Early Childhood Assessment in School and Clinical Child Psychology

by Adrienne Garro (Editor)

Overview

This book presents an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children. Chapters model collaborations between clinicians, family, and daycare and school personnel, address diagnostic and classification issues, and conceptualize assessment as flexible, ongoing, and, as necessary, leading to coordinated services. The book gives practitioners and researchers critical tools toward establishing best practices in an increasingly complex and important area, leading to better prevention and intervention outcomes.


Included in the coverage:

• Standardized assessment of cognitive development.
• Authentic and performance-based assessment.
• The use of Response to Interve
ntion (RTI) in early childhood.
• Collaboration in school and child care settings.
• Anxiety disorders, PTSD, OCD, and depression in young children.
• Sleeping, feeding/eating, and attachment problems in early childhood.
Early Childhood Assessment in School and Clinical Child Psychology is an essential resource for clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology.

Product Details

ISBN-13:	9781493981724
Publisher:	Springer New York
Publication date:	06/16/2018
Edition description:	Softcover reprint of the original 1st ed. 2016
Pages:	297
Product dimensions:	6.10(w) x 9.25(h) x (d)

About the Author

Adrienne Garro, Ph.D, is an Associate Professor in the Department of Advanced Studies in Psychology at Kean University. She also serves as the Coordinator for the School Psychology Professional Diploma Program at Kean. Her clinical and research experiences include early childhood assessment and intervention with children with developmental disabilities and chronic health conditions.

Table of Contents

Chapter 1. Early Childhood Assessment: An Integrative Framework; Adrienne Garro.- Chapter 2. Standardized Assessment of Cognitive Development: Instruments and Issues; Kirsten M. Ellingsen.- Chapter 3. Defining and Measuring Early Academic Development to Promote Student Outcomes; Robin L. Hojnoski and Kristen Missall. - Chapter 4. The Use of Response to Intervention in Early Childhood; Maura Wechsler Linas and Gabriela Guerrero.- Chapter 5. Early Childhood Authentic and Performance-based Assessment; Karen Riley, Gloria E. Miller, and Carly Sorenson.- Chapter 6. Assessment of Behavior Problems and the Use of Functional Behavioral Assessment During Early Childhood; Laura Lee McIntyre and Nandita Golya.- Chapter 7. Assessment and Collaboration in School and Child Care Settings; Andrea R. Burch and Nancy J. Evangelista.- Chapter 8. Assessment and Collaboration in Family, Home and Cultural Contexts; Amanda Clinton and Korah La Serna Guilar.- Chapter 9. Considering Individual Differences and Environmental Influences in the Assessment of Temperament, Self-regulation, and Social Skill Development in Young Children: A Framework for Practitioners; Marie C. McGrath, S. Kenneth Thurman, M. Meghan Raisch, and Erin M. Lucey.- Chapter 10. Assessment Related to Developmental Disabilities and Psychological Disorders During Early Childhood; Kirsten Ellingsen, Dianna Boone, and Lacy Chavis.- Chapter 11. Assessment of Anxiety Disorders, PTSD, OCD and Depression in Young Children; Adrienne Garro.- Chapter 12. Assessment of Sleeping, Feeding/Eating and Attachment Problems in Early Childhood; Adrienne Garro.

Editorial Reviews

This book is well written by experts in the field. It covers the assessment process well and gives examples of standardized psychological instruments. It also has wonderful clinical examples, along with discussion questions. Practitioners, students, and researchers will benefit from this book.” (Gary B. Kaniuk, Doody’s Book Reviews, June, 2017)

From the Publisher

Reviewer: Gary B Kaniuk, PsyD (Cermak Health Services)
Description: This book describes the process of early childhood assessment in school and clinical settings. It explores assessment in terms of academic problems and DSM-5 diagnostic categories and demonstrates the importance of collaboration among clinicians, families, and school personnel.
Purpose: The purpose is to "present an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children."
Audience: It is intended for "clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology." The editor is an associate professor at Kean University, where she serves as the coordinator of the School Psychology Professional Diploma Program at the university. The other authors are affiliated with U.S. academic institutions.
Features: The book begins by noting that in order to be effective, early childhood assessment needs to use a comprehensive approach that includes input from parents, teachers, and other individuals familiar with the child. Clinicians must use various techniques, both structured and unstructured, in order to meet legal and ethical standards. Cognitive assessment is one of the foundations as part of a comprehensive evaluation. Interpreting the data is critical so that recommendations can be made. Early literacy and numeracy development are an important part of school readiness skills. Response to intervention (RTI) is being used in many states in order to help children with academic and/or behavioral needs. There are many performance-based measures that can be used with young children including embedded methods, transdisciplinary play-based assessment, mediated approaches, and curriculum-based assessment. This assessment process in preschool is important to identify children who are at risk. The authors discuss the importance of young children acquiring self-regulation skills and social competence, which can impact language and executive functioning. The assessment of developmental disabilities early on can lead to appropriate interventions and improve long-term outcomes. Other disorders such as anxiety, PTSD, and depression should be evaluated when certain risk factors are identified. The book ends with a look at sleep, appetite, and attachment issues, which may be evident in infancy.
Assessment: This book is well written by experts in the field. It covers the assessment process well and gives examples of standardized psychological instruments. It also has wonderful clinical examples, along with discussion questions. Practitioners, students, and researchers will benefit from this book.

Doody's Review Service