Developmental Screening in Early Childhood: A Guide / Edition 5

by Samuel J. Meisels, Sally Atkins-Burnett

Overview

Sound developmental screening identifies those children who should receive more extensive assessment to determine whether they need additional support for learning. Developmental Screening in Early Childhood covers the basics of selecting an appropriate instrument and setting up a screening program. New in this edition: - Reviews of six widely used general screening instruments - Discussion of screening specific areas of development - Reviews of five screens for social/emotional or behavioral concerns - An annotated bibliography of reserach and resources

Product Details

ISBN-13:	9781928896258
Publisher:	National Association for the Education of Young Children
Publication date:	09/15/2005
Edition description:	Fifth Edition
Pages:	128
Product dimensions:	10.00(w) x 8.00(h) x (d)

About the Author

Samuel J. Meisels is president of Erikson Institute, a graduate school in child development located in Chicago. One of the nation’s leading authorities on the assessment of young children, he has published more than 150 articles, books, and monographs and is a coauthor of the Work Sampling System, the Early Screening Inventory • Revised, and The Handbook of Early Childhood Intervention. Sally Atkins-Burnett is an assistant professor of early childhood special education at the Universityof Toledo. She teaches courses in early childhood education and special education.

Read an Excerpt

It is extremely important that tests not be used to make highstakes decisions in early childhood programs. “High-stakes” tests are those directly linked to decisions regarding children’s entry into a program or promotion or retention, that are used for evaluating or rewarding teachers or administrators, that affect the allocation of resources to programs, and that result in changes in the curriculum. Because children’s development, and therefore their performance on any test, is so variable in their early childhood years, none of those “high-stakes” decisions should be based solely or primarily on test scores. Rather, tests should only provide supplementary information to help the teacher, parent, and other specialists arrive at the best possible decision for each child.

Table of Contents

Preface What Early Childhood Educators Should Know about Testing Chapter 1. Purpose of Developmental Screening Chapter 2. Scope of Developmental Screening Chapter 3. Selecting a Screening Instrument Chapter 4. Screening Follow-Up Chapter 5. Setting Up a Screening Program Chapter 6. Limitations of Developmental Screening References Bibliography Appendixes

Editorial Reviews

A classic book on developmental screening that is particularly helpful for the classroom teacher. In my 20 years of teaching assessment to preservice as well as practicing teachers, this book has consistently been one I require my students to read. The language is clear and understandable, explaining very complex concepts in ways that enable teachers not familiar with measurement terms to grasp the ideas. —Deborah J. Leong, coauthor of Basics of Assessment (NAEYC) and Assessing and Guiding Young Children's Development and Learning, 3rd ed. (Allyn & Bacon) Too often, assessment instruments are used for a purpose other than that for which they were designed. These authors do an outstanding job of accurately describing the type of information screening does and doesn't provide, and how screening should and shouldn't be used. I was also delighted that they highlighted screening of children's social and emotional development. Readers will find this engaging book to be full of practical ideas and informed recommendations. —Mary Louise Hemmeter, Special Education Faculty, Vanderbilt University; the Center on Social and Emotional Foundations for Early Learning, Universityof Illinois at Urbana-Champaign

From the Publisher