Good Decisions

1
Like any thing else, the information gathering
process of evaluation and assessment can be done
well and result in good decisions about IFSPs and
beneficial intervention strategies OR the
process can be flawed and result in poor
decisions about IFSPs and intervention
strategies. In this section of the module, we
will review some of the factors that are crucial
to conducting high quality evaluations and
assessments in early intervention.
Good Decisions IFSP Intervention
Strategies
Bad Decisions IFSP Intervention
Strategies
2
What are key factors in high quality evaluation
and assessment practices?
Is the information gathering process AUTHENTIC?
Do assessment and evaluation results provide
true or authentic information about
young childrens function? Authentic
assessment is a relatively recent term that is
closely associated with ecological assessment.
Ecological assessment refers to gathering
meaningful Information about how children
function in their world. Authentic assessment
provides true information about children and
families that is useful for intervention
planning.
3
Dr. Patricia Snyder has noted 7 characteristics
of authentic or ecological assessment the 7
Ms.
Multi-dimensional Information from different
developmental
domains
Multi-source Information from multiple sources
(child, family, etc.)
Multi-contextual Information from different
settings
Multi-method Information gathered from
different strategies
Multi-occasional Information collected at more
than 1 time
Multi-cultural Data considers childs cultural
group
Multi-disciplinary Assessment team includes
professionals from more than 1
discipline
4
Is the information or data VALID? Do
assessment and evaluation results or test scores
provide useful or VALID information about the
areas of child function that are supposed to be
measured by the test? Valid test results
allow meaningful inferences to be made in IFSP
planning. While validity of test scores
should be discussed in terms of valid scores for
a specific group or purpose, validity of scores
depends, to some degree, on test characteristics
such as well constructed test items, adequate
numbers of test items at each age level tested,
and adequate numbers of children represented in
each age level of a normative sample.
5
Test descriptions or manuals provide information
on several types of validity. FACE - Test items
reflect content being measured Example Fine
motor test items include tasks involve
handling toys in a meaningful manner.
CONTENT Test items are representative of the
universe or potential content of attributes
in the area being measured . Example Fine
motor items include tasks in which a small
object is manipulated with fingers, tasks in
which a child must use both hands together in a
coordinated fashion, tasks in which a child holds
and draws with a crayon.
6
CONCURRENT - Test results agree with those
of another, well constructed test given at the
same point in time. Example AEPS test results
are consistent with BDI-2 developmental scores.
PREDICTIVE Test results indicate how a child
will perform at a later point in time. Example
ASQ failing scores accurately predict a childs
below-age-level performance in some developmental
domains on BDI-2. In early intervention
settings, it is sometimes necessary to use
multiple measures to collect valid information
across all developmental domains. Evaluators
supplement the BDI-2 and the AEPS with feeding
and motor checklists when more information about
these areas is needed or when the formal measures
do not have enough items in these areas to yield
valid information about the child..
7
Is the information or data RELIABLE? Do
assessment and evaluation results or test scores
provide consistent or RELIABLE information about
child function across time? Reliable tests
have good test-retest consistency so that a
childs performance on items one day will be
basically the same on the next day. There are
many factors that interact in test reliability,
including well constructed test items that
typically engage young children, clear test
administration guidelines, and properly trained
evaluators who are familiar with administration
and scoring protocols. Test-retest reliability
is particularly important when a test, such as
the BDI-2, is given repeatedly over a period of
time in order to record progress in developmental
function.
8
Is the information gathered FAIR and
NON-DISCRIMINATORY?
As mentioned previously, if childrens scores are
going to be compared to those of other children
for purposes of eligibility for services, then
the comparison must be non-discriminatory. It
is up to the early intervention system to use
tests with normative samples that are
representative of the child being evaluated.
Factors to be considered include adequate numbers
of children of same age, adequate numbers of
children from all socioeconomic and racial
strata, representation of children with
disabilities, and representative sampling of
different types of disabling conditions.
If these conditions cannot be met, then a
norm-referenced test is not an appropriate tool
for eligibility for individual children.
Eligibility under the informed clinical opinion
criteria would be an option.
9
In summary, authentic assessments that yield
useful and meaningful information about young
children that can be used in early intervention
require thoughtful planning, attention, and
collaboration from each member of the assessment
team. Ask yourself does your team provide
authentic assessment according to recommended
practices in the early intervention field? Is
your assessment information useful? Is your
assessment information acceptable? Is your
assessment information authentic? Is your
assessment information collaborative? Is your
assessment information convergent? Is your
assessment information equitable? Is your
assessment information sensitive? Is your
assessment information congruent? Source
Neisworth, J. Bagnato, S. (2000). Recommended
practices in assessment. In Sandalll, McLean,
Smith. DEC Recommended Practices in Early
Intervention/Early Childhood Special Education,
pp. 17-27. Longmont, CA Sopris West.