Standard 4: Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in assessment processes.

Learning Modules

The modules related to the Standard can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

Glossary

Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

Authentic assessment
“… the systematic recording of developmental observations over time about the naturally occurring behaviors and functional competencies of young children in daily routines by familiar and knowledgeable caregivers in the child’s life” (p. 29).
References
  • Bagnato, S. J., & Yeh-Ho, H. (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. International Journal of Educational Policy, 3(1), 2343.
Child Find
A continuous process that includes public awareness activities, screening, and evaluation to locate, identify and evaluate children who are eligible to receive EI/ECSE services.
IDEA requires active identification, evaluation, and eligibility determination for both Part C (0-3) and Part B of the law. Part B must ensure all children birth to age 21 is identified. The regulation draws specific attention to children with disabilities in traditionally marginalized groups. Part C requires a “comprehensive child find system”. Part C is required to be consistent with Part B but also to include in its child find efforts all other major primary referral sources (i.e. hospitals, physicians, parents, social services, LEA, schools). Public awareness is a part of the Part C child find procedures.
References
  • Wrightslaw. The Child Find Mandate. 20 U.S.C. 1412(a)(3); Wrightslaw: Special Education Law, pages 72, 206-207.
Content domains
Defined domains of knowledge and skills consisting of the body of knowledge and information upon which intervention and instruction are based and that children are expected to learn in academic programs and programs promoting academic readiness. Common content areas include language arts, mathematics, science, art, music, and social studies.
References
Culturally and linguistically responsive and affirming
Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes.
Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) to be responsive to marginalized children and families and work towards greater equity.
References
  • Division for Early Childhood. (2015). DEC recommended practices glossary.
  • Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes.
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
Developmental domains
Specific areas of human growth and development such as cognition, social-emotional, motor/physical, communication, play, and adaptive behavior.
References
Evidence-based practice
Used as a noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE.
Used as a verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.
References
  • Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164173.
  • Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
Family
A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.
References
  • Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab.
  • Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Functional behavior assessment
Collection of data to investigate the environmental variables maintaining and/or contributing to challenging behavior. A functional assessment includes systematically identifying the challenging behavior, events that precede such behavior (antecedents), and events that maintain such behavior (consequences) with results used to identify, plan, implement, and support others to implement individual behavior support plans.
References
  • Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33(4), 333-343.
Informed clinical opinion
Integration of the results of evaluations and direct observations in various settings, professional judgment based on experience and expertise, and family input to make recommendations for initial and continuing eligibility for EI/ECSE services and to plan services for those children whose developmental status and EI/ECSE needs may be difficult to assess with formal measures.
References
Instruction
A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals.
References
  • Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44.
  • Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38(1), 4-10.
  • Division for Early Childhood. (2015). DEC recommended practices glossary.
Intervention
A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals.
References
  • Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson.
Strength-based
Approaches that concentrate on the inherent strengths of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient and self-determined.
References
  • Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Supporting literature and resources which may be assigned as readings for pre-service and in-service learners and most align with the introduction of evidence-based practice for adult learners.

  • Ackerman, D.J., & Coley, R.J. (2012). State pre-K assessment policies: Issues and status. Policy information report. Educational Testing Service.
  • Adrihan, S.A., Winchell, B.N., & Greene, S.J., Transforming early intervention screening, evaluation, assessment, and collaboration practices: Eligibility for children impacted by trauma. Topics in Early Childhood Special Education, 38(3), 174-184.
  • Bagnato, S., Goins, D., Pretti-Frontczak, K., & Neisworth, J. (2014). Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research, Topics in Early Childhood Special Education, 1-12.
  • Barnes, N., Fives, H., & Dacey, C.M. (2017). U.S. teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.
  • Brown, C.P. (2013). Reforming preschool to ready children for academic achievement: A case study of the impact of pre-K reform on the issue of school readiness. Early Education and Development, 24(4), 554-573.
  • Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E. D., & Miller, M. M. (2013). Pick one! Conducting preference assessments with students with significant disabilities. Teaching Exceptional Children, 45(6), 16-23.
  • Chang, Y., Shire, S. Y., Shih, W., Gelfand, C. & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders.
  • Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.
  • DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large scale survey. Assessment in Education: Principles, Policy, and Practice, 25(4), 355-375.
  • Glascoe, F. & Marks, K. (2011). Detecting children with developmental-behavioral problems: The value of collaborating with parents. Psychological Test and Assessment Modeling, 53(2), 258-279.
  • Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2nd ed.). Guilford Press.
  • Jablon, J. (2010, December). Taking it all in: Observation in the classroom. Teaching Young Children, 4(2), 2427.
  • Jablon, J. R., A.L. Dombro, & M.L. Dichtelmiller. 2007 (2d ed.) The Power of Observation. Washington, DC: Teaching Strategies.
  • Kim, K. (2016). Teaching to the data collection? (Un)intended consequences of the online child assessment system, “Teaching Strategies GOLD.” Global Studies of Childhood, 6(1), 98-112.
  • Li, Z., Gooden, C., & Toland, M.D. (2019). Reliability and validity evidence for the Hawaii Early Learning Profile, Birth– 3 Years. Journal of Early Intervention, 41(1), 62-83.
  • Linder, Toni W, Transdisciplinary Play-Based Assessment: A Functional Approach to Working with Young Children. (2nd Edition). Baltimore: Paul H. Brookes.
  • McConnell, S. R., & Rahn, N. L. (2016). Assessment in Early Childhood Special Education. In Handbook of Early Childhood Special Education (pp. 89-106). Springer International Publishing.
  • Pierucci, J., Barber, A., Gilpin, a., Crisler, M., Klinger L. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43.
  • Pooch, A., Natale, R., & Hidalgo, T. (2019). Ages and Stages Questionnaire: Social-Emotional as a teacher-report measure. Journal of Early Intervention, 41(1), 3-12.
  • Pool, J.L., & Hampshire, P. (2020). Planning for the authentic assessment using unstructured and structured observation in the preschool classroom. Young Exceptional Children. 23(3), 143-156
  • Pyle, A., & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373-380.
  • Schacter, R.E., Strang, T.M., & Piasta, S.B. (2017). Teachers’ experiences with a state-mandated kindergarten readiness assessment. Early Years: An International Journal of Research and Development, 1-17.
  • Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2018). Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299-310.
  • U.S. Department of Health and Human Services. (2014, March). Birth to Five: Watch me thrive! A compendium of screening measures for young children.
  • U.S. Department of Health and Human Services. (2019). School readiness.
  • Williams, M. E., Zamora, I., Akinsilo, O., Chen, A. H., & Poulsen, M. K. (2018). Broad developmental screening misses young children with social-emotional needs. Clinical Pediatrics, 57(7), 844-849.
  • Zweig, J., Irwin, C.W., Kook, J., & Cox, J. (2015, April). Data collection and use in early childhood education programs: Evidence from the Northeast region (REL 2015-084). Washington, D.C.: U.S. Department of Education, Institute of Education Sciences National Center for Education Evaluation and Regional Assistance.