Top

Gepubliceerd in:

01-04-2007 | Original Paper

Assessment and Decision-Making in Early Childhood Education and Intervention

Auteurs: Paul S. Strand, Sandra Cerna, Jim Skucy

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2007

Abstract

Assessment within the fields of early childhood education and early childhood intervention is guided by the deductive-psychometric model, which is a framework for legitimizing constructs that arise from theories. An alternative approach, termed the inductive-experimental model, places significantly more restrictions on what constitutes a legitimate construct. In this paper, the utility of these two assessment models, one more generative and one more restrictive, are evaluated within the context of a Head Start setting. Given the pragmatic goal of informing instruction, we argue for the superiority of the more restrictive approach. Implications for early childhood intervention are also discussed.

vorige artikel Motives for Fostering Children with Alcohol-Related Disabilities

volgende artikel Mother-Child Conflict Interaction in the Toddler Years: Behavior Patterns and Correlates

Cavell, T. A., & Strand, P. S. (2002). Parent-based interventions for aggressive, antisocial children: Adapting to a bilateral lens. In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations. Thousand Oaks, CA: Sage.

Cronbach, L. J. (1957). The two disciplines of scientific psychology. American Psychologist, 12, 671–684.CrossRef

Department of Health and Human Services, Administration on Children, Youth, and Families/Head Start Bureau. (2000). The Head Start Path to Positive Child Outcomes. Washington, DC: Author.

Donahoe, J. W., & Palmer, D. C. (1994). Learning and complex behavior. Boston: Allyn & Bacon.

Ducharme, J. M. (1996). Errorless compliance training: Optimizing clinical effectiveness. Behavior Modification, 20, 259–280.PubMedCrossRef

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel's meta-analysis. Review of Educational Research, 71, 393–447.

Gewirtz & Pelàez-Nogueras, (2000). Infant emotions under the positive-reinforcer control of caregiver attention and touch. In J. C. Leslie & D. Blackman (Eds.), Experimental and applied analysis of human behavior (pp. 271–292). Reno, NV: Context Press.

Grove, W. M., Zald, D. H., Lebow, B. S., Snitz, B. E., & Nelson, C. (2000). Clinical versus mechanical prediction: A meta-analysis. Psychological Assessment, 12, 19–30.PubMedCrossRef

Harbin, G. L., McWilliam, R. A., & Gallagher, J. J. (2000). Services for young children with disabilities and their families. In J. P. Shonkoff, & S. J. Meisels (Eds.). Handbook of early childhood intervention. (2nd ed.; pp. 387–415). New York: Cambridge University Press.

Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1, 3–20.

Hayes, S. C., Nelson, R. O., & Jarrett, R. B. (1987). The treatment utility of assessment: A functional approach to evaluating assessment quality. American Psychologist, 42, 963–974.PubMedCrossRef

Johnson, K. J., & Layng, T. V. J. (1992). Breaking the structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47, 1475–1490.PubMedCrossRef

Johnson, K. J., & Street, E. M. (2004). The Morningside Model of generative instruction: What it means to leave no child behind. Concord, MA: Cambridge Center for Behavioral Studies.

Kleinmuntz, (1990). Why we still use our heads instead of formulas: Toward an integrative approach. Psychological Bulletin, 107, 296–310.PubMedCrossRef

McConnell, B. B. (1982). Bilingual education: Will the benefits last? Bilingual Education Paper Series, 5 (8). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.

Meehl, P. E. (1954). Clinical versus statistical prediction. Minneapolis: University of Minnesota Press.

Meisels, S., & Atkins‐Burnett, S. (2000). The elements of early childhood assessment. In J. P. Shonkoff, & S. J. Meisels (Eds.). Handbook of early childhood intervention (2nd ed.; pp. 231–257). New York: Cambridge University Press.

Nelson, J. R., Benner, G. J., & Gonzalez, J. (2005). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13, 3–12.CrossRef

Novak, G., & Pelàez, M. (2004). Child and adolescent development: A behavioral systems approach. Thousand Oaks, CA: Sage Publications.

Rachlin, H. (2000). The science of self-control. Cambridge, MA: Harvard University Press.

Repp, A., & Horner, R. H. (Eds.) (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth.

Rist, R. C. (2000). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational review, 70, 266–301.

Sarbin, T. R. (1986). Prediction and clinical inference: Forty years later. Journal of Personality Assessment, 50, 362–369.PubMedCrossRef

Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.

Strand, P. S. (2000). A modern behavioral perspective on child conduct disorder: Integrating behavioral momentum and matching theory. Clinical Psychology Review, 20, 593–615.PubMedCrossRef

Strand, P. S., Barnes-Holmes, Y., & Barnes-Holmes, D. (2002). Educating the whole child: Implications of behaviorism as a science of meaning. Journal of Behavioral Education 12, 105–117.CrossRef

Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of language and cognition. Cambridge, MA: Bradford Books.

Wahler, R. G. (1997). On the origins of children's compliance and opposition: Family context, reinforcement, and rules. Journal of Child and Family Studies, 6, 191–208.CrossRef

Titel: Assessment and Decision-Making in Early Childhood Education and Intervention
Auteurs: Paul S. Strand
Sandra Cerna
Jim Skucy
Publicatiedatum: 01-04-2007
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 2/2007
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-006-9079-0

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2007

Evidence-based Practice Use, Training and Implementation in the Community-Based Service Setting: A Survey of Children’s Mental Health Service Providers

New Mothers’ Psychological Experience and Behavioral Interactions with their Infants in the First 12 Months

Motives for Fostering Children with Alcohol-Related Disabilities

Treatment Engagement with Caregivers of At-risk Children: Gaps in Research and Conceptualization

Janet Farmer, Jacobus Donders, and Seth Warschausky, Treating Neurodevelopmental Disabilities: Clinical Research and Practice

Factors Predicting Family Reunification for African American, Latino, Asian and White Families in the Child Welfare System