Between Assessment and Intervention: Forging Developmental Linkages for Preschoolers with Special Needs. A Practical Guide for School Psychologists and Early Childhood Special Educators.

Autor/inn/en	Bagnato, Stephen J., Jr.; Neisworth, John T.
Titel	Between Assessment and Intervention: Forging Developmental Linkages for Preschoolers with Special Needs. A Practical Guide for School Psychologists and Early Childhood Special Educators.
Quelle	(1979), (47 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Developmental Programs; Educational Diagnosis; Educational Objectives; Educational Planning; Evaluation Methods; Guidelines; Handicapped Children; Identification; Preschool Education + Suchen Sie Ihr Suchwort? Entwicklungsplan; Pedagogical diagnostics; Pädagogische Diagnostik; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Richtlinien; Identifikation; Identifizierung; Pre-school education; Vorschulerziehung
Abstract	The guide outlines a pragmatic procedure for ensuring a systematic flow of operations for screening to programing, and especially for forging "linkages" between comprehensive developmental assessment and individualized instructional programing for the handicapped preschooler. Five major purposes (including to screen and identify exceptional children) are given, and the rationale for continuity in assessment is offered. Five steps in forging an assessment/curriculum linkage are outlined: identify developmental deficits requiring more focused assessment, match assessment devices according to curriculum characteristics and content, determine developmental levels in major areas of functioning (motor, adaptive, language, and personal-social), identify "performance ceilings" in each area of functioning, and match performance ceiling tasks to curriculum target objectives in each area of functioning. Sections on each step cover key concepts, explanatory comments, and an illustration. The practical value of criterion-based developmental diagnosis is pointed out, and supporting data for the linkage procedure is offered. It is concluded that the more defined the interface between a child's pattern of capabilities and his plan of instruction, the more effective the total educational experience. Appended is information for a simulation exercise in forging an assessment/curriculum linkage for a handicapped preschooler. (SBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01