Authentic Assessment for Early Childhood Intervention: Best Practices

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Guilford Press, 2007年6月6日 - 315 頁
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Meeting a crucial need, this book provides clear recommendations for authentic developmental assessment of children from infancy to age 6, including those with developmental delays and disabilities. It describes principles and strategies for collecting information about children's everyday activities in the home, preschool, and community that serves as a valid basis for intervention planning and progress monitoring. Throughout, the book emphasizes the importance of enlisting parents as partners with practitioners and teachers in observation and team-based decision making. Special features of this well-organized, accessible volume include recommendations for developmentally appropriate assessment tools and "Best-Practice Guidepoints" in each chapter that distill key professional standards and practices.

 

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What Are the Professional Standards for Assessment
1
How Can Authentic Assessment Prevent
17
What Are the Foundations for Authentic Assessment
40
What Are the Best Contexts
78
Can Professionals Test without Tests
98
How Does Authentic CurriculumBased
117
Can Clinical Judgments Guide ParentProfessional
142
How Can We Effectively Assess
178
How Can We Do Functional Behavioral Assessment
205
What Are Proper Approaches to Detect Classify
220
How Should We Forecast and Plan for Kindergarten
237
How Can Authentic Program Evaluation Document
255
What Are the Essential
285
Index
303
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關於作者 (2007)

Stephen J. Bagnato, EdD, NCSP, is a developmental school psychologist and Professor of Psychology and Pediatrics at the University of Pittsburgh, Schools of Education and Medicine. He is founder and Faculty Mentor of the Division for Early Childhood Partnerships within the University's Office of Child Development. Dr. Bagnato is also a core interdisciplinary faculty member at the LEND Center (Leadership Education in Neurodevelopmental Disabilities and Related Disorders) at the University of Pittsburgh. He specializes in authentic curriculum-based assessment and program evaluation research strategies for young children at developmental risk and with neurodevelopmental disabilities, and has authored over 120 research and applied publications. He has received numerous professional research awards from the National Brain Injury Research Association and the American Psychological Association (Division 16) and is a recipient of the University of Pittsburgh Chancellor’s Distinguished Public Service Award, among other honors. Dr. Bagnato provides consultation and training to state agencies in early childhood intervention "best practices," challenging and atypical behaviors, authentic assessment in early childhood, and authentic program outcome evaluation research.

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