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Download full textLuque de Dios, Sara M.; Sánchez-Raya, Araceli; Moriana, Juan A. – International Journal of Educational Psychology, 2023
Currently, Developmental scales for children aged 0-6 years are a particularly valuable resource for assessing developmental milestones in children. Most scales are developed based on a broad conceptual framework, and their metric validation is insufficient and of low quality. The aim of this systematic review is to analyse the psychometric…
Descriptors: Child Development, Developmental Stages, Preschool Children, Research Reports
Direct linkHughes-Belding, Kere; Luze, Gayle J.; Choi, Ji-Young – Child & Youth Care Forum, 2019
Background: Using progress monitoring data to make effective and timely decisions in early intervention (EI) requires high quality assessment. Infant/toddler individual growth and development indicators (I/T IGDIs) have been developed to be brief, reliable and engaging progress monitoring tools that are sensitive to change over short time periods…
Descriptors: Infants, Toddlers, Child Development, Progress Monitoring
Sattler, Kierra M. P. – Early Education and Development, 2023
Research Findings: Children that experience neglect are at risk for maladaptive outcomes. One potential resource for these children is early childhood education (ECE), but there is currently limited evidence which is compounded by data limitations. This study used data from the National Study of Child and Adolescent Well-being II (N = 1,385) to…
Descriptors: Early Childhood Education, Educational Benefits, Well Being, Social Emotional Learning
Huerta, Lidia; Cycyk, Lauren M.; Sanford-Keller, Hannah; Busch, Amy; Dolata, Jill; Moore, Heather; De Anda, Stephanie; Zuckerman, Katharine – Journal of Early Intervention, 2021
A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children's communication development. A records abstraction approach employed entailed a random selection of 294 EI/ECSE evaluation reports completed in…
Descriptors: Early Intervention, Early Childhood Education, Special Education, Child Development
Natale, Ruby A.; Kolomeyer, Ellen; Peña, Kristyna; Robleto, Ana; Crooks, Joselyn Nicole; Beltré, Diana; Spector, Rachel; Jaffery, Zafreen – ZERO TO THREE, 2020
Early Discovery is a program that supports mildly delayed young children who did not qualify for Part B/C services. Our goals were to: (1) provide high-quality services; (2) educate and empower parents/caregivers; (3) link families to community resources; and (4) reduce the need for special education. Services included speech-language,…
Descriptors: Young Children, Developmental Delays, Mild Disabilities, Eligibility
Early Childhood Technical Assistance Center, 2020
This list of tools was compiled to assist states and programs with identifying assessments that can be administered when the assessor cannot be in the room with the child. Those using this resource are encouraged to review the recent presentations about applying assessment principles to evaluation for eligibility remotely for Part C and Part B…
Descriptors: Norm Referenced Tests, Young Children, Delivery Systems, Eligibility
de Carlos Isla, Mercedes; Fortea, Inmaculada Baixauli – Child Language Teaching and Therapy, 2016
Children with Angelman syndrome (AS) exhibit significant social, communicative and cognitive difficulties. The aim of this case study was to describe the profile of communicative abilities of a child with AS, before and after the implementation of the Hanen program "More than Words" (MTW). Additionally, changes on the language directed…
Descriptors: Case Studies, Profiles, Program Implementation, Communicative Competence (Languages)
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Abrams, Lisa M.; Smith, Meghan M. – Journal of Emotional and Behavioral Disorders, 2014
The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…
Descriptors: Psychometrics, Competence, Emotional Disturbances, Behavior Disorders
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Abrams, Lisa M.; Smith, Meghan M. – Grantee Submission, 2014
The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…
Descriptors: Psychometrics, Competence, Emotional Disturbances, Behavior Disorders
Kurtz, Patricia F.; Chin, Michelle D.; Huete, John M.; Cataldo, Michael F. – Journal of Mental Health Research in Intellectual Disabilities, 2012
Self-injurious behavior (SIB) is a chronic disorder that often begins in early childhood; however, few studies have examined the onset of SIB in young children. This preliminary study reports on the identification, assessment, and observation of SIB in 32 children who had begun to engage in SIB within the previous 6 months. Participants were under…
Descriptors: Self Destructive Behavior, Developmental Disabilities, Behavior Disorders, Disability Identification
Denham, Susanne A.; Ji, Peter; Hamre, Bridget – Collaborative for Academic, Social, and Emotional Learning, 2010
This compendium, a deliverable for "Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children," focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and…
Descriptors: Preschool Education, Preschool Children, Elementary Education, Elementary School Students
Merrell, Kenneth W.; Mauk, Gary W. – Diagnostique, 1993
The Battelle Developmental Inventory (BDI) was administered to 121 young children, and parents rated them with the Social Skills Rating System 2-3 years after entry into the study. Correlations between the two measures revealed very weak to modest relationships, providing limited support for the BDI as a predictive measure of future…
Descriptors: Behavior Development, Behavior Rating Scales, Disabilities, Early Childhood Education
