Early Childhood Assessment in School and Clinical Child Psychology
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 assess
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Early Childhood Assessment in School and Clinical Child Psychology
Early Childhood Assessment in School and Clinical Child Psychology
Adrienne Garro Editor
Early Childhood Assessment in School and Clinical Child Psychology
123
Editor Adrienne Garro Department of Advanced Studies in Psychology Kean University Union, NJ USA
ISBN 978-1-4939-6347-8 DOI 10.1007/978-1-4939-6349-2
ISBN 978-1-4939-6349-2
(eBook)
Library of Congress Control Number: 2016940890 © Springer Science+Business Media New York 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media LLC New York
Contents
1
Early Childhood Assessment: An Integrative Framework . . . . . . . Adrienne Garro
2
Standardized Assessment of Cognitive Development: Instruments and Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kirsten M. Ellingsen
25
Defining and Measuring Early Academic Development to Promote Student Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . Robin L. Hojnoski, Kristen Missall and Robin Miller Young
51
3
4
The Use of Response to Intervention in Early Childhood . . . . . . . . Maura Wechsler Linas and Gabriela Guerrero
5
Early Childhood Authentic and Performance-Based Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Karen Riley, Gloria E. Miller and Carly Sorenson
1
73
95
6
Assessment of Behavior Problems and the Use of Functional Behavioral Assessment During Early Childhood . . . . . . . . . . . . . . 119 Laura Lee McIntyre and Nandita Golya
7
Assessment and Collaboration in School and Child Care Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Andrea Burch and Nancy Evangelista
8
Assessment and Collaboration in Family, Home, and Cultural Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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