2. Reed, 2005
Purposes of Preschool
Assessment (Nagle, 2000; Appl, 2000)
Screening
Diagnosis
Individual program planning
and monitoring
Program evaluation
3. Reed, 2005
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
4. Reed, 2005
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
5. Reed, 2005
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
6. Reed, 2005
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
7. Reed, 2005
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)
8. Reed, 2005
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
9. Reed, 2005
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
10. Reed, 2005
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
11. Reed, 2005
Importance of Ecological
Perspective (Paget & Nagle, 1986)
Settings and significant individuals
Social learning theory
Each child and their ecology as unique
12. Reed, 2005
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
13. Reed, 2005
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
14. Reed, 2005
School Readiness
Cognitive development
Social-emotional development
Communication and language
development
Sensorimotor development
15. Reed, 2005
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
16. Reed, 2005
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
17. Reed, 2005
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.
18. Reed, 2005
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.