Considerations in Considerations in Selecting Developmental Selecting Developmental Screening and Assessment Screening and Assessment Measures Measures Laurie Ford Dept. of Educational & Counselling Psychology & Special Education- UBC Mary Stewart Infant Development Program Early Childhood Education- UBC Early Childhood Assessment Conference Vancouver, BC - May 21, 2009
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Considerations in Selecting Developmental Screening and Assessment Measures
Considerations in Selecting Developmental Screening and Assessment Measures. Laurie Ford Dept. of Educational & Counselling Psychology & Special Education- UBC Mary Stewart Infant Development Program Early Childhood Education- UBC Early Childhood Assessment Conference - PowerPoint PPT Presentation
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Considerations in Considerations in Selecting Developmental Selecting Developmental
Screening and Screening and Assessment MeasuresAssessment Measures
Laurie FordDept. of Educational & Counselling Psychology
& Special Education- UBCMary Stewart
Infant Development ProgramEarly Childhood Education- UBC
Early Childhood Assessment ConferenceVancouver, BC - May 21, 2009
Objectives for the SessionObjectives for the Session• Review a framework for selecting a screening and
/or assessment tools
• Discuss the important considerations when selecting a screening or assessment tool
• Discuss common assessment terms
• Discuss types of assessments
• Critical evaluation of screening and assessment tools commonly used in ECE.
Getting to Know YouGetting to Know YouIn partners:• Introduce yourself• Where you are from and what work you
do.• What is one question you want answered
from this workshop.After 5 minutes:• Introduce your partner to the group and
list your question.
EvaluationEvaluation
Who uses developmental screening tools on a regular basis?
What screening or assessment tools are used?
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
1. Screening and assessment should be viewed as services- as part of the intervention process and not only as a means of identification and measurement.
AssessmentIntervention
Evaluation
Diagnostic assessment
Screening
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
2. Processes, procedures and instruments intended for screening and assessment should only be used for their specific purpose.
What is assessment?What is assessment?
• Why do we do assessments with children in our programs?
Assessment MethodsAssessment Methods• Observation
– Children– Children and Adults
• Informal and structured interviews – with children– with parents and child care providers
• Rating scales or questionnaires• Direct Assessment
Screening
Assessment
DiagnosticAssessment
Screening is a brief evaluation to identify which children need
further more in-depth assessment
Screening Screening
Sensitivity: Ability of the test to correctly identify children with developmental delay
Specificity: Ability of the test to correctly identify children without developmental
delays
ScreeningScreening
Assessmnt
Assessment is the process of obtaining information for the purposes of making evaluative decisions.
To identify child and family strengths and need and to propose strategies
for intervention.
AssessmentAssessment
Norm- referencedNorm- referenced• Focus on comparing a child’s performance
to other children (their relative development)
Criterion-referencedCriterion-referenced• Identify what skills a child has and had not
yet developed (compared to themselves)
AssessmentAssessment
Diagnostic approaches tend to identify whether a children have significant
symptoms of certain conditions
Diagnostic AssessmentDiagnostic Assessment
StandardizedStandardized
The standard materials used in each situation.
The standard method of presentation of materials in each situation
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
3. Multiple sources of information should be included in screening and assessment
Child in Different Child in Different EnvironmentsEnvironments
Child in the parkcommunity
Child Care settingFamilyChild
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
4. Developmental screening should take place on a recurrent or periodic basis. It is inappropriate to screen young children only once during their early years. Similarly, provisions should be made for reevaluation or reassessment after services have been made.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
5. Developmental screening should be viewed as only one path to more in-depth assessment. Failure to qualify for services based on a single source of screening information should not become a barrier to further evaluation for intervention services if other risk factors (e.g. environment, medical, familial) are present.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
6. Screening and assessment procedures should be reliable and valid.
• Reliability: how reliably an instrument or rater measures a variable
• Validity: the degree to which a test measures what it is intends to measure
AssessmentAssessment
What population was this test “normed” on?
AssessmentAssessment
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
7. Family members should be an integral part of the screening and assessment process. Information provided by family members is critically important for determining whether or not to initiate more in-depth assessment and for designing appropriate intervention strategies. Parents should be accorded complete informed consent at all stages of the screening and assessment process.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
8. During screening or assessment of developmental strengths and problems, the more relevant and familiar the tasks and setting are to the child and the child’s family, the more likely it is that the results will be valid.
Which “shoe” will child Which “shoe” will child know?know?
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
9. All tests, procedures and processes for screening or assessment must be culturally sensitive.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
10. Extensive and comprehensive training is needed by those who screen and assess very young children.
Some Common Some Common Screening ToolsScreening Tools• Ages & Stages Questionaire (ASQ)
• Parkyn Screen• Nipissing District Developemental Screen
(NDDS)• Denver-II• Developmental Indicators of the Activities
for Learning (DIAL-3)• Early Screening Inventory- Revised (ESI-R)• Brigance Screening