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Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability
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Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
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Strain, Phillip S. – Grantee Submission, 2017
This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…
Descriptors: Pervasive Developmental Disorders, Autism, Rating Scales, Behavior Rating Scales
Comparison of Three Formal Methods of Preschool Language Assessment.
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McLoughlin, Caven S.; Gullo, Dominic F. – Language, Speech, and Hearing Services in Schools, 1984
Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…
Descriptors: Disability Identification, Language Handicaps, Language Tests, Preschool Education