CSBS DP Manual: Communication and Symbolic Behavior Scales : Developmental Profile

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Paul H. Brookes Pub., 2002 - Education - 177 pages
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This helpful manual guide professionals through the process of administering, scoring, and interpreting the Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP™), an easy-to-use, norm-referenced screening and evaluation tool that measures the communicative competence of children with a functional communication age of 6 to 24 months and a chronological age of 6 months to 6 years. The manual includes:

  • information on how and why CSBS DP™ was developed and refined
  • detailed, step-by-step instructions on how to administer and score each part of CSBS DP™: the Infant-Toddler Checklist, the Caregiver Questionnaire, and the Behavior Sample
  • a chapter on the technical characteristics of CSBS DP™, including standardization, reliability, and validity
  • helpful tips on putting caregivers at ease and encouraging the most communication from very young children
  • an extensive companion to the CSBS DP™ tutorial videotapes, including completed Behavior Samples for the six children shown and comments on the sampling and scoring decisions on the forms
  • guidelines, case studies, and sample letters to parents that help professionals interpret and report the results of CSBS DP™

With the clear instructions in this manual—reinforced by practical tips, charts, case studies, and scoring practice—professionals will use CSBS DP™ accurately and confidently with the children and families they serve.

Available separately or as part of the CSBS DP™ Complete Kit are the other materials required to conduct a CSBS DP™ assessment.

This manual is part of CSBS DP™, an easy-to-use, norm-referenced screening and evaluation tool that helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of young children. CSBS DP is an ideal starting point for IFSP planning and can be used as a guide to indicate areas that need further assessment.

Learn more about the whole CSBS DP system.

From inside the book

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Contents

Development
7
CSBS DP InfantToddler Checklist
15
CSBS DP Caregiver Questionnaire
23
Copyright

6 other sections not shown

Common terms and phrases

About the author (2002)


Barry M. Prizant, Ph.D., has more than 25 years experience as a clinical scholar, researcher, and consultant to young children with autism spectrum disorders (ASD) and related communication disabilities and their families. He is an American Speech-Language-Hearing Association fellow and is a member of the Interdisciplinary Council on Developmental and Learning Disabilities. Formerly, he was Associate Professor of Psychiatry in the Brown University Program in Medicine, Professor in the School of Communication Sciences and Disorders at Emerson College, and Advanced Post-Doctoral Fellow in Early Intervention at University of North Carolina at Chapel Hill. He has developed family-centered programs for newly diagnosed toddlers with ASD and their families in hospital and university clinic environments. He has been an invited presenter at two State of the Science Conferences on ASD at the National Institutes of Health (NIH) and has contributed to the NIH Clinical Practice Guidelines for early identification and diagnosis of ASD. Dr. Prizant's current research and clinical interests include identification and family-centered treatment of infants, toddlers, and young children who have or are at risk for sociocommunicative difficulties, including ASD.

Amy M. Wetherby, Ph.D., is Professor and former Chair of the Department of Communication Disorders at Florida State University. She received her doctorate from the University of California-San Francisco/Santa Barbara in 1982. She has had more than 20 years of clinical experience in the design and implementation of communication programs for children with autism and severe communication impairments and is an American Speech-Language-Hearing Association fellow. Dr. Wetherby's research has focused on communicative and social-cognitive aspects of language difficulties in children with autism and, more recently, on the early identification of children with communicative impairments. She has published extensively on these topics and presents regularly at national conventions. She is a co-author of the Communication and Symbolic Behavior Scales (with Barry M. Prizant [Applied Symbolix, 1993]). She is the Executive Director of the Florida State University Center for Autism and Related Disabilities and is Project Director of U.S. Department of Education Model Demonstration Grant No. H324M980173 on early identification of communication disorders in infants and toddlers and Personnel Preparation Training Grant No. H029A10066 specializing in autism.

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