Assessment and the Family-Professional Partnership in Early Intervention: Resources

Books

The Early Intervention Guidebook for Families and Professionals: Partnering for Success
Bonnie Keilty
Teachers College Press, 2010
Call Number: WS 350.6 K27e 2010
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/369296194
Keilty explains what early intervention looks like and how families can best partner with professionals so that young children can learn, grow, and thrive.

Authentic Assessment for Early Childhood Intervention: Best Practices
Stephen J. Bagnato
Guilford Press, 2007
Call Number: WS 105.5 .E8 B147 2007
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/84900429
This book discusses and analyzes numerous aspects of assessment in early intervention and early childhood special education, including evaluations of early development, severe disabilities, cognitive functioning, and school readiness.

Interdisciplinary Clinical Assessment of Young Children with Developmental Disabilities
Michael J. Guralnick (Ed.)
Paul H. Brookes, 2000
Call Number: WS 350.6 .I588 2000
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/42204722
 Examining the process of assessment from the perspectives of multiple disciplines, this book demonstrates how to create new interdisciplinary assessment teams or expand existing teams to ensure that children and their families receive the best care possible. Case studies provide examples of effective collaborations between disciplines in assessment and the design of interventions.

Assessment of Young Children with Special Needs: A Context-Based Approach
Susan M. Benner (Ed.)
Thomson-Delmar Learning, 2003
Call Number: WS 350.6 .B469a 2003
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/50767861
 Focusing on the assessment of infants, toddlers, and preschool children with or at risk for developmental disabilities, this text provides an overview of multiple assessment techniques and contextual issues involved in assessment, such as environment and culture.

DEC Recommended Practices in Early Intervention/Early Childhood Special Education
Susan Sandall, Mary E. McLean, & Barbara J. Smith (Eds.)
Call Number: LC 4031 .S213 2000
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/48371456
This research-to-practice volume offers guidance to parents and professionals working with young children with special needs. The chapters on assessment and developing child-focused interventions offer key principles and suggested standards.

The Art and Practice of Home Visiting: Early Intervention for Children with Special Needs and Their Families
Ruth E. Cook & Shirley N. Sparks
Paul H. Brookes, 2008
Call Number: HV 697 .C771a 2008
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/226038346
 This practical guide provides examples and best practices for building relationships with families and facilitating adult-child interaction.

The Home Visitor’s Guidebook: Promoting Optimal Parent and Child Development
Carol S. Klass
Paul H. Brookes, 2008
Call Number: HQ 755.7 .K63 2008
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/212014610
 A guide for home visitors, this book provides guidance and best-practice information on numerous aspects of the professional-family relationship, including assessment and evaluation of infants, toddlers, and young children.

Videos

Authentic Assessment: Parents: Our Most Important Resource
27-minute DVD 
Magna Systems, 2004
Call Number: LB 1731.6 A939d 2004 vol. 4
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/56603435
This program emphasizes the importance of communicating with and respecting parents throughout the assessment process.

Authentic Assessment: Setting the Stage
24-minute DVD
Magna Systems, 2004
Call Number: LB 1731.6 A939d 2004 vol. 1
Online Catalog: http://illinoisearlyintervention.worldcat.org/oclc/56431982
This module sets the stage for understanding how children are observed within the context of their play as well as their culture and how these observations are important to understanding their total development.

Web Resources

Project TaCTICS Module 1: Routines Based Assessment and Intervention in Natural Environments
Web site: http://tactics.fsu.edu/modules.html
This training module is designed to provide professionals with the resources needed to implement a family-guided, routines-based intervention in natural environments. Modules address the need for involving care providers, identifying routines for families, implementing intervention strategies, and working across disciplines and agencies to form a cohesive plan with the family. Resources included in these modules include handouts for families such as “What Families Want to Know about Assessment.”

Tips for Surviving Child Developmental Assessment
Web site: http://zerotothree.org/child-development/mental-health-screening-assessment/tips-for-surviving-child-developmental-assessment.html
Zero to Three provides this brief handout for parents, explaining the assessment process and providing tips for their involvement.

A Guide to Assessment in Early Childhood: Infancy to Age Eight
Web site: http://www.k12.wa.us/EarlyLearning/GuideAssess.aspx
This free, downloadable guide from the State of Washington is designed for use by early childhood professionals. The guide includes explanations of best practices in assessment as well as a compendium of assessment instruments.

The National Early Childhood Technical Assistance Center (NECTAC) Topic Page on Screening, Evaluation, and Assessment
Web site: http://nectac.org/topics/earlyid/screeneval.asp
This NECTAC list includes links to numerous resources, including position papers on assessment from numerous national organizations such as Head Start and the National Association of School Psychologists, overviews of assessment methods, and information on the assessment of young English language learners.

Assessing All Children
Web site: http://books.nap.edu/openbook.php?record_id=12446&page=233
This online chapter from the book Early Childhood Assessment: Why, What, and How discusses assessing young children who are members of ethnic and racial minority groups in the United States, young children whose home language is not English, and young children with disabilities.

Assuring the Family’s Role on the Early Intervention Team
Web site: http://www.nectac.org/~pdfs/pubs/assuring.pdf
This National Early Childhood Technical Assistance Center paper presents a synthesis of innovative practices and ideas for explaining procedural safeguards to families in ways that are supportive of their role as partners in the early intervention process.

Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation
Web site: http://www.naeyc.org/files/naeyc/file/positions/PrmtgPositiveOutcomes.pdf
This position statement endorsed by the National Association for the Education of Young Children (NAEYC) includes an overview of issues related to assessment in early intervention and early childhood special education, the listing of important quality indicators for those involved in the assessment process, and information about additional resources to assist those interested in implementing assessments. Specific recommendations are made related to selecting assessment tools, communicating assessment results, and ensuring ethical and legal practices.

Articles

The Authentic Alternative for Assessment in Early Intervention: An Emerging Evidence-Based Practice. Stephen J. Bagnato. (2005). Journal of Early Intervention, 28(1), 17-22.  
This article provides an overview, summary of the research, and a history of the shift in early intervention toward authentic assessment, which captures real-life competencies in everyday routines.

Involving Parents in Early Childhood Assessment: Perspectives from an Early Intervention Instructor. Michael B. Brink. (2002). Early Childhood Education Journal, 29(4), 251-257.
This article discusses the importance of involving parents and families in the assessment of young children. The author offers suggestions and examples to help the early intervention professional.

Embedding Assessment of Young Children into Routines of Inclusive Settings: A Systematic Planning Approach. Rebecca J. Cook. (2004). Young Exceptional Children, 7(3), 2-11.
The author provides a planning guide to support early child care workers in implementing authentic assessment in inclusive settings and natural environments.