Early Childhood Assessment in School and Clinical Child Psychology

300 Pages·2016·3.91 MB·English

by  Adrienne Garro (eds.)

Adrienne Garro Editor
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 ofAdvanced Studies
inPsychology
Kean University
Union, NJ
USA
ISBN978-1-4939-6347-8 ISBN978-1-4939-6349-2 (eBook)
DOI 10.1007/978-1-4939-6349-2
LibraryofCongressControlNumber:2016940890
©SpringerScience+BusinessMediaNewYork2016
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Contents
1 Early Childhood Assessment: An Integrative Framework . . . . . . . 1
Adrienne Garro
2 StandardizedAssessmentofCognitiveDevelopment:Instruments
and Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Kirsten M. Ellingsen
3 Defining and Measuring Early Academic Development
to Promote Student Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Robin L. Hojnoski, Kristen Missall and Robin Miller Young
4 The Use of Response to Intervention in Early Childhood. . . . . . . . 73
Maura Wechsler Linas and Gabriela Guerrero
5 Early Childhood Authentic and Performance-Based
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Karen Riley, Gloria E. Miller and Carly Sorenson
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Amanda Clinton and Korah La Serna Guilar
v
vi Contents
9 ConsideringIndividualDifferencesandEnvironmentalInfluences
in the Assessment of Temperament, Self-regulation, and Social
Skill Development in Young Children: A Framework for
Practitioners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Marie C. McGrath, S. Kenneth Thurman, M. Meghan Raisch
and Erin M. Lucey
10 Assessment Related to Developmental Disabilities
and Psychological Disorders During Early Childhood . . . . . . . . . . 203
Kirsten M. Ellingsen, Dianna Boone and Lacy Chavis
11 Assessment of Anxiety Disorders, PTSD, OCD, and Depression
in Young Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Adrienne Garro
12 Assessment of Sleeping, Feeding/Eating, and Attachment
Problems in Early Childhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Adrienne Garro
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Editor and Contributors
About the Editor
Adrienne Garro Ph.D. is Associate Professor in the Department of Advanced
Studies in Psychology at Kean University. She also serves as the Coordinator for
the School Psychology Professional Diploma Program at Kean. Her clinical and
research experiences include early childhood assessment and intervention with
children with developmental disabilities and chronic health conditions.
Contributors
Dianna Boone Texas Tech University, Lubbock, USA
Andrea Burch School Psychology, Alfred University, Alfred, USA
Lacy Chavis All Children’s Hospital, Johns Hopkins Medicine, St. Petersburg,
USA
Amanda Clinton University of Puerto Rico Mayagüez, Mayagüez, USA
Kirsten M. Ellingsen University of South Florida, Tampa, USA
Nancy Evangelista School Psychology, Alfred University, Alfred, USA
Adrienne Garro Department of Advanced Studies in Psychology, Kean
University, Union, NJ, USA
Nandita Golya College of Education, University of Oregon, Eugene, USA
Gabriela Guerrero Juniper Gardens Children’s Project, University of Kansas,
Lawrence, USA
Robin L. Hojnoski College of Education, Lehigh University, Bethlehem, USA
S. Kenneth Thurman Special Education, Temple University, Philadelphia, PA,
USA
vii
viii EditorandContributors
Korah La Serna Guilar San Carlos Charter Learning Center, San Carlos, CA,
USA
Maura Wechsler Linas Department of Special Education, University of Kansas,
Lawrence, USA
Erin M. Lucey School Psychology Program, Temple University, Philadelphia,
PA, USA
MarieC.McGrath SchoolPsychology,ImmaculataUniversity,Immaculata,PA,
USA
Laura Lee McIntyre School Psychology Program, Department of Special
Education and Clinical Sciences, University of Oregon, Eugene, USA
M. Meghan Raisch College of Education, Temple University, Philadelphia, PA,
USA
Gloria E. Miller Child, Family and School Psychology Program, University of
Denver, Denver, USA
Kristen Missall College of Education, University of Iowa, Iowa City, USA;
College of Education, University of Washington, Seattle, USA
Karen Riley Morgridge College of Education, University of Denver, Denver,
USA
Carly Sorenson Child, Family and School Psychology Program, University of
Denver, Denver, USA
Robin Miller Young Rockford University, Rockford, USA
Chapter 1
Early Childhood Assessment:
An Integrative Framework
Adrienne Garro
Abstract Early childhood assessment is a valuable prevention-based area of
practice for school and clinical psychologists. The purpose of this chapter is to
provide a thorough and practical foundation and framework for assessment of
infants, toddlers, and young children for a variety of purposes. This framework
integrates several key principles that guide best practices in early childhood
assessment. Effective assessment of this population calls for a comprehensive
approach involving the collection of information across multiple developmental
domains and from parents, teachers, and other caregivers. Clinicians conducting
earlychildhoodassessmentsneedtobecomfortableandskilledinutilizingavariety
ofmethodsincludinginterviews,observations,andstandardizedtesting.Theymust
also be competent in applying and integrating naturalistic approaches that involve
collectionof data ineveryday contexts. Inadditiontoexpanding upon basic tenets
that lead to sound assessment practices, this chapter discusses relevant legal stan-
dards as well as classification systems that might apply to children in the 0–6
population.
(cid:1) (cid:1) (cid:1)
Keywords Early childhood assessment Early intervention Part C of IDEA
(cid:1) (cid:1) (cid:1)
DC:0-3R ICF-CY Developmental milestones Integrated assessment
Introduction
For school and child clinical psychologists, solid training in evidence-based
assessment practices remains a cornerstone of quality training. Under the wide
umbrella of best assessment practices, standardized norm-referenced instruments
continue to occupy a primary role, but, at the same time, the use of interviews,
A.Garro(&)
DepartmentofAdvancedStudiesinPsychology,KeanUniversity,Union,NJ,USA
e-mail:[email protected]
©SpringerScience+BusinessMediaNewYork2016 1
A.Garro(ed.),EarlyChildhoodAssessmentinSchool
andClinicalChildPsychology,DOI10.1007/978-1-4939-6349-2_1
2 A.Garro
observations, and other techniques must be integrated into a comprehensive,
well-rounded assessment framework. With respect to young children, the fields of
both school and clinical psychology continue to highlight the importance of
prevention-based measures to reduce the prevalence of psychological problems in
later childhood and promote positive mental health. Despite this emphasis,
assessment of young children, particularly children aged five years and younger,
remains challenging and complicated in many ways. Ten years ago in a com-
mentary for School Psychology Review, Bagnato (2006) noted several of these
challenges,includingtheneedtoapplymoredevelopmentallyappropriatepractices,
suchasauthenticassessment,andtoaltertheconceptofreadinesssuchthatschools
are better suited to fit the needs of a diverse range of children when they enter the
formalschoolyears.Inaddition,Bagnatocalledforongoingevolutionintheroleof
school psychologists such that they become better “orchestrators” of assessment,
develop enhanced systems of child outcome measurement, and push for greater
emphasis on self-control and other social-emotional skills as prerequisites for
learningearlyschoolsuccess.Forchildclinicalpsychologists,thereislessliterature
specifically focused on assessment in younger children. This is due, in part, to
hesitancy to diagnose specific clinical problems or disorders in this age
group.However,thereareseveralresearchersandpractitionerswhohavedeveloped
an evidence base for assessment of certain clinical problems (e.g., depression,
PTSD)inyoungerchildren.TheworkofLubyandcolleagues(e.g.,Luby,Belden,
Pautsch, Si, & Spitznagel, 2009; Luby et al., 2006) and Scheering and colleagues
(e.g., Scheeringa, Myers, Putnam, & Zeahnah, 2002) are solid examples of this
work. In addition, clinical psychology has continued to promote research and
clinicalpracticerelatedtoearlyassessmentandinterventionforparentsandfamilies
at risk, including those experiencing substance abuse, child maltreatment, or high
levels of child behavioral problems (Jones, Daley, Hutchings, Bywater, & Eames,
2008; Suchman et al., 2010).
Given the continuing value and significance of early childhood assessment in
schoolandclinicalpsychology,thisbookaimstoserveasaresourceforclinicians
who wish to specialize in this domain. To begin, this chapter is devoted to pro-
viding an integrative framework which can be applied for younger children who
present with a variety of difficulties ranging from developmental delays to severe
problems. This framework does not cover all developmental areas and mainly
includes cognitive, language, and social-emotional development, with recognition
that it is difficult to completely separate these domains from each other and from
otherdomainssuchasmotorskills,physical, andsensorydevelopment.Asabasic
example, a two-year-old girl who is delayed in language and can only say a few
words may experience frustration in daycare when she cannot get her needs met,
which results in episodes of aggression that interfere with interpersonal relation-
ships (social-emotional domain).