[R-0188] S5. Assessment

Citation: Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33, 243-253.

Abstract: This article traces the changes in Early Childhood Intervention (ECI) since the extension of the Education for the Handicapped Act (P.L. 94-142) in 1975 (PL 99-457 in 1986 and a mandate following in 1991). Because practitioners are now required to develop Individualized Education Plans (IEPs) for children from 3 through 5 years of age and Individualized Family Service Plans (IFSPs) for children from birth to age 3, a re-imagining of proper and practical assessment practices has emerged. The authors emphasize the overarching purpose for assessment in ECI today: “To identify instructional targets as a basis for planning beneficial programs for young children with special needs in inclusive, natural environments.” [p. 244]. They highlight major developments that have changed our professional practices since the passage of PL 99-457; practice-based evidence (PBE) that supports and promotes these practices and the linkage among assessment, instruction, and progress evaluation; and critical issues for future policy, practice, and research.

Integration: N/A

Content Focus: Assessment; Authentic Assessment; Early Childhood Intervention; Instruction; Instructional Targets; Practice-Based Evidence; Progress Evaluation; Curriculum Planning

Notes: N/A