Chapter10 allen7e

©2012 Cengage Learning.
All Rights Reserved.
Chapter 10
Assessment and the IFSP/IEP Process

Assessment of Young Children
• There are six interrelated steps:
– Screening
– Determining eligibility
– Determining services
– Planning the program
– Monitoring progress
– Evaluating the program

(continued)
• Criterion-referenced assessment
– A child’s progress is measured against a
preset standard.
– These are helpful in planning.
– The child is not compared to other children.

(continued)
• Norm-referenced tests
– A child is compared to other children of the
same age.
– These are not as helpful with young children.
– It is used as a screening process to begin
further testing.

(continued)
• IQ tests
– Most are norm-referenced.
– The purpose is to attempt to determine how
much a child knows, how well the child solves
problems, and how quickly a child can
perform a variety of mental tasks.
– Scores should be used with caution.
– High scores as a young child are not a
determining factor of future intelligence.

The Process of Early Identification
• Case finding
– Identifying children early to prevent further
developmental delays
– Child Find
• Established in the 1960s
• To publicize information to families on disability
services and where to find help

(continued)
• Screening
– This is a process to identify children.
– It uses low-cost, easily administered tests to
identify children.
– Screening tests need to be reliable and valid.
– Results are not a diagnosis.
– Follow-through is essential.

(continued)
• Partnerships with families
– Listen to the parents.
– Parents know their child best and usually see
a problem first.
– Ignoring parents can only delay a diagnosis
and early intervention.

(continued)
• Cultural, ethnic, and linguistic differences
– Assessment must be conducted in a child’s native
language.
– Assessments must be designed for use in the native
language, not just translated.
– Assessments should be given by a cultural mediator,
fluent in both languages.
– Multiple forms of information should be collected.
– Test items should measure a child’s strengths and
weaknesses.

(continued)
• Types of screening instruments
– DIAL 3
– Denver II
– ESI-R
– ASQSE

(continued)
• Who does the screening?
– Professionals and paraprofessionals screen.
– Depending on the screening, a certain level of
training may be required.
– Little training is required for the Snellen Eye
Screening, but specialized training is required
for a hearing screening.

(continued)
• Limitations of screening
– It is only a snapshot of the child at that time.
– The child was probably in a new place with
new people and had difficulty focusing.
– Use results to begin the evaluation process.

Teachers’ Role in Early Identification
• Teachers’ qualifications
– Teachers see the children daily and
understand child development.
– They are trained to notice the differences in
development.

(continued)
• Teacher as observer
– The teacher is trained to observe all children
and record what they see.
– They are able to note differences in daily
interactions as well as see problems over the
long run.
– Teachers use facts when recording
observations and not opinions or subjective
statements.

(continued)
• Systematic observations
– Teachers need to develop a system to collect
observation data.
– All observations should include:
• Child’s name
• Date and time
• Setting
• Initials of observer

Types of Observations
• Checklists
– This is a list of skills in which the observer
records whether the child can or cannot do a
skill.
– Often this is done throughout the day, not in a
contrived setting.

Types of Observations (continued)
• Frequency counts
– These are tally marks collected every time a
child does a behavior.
• Duration measures
– When a behavior occurs, the observer notes
the time and then notes the time when the
behavior ends.

• Anecdotal notes
– These are short, concise notes taken about a
child while doing an activity.
– These notes then are turned into recording
that a parent can read and comment on.

• Running record
– This is a narrative recording of everything a
child did, said, and responded to.
– They involve complete concentration of the
observer on the one child.

• Logs, journals, and diaries
– These are similar to running records, yet not
as formal.
– A teacher may use these for one-on-one
planning.
– Notes to teacher not necessarily to be shared
with parents.

• Time sampling
– Brief, periodic observations to determine the
presence or absence of a behavior
• Language samples
– Verbatim recordings of what the child says or
what sounds the child makes
• Portfolio assessment
– Samples of the child’s work collected over the
year

• Cautionary notes for teachers
– Avoid making diagnoses.
– Avoid labeling a child.
– Avoid jumping to conclusions.
– Develop a good relationship with families.
– Listen carefully.
– Make careful judgments.
– Be culturally sensitive.

Individualized Family Service Plan
• The IFSP is designed to work with families of
infants and toddlers with disabilities to identify
priorities, resources, and concerns.
• Family is a key component.
• Services are decided, and parents are given
support to utilize these services.
• A service coordinator evaluates the processes
and ensures that the IFSP is working.

(continued)
• Pre-referral and case conferencing
– A parent and teacher meet to discuss
concerns, both share information, and a
decision is made as to whether further
screening is necessary.

(continued)
• Identification of needs
– Children are screened to see where they are
developmentally.
– Strengths as well as concerns are noted.
– Family input is given into prioritizing the
findings.

(continued)
• Non-intrusiveness
– The law protects families’ privacy by not
allowing professionals to ask questions that
invade their cultural beliefs and practices.
– Families should not feel like they are in the
hot seat through this process.
– They should instead feel like a vital member
of the team.

(continued)
• IFSP evaluation
– It must be evaluated at least once a year.
– Changes are made to goals that have been
met, and goals not met are re-evaluated for
the new year.

(continued)
• Service coordination
– The service coordinator aligns all the services
and serves as the mediator between the
professionals and the parents.
– Their job is also to help a parent find
transportation to services needed by the child.

(continued)
• Parents as service coordinators
– Parents should be praised if they want this
role.
– Training is required.
– Leadership is a needed skill to help their child
in the future, so encourage parents to take
this step now.

(continued)
• Program-to-program transition
– The law requires that planning for a new
program is written into the child’s IFSP.
– It should be as smooth as possible, and
parents should have input.

Individualized Education Program
• IEP is the educational plan for students
once they reach the school system.
• It looks more at the academic component
than any other developmental domain.

(continued)
• The IEP team
– Made up of professionals from various
disciplines
– Parents
– Child’s teacher
– An IEP team—multidisciplinary,
transdisciplinary, or interdisciplinary

(continued)
• Requirements of the IEP
– Based on developmentally valid,
nondiscriminatory assessment information.
– List child’s present level of functioning.
– Identify short-term objectives and long-term
goals.
– Specify the services to be provided and dates.
– Ensure accountability.
– Identify where and when services will be
provided.

(continued)
• Assessment
– Must be done over a period of time
– Must include more than one assessment
showing a disability
– Is used as a piece of the puzzle to identify
areas of need for the child

(continued)
• Long-term or annual goals
– These are broad goals to accomplish
throughout the year.
– They are specific to that child.
• Short-term objectives
– These are the ministeps that will be taken to
achieve the long-term goals.

(continued)
• Specific services to be provided
– Any specialized services that the child will
need are listed here.
– They may be a PT, OT, SLT.
– It should also list where the services will take
place.
• Pull out
• Naturalistic intervention

(continued)
• Projected dates for service
– The dates that the child will begin receiving
services is noted.
– Also the ending date or re-evaluation date is
included.
– It is required that a child be re-evaluated to
determine whether services are still needed or
whether a change in services is needed.

(continued)
• Discipline
– A child with a disability cannot be suspended
from services for more than ten days.
– If behavior is an issue, a functional behavior
plan can also be developed as part of the IEP.

(continued)
• Evaluation
– At least once a year a child’s IEP needs to be
evaluated and new goals written for the new
year or old goals revised.
– Every three years the child is re-evaluated to
determine if services are still necessary.

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