CHAPTER 7: Developmental Assessment Assessing Students with Special Needs Fifth Edition John J. Venn University of North Florida © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

Overview Definition and Description RtI in Early Childhood Screening Diagnostic Scales Specialized Instruments Infant Assessment Summary

Overview Measures the growth and progress of young children from infancy through the primary grades Uses the predictable patterns that children follow to determine if a child is developing at expected age levels according to the typical sequence of skill acquisition

Definition and Description Measures the development of young children, especially infants, toddlers, and preschoolers Uses developmental scales, which are checklists of skills arranged by age The scales measure development in different learning areas including motor, communication, social, cognitive, and self-help skills

Definition and Description Steps in the Process What is normal development? Is the child following the normal pattern? If not, why are delays occurring? What should be done about the delays?

Definition and Description Principles Predictable sequence Most children follow similar patterns as they develop and learn Teachable moments Occur when a child is ready to learn a specific skill Maturation Learning new skills depends, in part, on maturation Skipping Developmental Stages Children with disabilities may skip certain skills or stages Creates gaps in development or developmental delays

Response to Intervention (RtI) Allows for immediate intervention and support Uses curriculum-based measures to identify children with delays and to monitor progress Focuses on benchmarks such as the early literacy skill of letter naming fluency Relies on brief one and two minute weekly probes (tests) to gauge progress over time

Screening Focus Does a potential learning or behavior problem exist that requires further attention? Alerts parents and professionals when a child has a potential developmental delay or learning problem Relies on concise, abbreviated tests and evaluation procedures

Screening Developmental Indicators for the Assessment of Learning, Fourth Edition (DIAL-4) Widely-used, well-designed screening test For groups or individuals from 2 to 5 years Measures motor, concept, and social development, and language and self-help skills Takes 30-45 minutes to give Identifies young children with potential delays who need further evaluation

Diagnostic Scales Provide comprehensive, in-depth evaluation Helps Identify young children with disabilities Provide young children with appropriate services Develop individual plans Measure progress

Battelle Developmental Inventory, Second Edition (BDI-2) Diagnostic Scales Battelle Developmental Inventory, Second Edition (BDI-2) Norm-referenced, individually-administered Measures personal-social, adaptive, motor, communication, and cognitive skills For young children from birth to 7 years of age Includes a screening test and a complete diagnostic inventory

Specialized Instruments For young children with severe and multiple disabilities Unique areas of assessment Primary communication mode, medical stability, fatigue, and maladaptive behaviors Characteristics of assessment instruments Flexible administration procedures, provisions for partial credit, a wide sample of behaviors

Infants, Toddlers, and Preschoolers Emphasizes the family unit Includes a team approach with active participation of parents and medical professionals The case history is a key evaluation element

Infants, Toddlers, and Preschoolers Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III) Measures cognitive, language, and motor development, and social-emotional and adaptive skills Age range from 1 month through 42 months Features engaging test materials and easy to follow administration and scoring protocols

Summary Includes a variety of appraisal techniques and instruments for very young children Early assessment and intervention may prevent or reduce the severity of a disability