1. Principles of Developmental Assessment PSY 417

2. Assessment Zero to Three Work Group: “Process designed to deepen an understanding of a child’s competencies and resources, and of the caregiving and learning environments most likely to help a child make the fullest use of his/her developmental potential. Assessment should be an ongoing, collaborative process of systematic observation and analysis. This process involves formulating questions, gathering information, sharing observations, and making interpretations in order to form new questions (1994).”

3. 8 Principles  1. Reliance on integrated model of infant and child development.  2. Use of multiple sources of information, strategies and data points.  3. Sequence that begins with gathering information from and planning assessment strategies with parents.  4. Clear understanding of typical development.

4. 8 Principles  5. Emphasis on child’s “level and pattern of organizing experiential and functional capacities, which represent an integration of emotional and cognitive abilities.”  6. Identification of abilities, strengths and needs.  7. Collaboration with families and among assessors.  8. Recognition that assessment is simply a first step in intervention.

5. Practices to be Followed with Young Children  Should never be separated from caregiver.  Should never be tested by strange examiner.  Assessment should not be limited to assessment of motor and cognitive skills.  Should rely on more than formal tests/tools.

6. Purposes of Assessment  Screening High false positive High false positive  Diagnosis  Determining Eligibility for Services  Planning Intervention  Evaluating Treatment Outcomes

7. Limited Predictive Validity  Developmental assessments have low predictability for later ability Correlation between late toddler scores on developmental tests (e.g., Bayley) and later childhood IQ is at best r =.49 Correlation between late toddler scores on developmental tests (e.g., Bayley) and later childhood IQ is at best r =.49 Even worse when measured earlier (r=.06 when Bayley done in first 6 months) Even worse when measured earlier (r=.06 when Bayley done in first 6 months) For comparison, correlation between child and parents’ IQ is r=.42 For comparison, correlation between child and parents’ IQ is r=.42 If you want to know the child’s IQ in infancy, you’re better off testing the parentIf you want to know the child’s IQ in infancy, you’re better off testing the parent

8. Reasons for Low Predictive Validity Measures during infancy very different from measures during childhood Measures during infancy very different from measures during childhood Hard to obtain valid measure of infant competence Hard to obtain valid measure of infant competence Activity level/distractabilityActivity level/distractability Variable states/attention spansVariable states/attention spans Wariness of strangersWariness of strangers Inconsistent performance in an unfamiliar environmentInconsistent performance in an unfamiliar environment

9. Predictive Validity  On the other hand… Predictive validity is somewhat better with developmentally delayed children Predictive validity is somewhat better with developmentally delayed children This is because VERY low scores on infant development tests tend to be predictive This is because VERY low scores on infant development tests tend to be predictive

10. What can early childhood cognitive assessments do?  Rule out sever MR  Justify the need for early intervention services  Help determine focus and approach of those services  Monitor the effectiveness of those services

11. Importance of Context  “Developmental psychology is the science of the strange behavior of children in strange places with strange people for the briefest possible periods of time.” Uri Bronfenbrenner, Human Ecology (1979) Uri Bronfenbrenner, Human Ecology (1979)

12. Context of Assessment  Most empirical work in child development lacks appreciation for environmental context  However, research clearly shows that early childhood behavior is highly dependent on relational context

13. Context of Assessment  Environmental context may be even more important in understanding behavior of atypical infants than typical infants They are developmentally younger so they are less independent They are developmentally younger so they are less independent Processing problems often make them more at the mercy of environmental challenges Processing problems often make them more at the mercy of environmental challenges

14. Context of Assessment  When evaluating infant you are testing two things: Their ability to complete the requested task Their ability to complete the requested task Their willingness to engage in the unique social relationship of assessment Their willingness to engage in the unique social relationship of assessment  Establishing Rapport Need to gain trust Need to gain trust

15. Before Assessment  Meet parents/caregivers first  Learn about child’s: Language abilitiesLanguage abilities Preferences/interestsPreferences/interests Approach/withdrawal styleApproach/withdrawal style Sensory issuesSensory issues  Use this to plan assessment and approach

16. During Initial Assessment  Talk to parents but concentrate on child  Take notes on what you observe child doing How do they enter room, request help? How do they enter room, request help? What is spontaneous language like, eye contact, etc.? What is spontaneous language like, eye contact, etc.?  Tailor the environment Lighting Lighting Windows to playground? Windows to playground? Background noise? Background noise?  Best environments are low stimulation without being sterile

17. Adapt Yourself  Do not come on too strong Be friendly without being overly intense Be friendly without being overly intense  Be flexible on how much time toddlers need to acclimated  Gradually move into assessment Initial chatting with parents, to chatting with child, to talking about assessment, to administering items Initial chatting with parents, to chatting with child, to talking about assessment, to administering items