Early Childhood Assessment presents a thorough, step–by–step approach to the comprehensive psychological assessment of young children. In addition to covering major psychological tests, this invaluable resource includes specific guidelines and formats for interviewing parents and other caregivers, observing children and caregiver–child interaction, conducting dynamic assessments, writing reports, and evaluating outcomes of recommended interventions.
Dr. Lidz’s approach encourages a broad range of observation with an overarching objective of completing a picture of the "whole" child, from family life to social–emotional and neuropsychological functioning. She leads the reader through each step of a comprehensive assessment, touching on the major data sources necessary for a full understanding of the child within different environments. Throughout the book, Dr. Lidz advocates best assessment practices that reflect the interests of children and families.
Features useful information on:
- Conducting initial interviews and observations for setting the course of the assessment
- Using standardized and nonstandardized approaches to generate both qualitative and quantitative data
- Viewing children and families within their cultural contexts
- Integrating assessment data sources to generate meaningful recommendations and readable reports
- Includes unique chapters on play, observation of parent–child and teacher–child interactions, and dynamic assessment
Early Childhood Assessment is a valuable tool for professionals and students who are concerned about the richness and complexity of children’s development within their families and communities.
Chapter 1: In the Beginning . . . .
Risk and Resilience.
Chapter 2: Observing Children, Programs, and Teachers.
Issues of Observation.
Chapter 3: Families, Homes, and Cultural Contexts.
The Family as a System.
Parenting a Child with Special Needs.
Conducting a Family Interview.
Some Concluding Thoughts.
Chapter 4: Assessment of Play.
Relevance of Play.
Characteristics of Play.
Exploration versus Play.
Developmental Aspects of Play.
Children with Disabilities.
Assessment of Play.
Suggested Guidelines for Observing Play.
General Assessment Considerations.
Chapter 5: Development–, Curriculum–, and Performance–Based Assessment.
Le Plus Ça Change . . . .
Chapter 6: Dynamic Assessment.
Definition and Characteristics.
A Generic Approach to Curriculum–Based Dynamic Assessment.
The Application of Cognitive Functions Scale.
Some Editorial Remarks.
Chapter 7: Standardized Testing.
Examples of Standardized Tests for Young Children.
Standardized Testing and Issues of Cultural and Linguistic Diversity.
Chapter 8: Social–Emotional Functioning.
Adaptive Behavior and Coping.
Functional Behavior Assessment.
Chapter 9: The Neuropsychological Functioning of Young Children.
The Neuro in Neuropsychological Assessment.
The Mental Status Exam.
Neuropsychological Assessment of Young Children.
Luria s Contributions.
Five Important Points.
Implications for Assessment.
Chapter 10: Assembling, Reporting, and Evaluating the Pieces.
Linking Assessment with Intervention.
Communicating with Teachers and Parents.
Evaluating the Effectiveness of Interventions.
Appendix A: National Association of School Psychologists Position Statement on Early Childhood Assessment.
Appendix B: New York Association of School Psychologists (NYASP) Guidelines for Preschool Psychological Assessment in New York State.
Appendix C: Division for Early Childhood of the Council for Exceptional Children Position Paper on Developmental Delay as an Eligibility Category.
Appendix D: National Association for the Education of Young Children Position Paper: Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education.
About the Author.