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

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