PSYC/EDSP 638
Early Childhood Assessment and Intervention
1. Catalog Entry
PSYC/EDSP 638
Early Childhood Assessment and Intervention
Credit hours (3)
Prerequisite: PSYC 631 (for psychology majors) or permission of instructor
Cross listed: EDUC 638
This course will teach selection, administration and interpretation of formal and informal assessment techniques for young children with disabling and at-risk conditions and their families. Within a developmental-ecological context the course will teach assessment strategies and link assessment results with effective intervention strategies.
2. Detailed Description of Course
Designed to provide knowledge and experience in assessing children birth to 5 years
of age in the areas of cognition, social-emotional, communication, motor, and adaptive
development. Different formal and informal methods will be presented, as well as methods
for collaborating with families and other professionals.
1) Current Issues in the Assessment of Young Children
a. Basic assessment terminology
b. Legal provisions and ethical principles regarding assessment
c. Screening, pre-referral, referral, and classification procedures
d. Family-centered services
e. Impact of culture upon child development and parenting
f. Working within the context of a multidisciplinary team of professionals
2) Impact of medical disorders and illnesses development in young children
a. Disabling and at-risk medical conditions that impact development
b. Impact of child disability and illness upon families
3) Development of assessment skills
a. Challenges in assessing young children
b. Use and limitations of assessment instruments
c. Screening measures and determination of at-risk status
d. Norm-referenced and criterion-referenced assessment
e. Play-based assessment
f. Assessment of child鈥檚 environment and impact on development
g. Assessment of family resources, priorities and concerns
h. Assessment of cognitive, perceptual, motor, language, social, emotional,
adaptive, and
pre-academic functioning
4) Linking Assessment Results and Intervention
a. Interpreting assessment results and decision-making
b. National, state or provincial, and local accommodations and modifications
for young children
with disabilities
c. Evaluating and selecting intervention strategies
d. Monitoring children鈥檚 progress
3. Detailed Description of Conduct of Course
Instructional strategies will include student presentations, demonstrations, case studies, use of audio-visual materials, guest speakers, and lecture.
4. Goals and Objectives of the Course
Goals, objectives, and assignments in the class address Council for the Accreditation of Educator Preparation (CAEP) Standard 1: Content and Pedagogical Knowledge: 1.1 and 1.3.
Objectives below also include the following standards:
Council for Exceptional Children (CEC/DEC) Initial Preparation Standards:
1) Standard #1: Learner Development and Individual Learning Differences (ISCI/ECSE
1);
2) Standard #2: Learning Environments (ISCI/ECSE 2);
3) Standard #3: Curricular Content Knowledge (ISCI/ECSE 3);
4) Standard #4: Assessment (ISCI/ECSE 4);
5) Standard #5: Instructional Planning and Strategies (ISCI/ECSE 5);
6) Standard #6: Professional Learning and Ethical Practice (ISCI/ECSE 6);
7) Standard #7: Collaboration (ISCI/ECSE 7)
Virginia Department of Education (VDOE) Licensure standards
1) Special Education: Early Childhood (birth through age 5)
a. Competency 3: Assessment
National Association of School Psychologists
1) Standard 2.1: Data-Based Decision-Making and Accountability
2) Standard 2.2: Consultation and Collaboration
3) Standard 2.3: Effective Instruction and Development of Cognitive Academic Skills
4) Standard 2.4: Socialization and Development of Life Skills
5) Standard 2.5: Student Diversity in Development and Learning
6) Standard 2.6: School and Systems Organization, Policy Development and Climate
7) Standard 2.7: Prevention, Crisis Intervention, and Mental Health
8) Standard 2.8: Home/School/ Community Collaboration
9) Standard 2.9: Research and Program Evaluation
10) Standard 2.10: School Psychology Practice and Development
11) Standard 2.11: Information Technology
Upon successful completion of PSYC 602, students will:
(Italics codes: CEC/EC = Council for Exceptional Children/Early Childhood; VDOE SE-ECSE
= Virginia Department of Education ECSE competencies; VDOE Pro = Virginia Department
of Education Professional Studies competencies)
1) Demonstrate understanding of basic assessment terminology. (CEC/EC ISCI 4 K1;
VDOE SE-
ECSE 3)
2) Demonstrate knowledge of legal provisions and ethical principles regarding
assessment.
(CEC/EC ISCI 4 K2; VDOE SE-ECSE 3)
3) Demonstrate knowledge of screening, pre-referral, referral, and classification
procedures.
(CEC/EC ISCI 4 K3; VDOE SE-ECSE 3)
4) Demonstrate understanding and application of family-centered services, recognizing
the
impact of culture upon child development and parenting. (CEC/EC ISCI 4 K4;
ECSE 4 S2)
5) Participate and collaborate as a team member with other professionals in conducting
family-
centered assessments. (CEC/EC ECSE 4 S8)
6) Demonstrate knowledge of disabling and at-risk medical conditions that impact
development.
(CEC/EC ECSE 1 K4)
7) Demonstrate understanding of the impact of illness and disability on families.
(CEC/EC ECSE 1
K5)
8) Demonstrate knowledge of the use and limitations of assessment instruments
and the
challenges of assessing young children. (CEC/EC ISCI 4 K4; VDOE SE-ECSE 3)
9) Develop and modify individualized assessment strategies. (CEC/EC ISCI 4 S4;
VDOE SE-ECSE
3)
10) Assess the development and learning of young children, including gathering
background
information. (CEC/EC ISCI 4 S1; ECSE 4 S3, 6; VDOE SE-ECSE 3)
11) Select, adapt and use specialized formal, informal, and play-based assessments
for infants,
young children and their families. (CEC/EC EC8S2; VDOE SE-ECSE 3)
12) Assist families in identifying their concerns, resources, and priorities.
(CEC/EC ECSE 4 S1;
VDOE SE-ECSE 3)
13) Administer nonbiased formal and informal assessments. (CEC/EC ISCI 4 S2; ECSE
4 S5; VDOE
SE-ECSE 3)
14) Assess a young child鈥檚 environment. (CEC/EC ECSE 4 S11; VDOE SE-ECSE 3)
15) Use technology to conduct assessments. (CEC/EC ISCI 4 S3;
16) Interpret information from formal and informal assessments. (CEC/EC ISCI 4
S5; VDOE SE-
ECSE 3)
17) Use assessment information in making eligibility, program, and placement decisions
for young
children with exceptional learning needs, including those from culturally
and/or linguistically
diverse backgrounds. (CEC/EC ISCI 4 S6; ECSE 4 S5; VDOE SE-ECSE 3)
18) Report assessment results to all stakeholders, including families, using effective
communication skills. (CEC/EC ISCI 4 S7; ECSE 4 S10)
19) Evaluate instruction and monitor progress of young children with exceptional
learning needs.
(CEC/EC ISCI 4 S8; ECSE 4 S3, 5, 11; VDOE SE-ECSE 3)
20) Participate as a team member to integrate assessment results in the development
and
implementation of individualized family service plans and individualized
education plans.
(CEC/EC ECSE 4 S8)
21) Evaluate services with families. (CEC/EC ECSE 4 S11; VDOE SE-ECSE 3)
22) Create and maintain confidential records. (CEC/EC ISCI 4 S9)
5. Assessment Measures
Assessment measures may include, but are not limited to, the following:
1) Conducting an assessment of family resources, priorities and concerns and write
a reflection
2) Completing written exams
3) Fulfilling key CAEP Performance Assessment: Conduct developmental, hearing
and vision
screenings, and write a report.
6. Other Course Information
None
Review and Approval
May 11, 2015