources for Early Childhood RTI 91
    RTI Framework Growth 92
    Implications for Practice 93
    Empirical Support: A Cautionary Tale 93
    Implications of RTI for Psychologists and Other Practitioners 93
    Case Studies 94
    Case Study 1 94
    Discussion Questions 95
    Case Study 2 96
    Discussion Questions 97
    References 98
    5 Early Childhood Authentic and Performance-Based Assessment 101
    Abstract 101
    Introduction 102
    Literature Review 105
    Embedded Approaches 105
    Mediated Approaches 106
    Curriculum-Based Approaches 108
    Challenges and Future Directions 111
    Implications for Practice 115
    Case Study 118
    Discussion Questions 120
    References 120
    6 Assessment of Behavior Problems and the Use of Functional Behavioral Assessment During Early Childhood 124
    Abstract 124
    Introduction 125
    Literature Review 126
    Standardized Rating Scales 126
    Functional Behavioral Assessment 127
    FBA Methods 128
    The Role of FBA in Early Childhood Assessment and Intervention 131
    Implications for Practice 133
    Case Study 135
    Discussion Questions 140
    References 140
    7 Assessment and Collaboration in School and Child Care Settings 144
    Abstract 144
    Introduction 144
    Review of Literature 146
    Early Childhood Settings and Standards 146
    Standards for Child Care Centers and Family Child Care Homes 146
    Head Start Regulations 148
    Preschool Standards 149
    Standards for the Field 150
    Early Childhood Curricula 151
    Screening and Readiness Assessments 151
    Assessment of Program Quality 153
    Linking Assessment to Consultation and Collaboration 156
    Summary and Implications for Practice 157
    Case Study 159
    Discussion Questions 161
    References 161
    8 Assessment and Collaboration in Family, Home, and Cultural Contexts 166
    Abstract 166
    Introduction 166
    Literature Review 167
    Preschool Skill Developmental Trajectories 167
    Influence of Parents, Families, and Culture on Child Development 169
    Preschool Risk Factors and Resiliency 172
    Family/Home Assessment Tools 173
    Implications for Practice 175
    Interventions for Families of Young Children-Learning and Early Academic Skills 175
    Interventions for Families of Young Children-Social-Emotional Skills 177
    Case Study 179
    Discussion Questions 180
    References 180
    9 Considering Individual Differences and Environmental Influences in the Assessment of Temperament, Self-regulation, and Social Skill Development in Young Children: A Framework for Practitioners 188
    Abstract 188
    Introduction 189
    Literature Review 189
    Temperament: A Brief Summary of Theories and Research 189
    Self-regulation and Emotional Control 190
    Relationships Among Temperament, Self-regulation, and Social Skills 192
    Impact of Environmental Factors 194
    Interactional Model of Temperament and Environmental Context 198
    Implications for Practice 199
    Assessment 199
    Temperament Assessment 200
    Self-regulation Assessment 200
    Executive Functioning Assessment 201
    Case Study 202
    Discussion Questions 203
    References 203
    10 Assessment Related to Developmental Disabilities and Psychological Disorders During Early Childhood 208
    Abstract 208
    Introduction 209
    Literature Review 209
    Background Related to Developmental Disabilities in Early Childhood 209
    General Considerations for a Diagnostic Assessment of a Developmental Disability 210
    Autism Spectrum Disorders (ASDs) 211
    Attention Deficit Hyperactivity Disorder (ADHD) 220
    Oppositional Defiant Disorder (ODD) 226
    Implications for Practice: Linking Assessment to Intervention 228
    Case Study 1 229
    Discussion Questions 231
    Case Study 2 231
    Discussion Questions 232
    References 232
    11 Assessment of Anxiety Disorders, PTSD, OCD, and Depression in Young Children 237
    Abstract 237
    Introduction 237
    Literature Review 239
    Risk Factors 239
    Anxiety and Related Disorders in Young Children: General Background 240
    Fears and Phobias 241
    Separation Anxiety Disorder (SAD) and School Refusal 242
    Selective Mutism 244
    Posttraumatic Stress Disorder 245
    Obsessive-Compulsive Disorder 246
    Depression in Young Children 248
    Instruments/Measures 249
    Implications for Practice 254
    Case Study—Anxiety in a Young Child 256
    Discussion Questions 257
    References 257
    12 Assessment of Sleeping, Feeding/Eating, and Attachment Problems in Early Childhood 265
    Abstract 265
    Introduction 265
    Literature Review 266
    Background and Context of Sleep Problems in Young Children 266
    Sleep Assessment Tools 268
    Implications for Practice 280
    Discussion Questions 284
    References 285
    Index 292

    Erscheint lt. Verlag 27.9.2016
    Zusatzinfo VIII, 297 p. 13 illus.
    Verlagsort New York
    Sprache englisch
    Themenwelt Geisteswissenschaften Psychologie Entwicklungspsychologie
    Geisteswissenschaften Psychologie Klinische Psychologie
    Geisteswissenschaften Psychologie Pädagogische Psychologie
    Medizin / Pharmazie Medizinische Fachgebiete Pädiatrie
    Medizin / Pharmazie Medizinische Fachgebiete Psychiatrie / Psychotherapie
    Sozialwissenschaften Pädagogik
    Sozialwissenschaften Politik / Verwaltung
    Sozialwissenschaften Soziologie
    Schlagworte Authentic Assessment • Child emotional regulation • Child psychological disorders • Cognitive assessment of young children • Developmental disabilities • Early childhood assessment • Early Intervention • Emotion regulation in early childhood • Family collaboration in child assessment • Functional behavioral assessment in preschool • Literacy assessment • Performance-based assessment • Prevention-based practice • Response to Intervention • School consultation and collaboration
    ISBN-10 1-4939-6349-X / 149396349X
    ISBN-13 978-1-4939-6349-2 / 9781493963492
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