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Multitiered Early Literacy Identification in 3-Year-Old Children in Head Start Settings
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Albritton, Kizzy; Stuckey, Adrienne; Patton Terry, Nicole – Journal of Early Intervention, 2022
Three-year-old children are seldom the focus in studies about supplemental early literacy instructional support. This study examines 3-year-old children's potential need for additional early literacy support, extending and replicating a previous investigation that identified prekindergarten children (i.e., 4-year-olds) in Head Start classrooms for…
Descriptors: Emergent Literacy, Preschool Children, Supplementary Education, Classification
Psychometric Properties of the Assessment, Evaluation, and Programming System for Infants and Children--Third Edition (AEPS-3)
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Grisham, Jennifer; Waddell, Misti; Crawford, Rebecca; Toland, Michael – Journal of Early Intervention, 2021
The purpose of this article is to provide evidence of the technical adequacy of the Assessment, Evaluation, and Programming System--Third Edition (AEPS-3). The AEPS has long been identified as one of the most psychometrically sound early childhood curriculum-based assessments. In this article, results of three studies of technical adequacy are…
Descriptors: Infants, Young Children, Curriculum Based Assessment, Psychometrics
The Importance of Authentic Assessments in Eligibility Determination for Infants and Toddlers
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de Sam Lazaro, Stephanie Lynn – Journal of Early Intervention, 2017
Population changes, legislative changes, time and cost constraints, and practitioner and family perceptions each affect the delivery of early intervention services. This pilot project examined current evaluation practices used with the birth to 3 population. The role of norm-referenced and authentic assessment tools in the eligibility…
Descriptors: Pilot Projects, Evaluation Methods, Performance Based Assessment, Eligibility
Appropriate and Inappropriate Interpretation and Use of Test Scores in Early Intervention
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Andersson, Luanne L. – Journal of Early Intervention, 2004
Two types of test scores are often used for determining eligibility for early intervention services: standard scores and developmental-age scores. Because they are derived using different methods, these two types of scores do not provide equivalent information. Characteristics of norm-referenced and criterion-referenced tests and the scores…
Descriptors: Criterion Referenced Tests, Early Intervention, Norm Referenced Tests, Scores
Appropriate and Inappropriate Interpretation and Use of Test Scores in Early Intervention
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Andersson, Luanne L. – Journal of Early Intervention, 2004
Two types of test scores are often used for determining eligibility for early intervention services: standard scores and developmental-age scores. Because they are derived using different methods, these two types of scores do not provide equivalent information. Characteristics of norm-referenced and criterion-referenced tests and the scores…
Descriptors: Criterion Referenced Tests, Early Intervention, Eligibility, Scores
Social and Emotional Development in Early Childhood: The Identification of Competence and Disabilities.
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Wittmer, Donna; Doll, Beth; Strain, Phil – Journal of Early Intervention, 1996
Presents an analysis of existing norm-referenced measures of social and emotional competence and disability for young children birth-to-5 to determine whether these indices satisfy technical and conceptual requirements. It concludes that informal clinical opinion should be used to supplement norm-referenced measures in this area. (DB)
Descriptors: Clinical Diagnosis, Disabilities, Emotional Development, Evaluation Methods