Normal view MARC view ISBD view

Foundations of assessment in early childhood special education / (Record no. 10025)

MARC details
000 -LEADER
fixed length control field	08965cam a22003134a 4500
001 - CONTROL NUMBER
control field	16685633
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20200318163533.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	110309s2012 mau b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2011009984
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9780136064237
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	013606423X
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	DLC
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LC4019.3
Item number	.K75 2012
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.904 72 KRI
Edition number	22
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Kritikos, Effie P.
245 10 - TITLE STATEMENT
Title	Foundations of assessment in early childhood special education /
Statement of responsibility, etc.	Effie Kritikos, Phyllis Le Dosquet, Mark E. Melton.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Boston :
Name of publisher, distributor, etc.	Pearson,
Date of publication, distribution, etc.	c2012.
300 ## - PHYSICAL DESCRIPTION
Extent	xiii, 269 p. :
Other physical details	ill. ;
Dimensions	23 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Assessing the Needs of Young Children in Early Childhood Special Education:<br/><br/>A Focus on Best Practices for Effective Intervention and Development<br/><br/><br/><br/><br/><br/>Part I Foundations of Assessment in Early Childhood Special Education<br/><br/><br/><br/>Chapter One: Introduction to Children with Special Needs<br/><br/>History of Early Childhood Special Education<br/><br/>History of Assessment<br/><br/>Overview of Text<br/><br/>Part I: Foundations of Assessment in ECSE<br/><br/>Part II: Assessment Approaches and Considerations<br/><br/>Part III: Developmental Domains<br/><br/>Using the Text<br/><br/>Conclusion<br/><br/><br/><br/>Chapter Two: Legal Issues<br/><br/>Chapter Objectives<br/><br/>Assessing Huan<br/><br/>History of Legislation<br/><br/>The Public Law (P.L. 94-142)<br/><br/>Breakpoint Practice<br/><br/>The Individual with Disabilities Education Act<br/><br/>Structure of the IDEA<br/><br/>Part B Services<br/><br/>Part C Services<br/><br/>Breakpoint Practice<br/><br/>Key Provisions of Part C Services<br/><br/>Interagency Coordinating Councils<br/><br/>Assessment and Eligibility<br/><br/>Natural Environments<br/><br/>Individualized Family Service Plan<br/><br/>Breakpoint Practice<br/><br/>No Child Left Behind and IDEIA<br/><br/>Early Childhood Special Education Assessment and Legal Trends<br/><br/>Breakpoint Practice<br/><br/>Revisiting Huan<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Three: Family Diversity and Assessment<br/><br/>Chapter Objectives<br/><br/>Assessing Sarah<br/><br/>Diversity in America Today<br/><br/>Family Systems Theory<br/><br/>Boundaries<br/><br/>Roles<br/><br/>Rules<br/><br/>Hierarchy<br/><br/>Equilibrium<br/><br/>Breakpoint Practice<br/><br/>Culture Defined<br/><br/>Race and Ethnicity<br/><br/>Gender<br/><br/>Religion<br/><br/>Age<br/><br/>Geography<br/><br/>Income<br/><br/>Language<br/><br/>Contextualizing Culture<br/><br/>Breakpoint Practice<br/><br/>Family Centered Service Delivery<br/><br/>Breakpoint Practice<br/><br/>Knowledge for Developing Cultural Competencies<br/><br/>Breakpoint Practice<br/><br/>Skills for Developing Cultural Competency<br/><br/>Breakpoint Practice<br/><br/>Steps for Self-Reflection<br/><br/>Breakpoint Practice<br/><br/>Revisiting Sarah<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Four: Collaboration<br/><br/><br/><br/>Chapter Objectives<br/><br/>Assessing Michelle<br/><br/>Collaboration<br/><br/>Breakpoint Practice<br/><br/>Team Process<br/><br/>Collaboration Models<br/><br/>Multidisciplinary Approach<br/><br/>Interdisciplinary Approach<br/><br/>Transdisciplinary Approach<br/><br/>Breakpoint Practice<br/><br/>Best Collaboration Practice<br/><br/>Breakpoint Practice<br/><br/>Fostering Collaborative Assessment Relationships<br/><br/>Breakpoint Practice<br/><br/>Effective Communication<br/><br/>Breakpoint Practice<br/><br/>Revisiting Michelle<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Part II Assessment Approaches and Considerations<br/><br/><br/><br/>Chapter Five: Technical Aspects of Assessment<br/><br/><br/><br/>Chapter Objectives<br/><br/>Assessing Judy<br/><br/>Norm-Reverenced, Standardized Testing<br/><br/>Application to the Classroom<br/><br/>Reliability<br/><br/>Breakpoint Practice<br/><br/>Reliability Types<br/><br/>Breakpoint Practice<br/><br/>Validity<br/><br/>Validity Types<br/><br/>Breakpoint Practice<br/><br/>Curriculum-Based Measurement and Validity and Reliability<br/><br/>Curriculum-Based Assessment<br/><br/>Breakpoint Practice<br/><br/>Norms and Testing<br/><br/>Breakpoint Practice<br/><br/>Breakpoint Practice<br/><br/>Breakpoint Practice<br/><br/>Breakpoint Practice<br/><br/>Breakpoint Practice<br/><br/>Revisiting Judy<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Six: Assessment Models<br/><br/><br/><br/>Chapter Objectives<br/><br/>Assessing Anna<br/><br/>Alternative Assessment Models<br/><br/>Breakpoint Practice<br/><br/>Performance-Based Assessment<br/><br/>Authentic Assessment<br/><br/>Judgment-Based Assessment<br/><br/>Portfolio Assessment<br/><br/>Breakpoint Practice<br/><br/>Play-Based Assessment<br/><br/>Dynamic Assessment<br/><br/>Revisiting Anna<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Seven: Environmental Analysis<br/><br/><br/><br/>Chapter Objectives<br/><br/>Assessing Carlos<br/><br/>Early Childhood Environments<br/><br/>Environmental Analysis<br/><br/>Breakpoint Practice<br/><br/>Environmental Rating Scales<br/><br/>Breakpoint Practice<br/><br/>Functional Behavioral Assessment<br/><br/>Breakpoint Practice<br/><br/>Supporting Assessment Tools<br/><br/>Breakpoint Practice<br/><br/>Environmental Analysis and Curriculum<br/><br/>Special Needs and the Learning Environment<br/><br/>Health and Safety<br/><br/>Families as Partners<br/><br/>Natural Environments<br/><br/>Relationships<br/><br/>Inclusion<br/><br/>Grouping<br/><br/>Scaffolding and Mediation<br/><br/>Embedded Instruction<br/><br/>Positive Behavioral Supports<br/><br/>Breakpoint Practice<br/><br/>Reassessing Carlos<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Eight: Observational Assessment<br/><br/>Chapter Objectives<br/><br/>Assessing Athena<br/><br/>Definitions<br/><br/>Rubrics<br/><br/>Breakpoint Practice<br/><br/>Observations<br/><br/>Breakpoint Practice<br/><br/>ABC Procedure<br/><br/>Observational Recording System<br/><br/>Recording Techniques<br/><br/>Breakpoint Practice<br/><br/>Checklists and Rating Scales<br/><br/>Checklists and Rating Scales for Autism<br/><br/>Checklists and Rating Scales for Attention Deficit Hyperactivity Disorder<br/><br/>Checklists and Rating Scales for Atypical Behavior<br/><br/>Checklists and Rating Scales for Environmental Assessments<br/><br/>Breakpoint Practice<br/><br/>Revisiting Athena<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/><br/><br/>Part III Developmental Domains<br/><br/><br/><br/>Chapter Nine: Sensory Assessment<br/><br/><br/><br/>Chapter Objectives<br/><br/>Assessing Louie<br/><br/>Vision Assessment<br/><br/>Visual Process<br/><br/>Vision Disorders<br/><br/>Breakpoint Practice<br/><br/>Visual Concerns<br/><br/>Functional Vision Assessment<br/><br/>Breakpoint Practice<br/><br/>Assessment of Visual Motor Skills<br/><br/>Breakpoint Practice<br/><br/>Final Considerations<br/><br/>Hearing Assessment<br/><br/>Physiology of Hearing<br/><br/>Hearing Testing<br/><br/>Types of Hearing Loss<br/><br/>Etiology<br/><br/>Severity<br/><br/>Modes of Communication<br/><br/>Breakpoint Practice<br/><br/>Central Auditory Hearing Loss<br/><br/>Breakpoint Practice<br/><br/>Auditory Processing Tests<br/><br/>Breakpoint Practice<br/><br/>Assistive Technologies<br/><br/>Models of Assistive Technology<br/><br/>Assistive Technology Areas<br/><br/>Breakpoint Practice<br/><br/>Other Considerations<br/><br/>Breakpoint Practice<br/><br/>Sorting it Out<br/><br/>Breakpoint Practice<br/><br/>Failures in Self-Regulation<br/><br/>Breakpoint Practice<br/><br/>Revisiting Louie<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Ten: Cognitive and Social-Emotional Assessment<br/><br/><br/><br/>Chapter Objectives<br/><br/>Assessing Joey<br/><br/>Cognition and Social-Emotional Development<br/><br/>Major Theories<br/><br/>Piaget<br/><br/>Breakpoint Practice<br/><br/>Vygotsky<br/><br/>Breakpoint Practice<br/><br/>Multiple Intelligences<br/><br/>Social-Emotional Intelligence<br/><br/>Breakpoint Practice<br/><br/>Assessment of Cognition<br/><br/>Standardized (Norm-Referenced) Assessments<br/><br/>Criterion and Curriculum-Referenced Assessments<br/><br/>Breakpoint Practice<br/><br/>Assessment of Social-Emotional Development<br/><br/>Assessment Tools for Social-Emotional Development<br/><br/>Breakpoint Practice<br/><br/>Assessment Considerations<br/><br/>Breakpoint Practice<br/><br/>Revisiting Joey<br/><br/>Activities<br/><br/>Websites<br/><br/>Key Terms<br/><br/>References<br/><br/><br/><br/>Chapter Eleven: Communication<br/><br/>Chapter Objectives<br/><br/>Assessing Anita<br/><br/>Definitions of Receptive and Expressive Language<br/><br/>Form, Content and Use<br/><br/>Breakpoint Practice<br/><br/>Assessing Language<br/><br/>Screening<br/><br/>Screening Tools<br/><br/>Breakpoint Practice<br/><br/>Comprehensive Assessment<br/><br/>Comprehensive Standardized Assessment Tools<br/><br/>Global Testing<br/><br/>General Language Tests<br/><br/>Receptive Vocabulary<br/><br/>Expressive Vocabulary<br/><br/>Auditory Comprehension and Discrimination<br/><br/>Pragmatic Language<br/><br/>Breakpoint Practice<br/><br/>Criterion and Curriculum Referenced Assessment<br/><br/>Breakpoint Practice<br/><br/>Informal Measures<br/><br/>Language Samples<br/><br/>Dynamic Assessment<br/><br/>Breakpoint Practice<br/><br/>Revisiting Anita<br/><br/>Activities<br/><br/>Key Terms<br/><br/>Websites<br/><br/>References<br/><br/><br/><br/>Chapter Twelve: Motor Development and Adaptive Skills<br/><br/>Chapter Objectives<br/><br/>Assessing Marcus<br/><br/>Motor Development<br/><br/>Gross Motor Development<br/><br/>Reflex Assessment<br/><br/>Breakpoint Practice<br/><br/>Muscle Tone<br/><br/>Breakpoint Practice<br/><br/>Gross Motor Milestones<br/><br/>Fine Motor Development<br/><br/>Breakpoint Practice<br/><br/>Self-help/Adaptive Development<br/><br/>Feeding<br/><br/>Development of Feeding Skills<br/><br/>Breakpoint Practice<br/><br/>Dressing<br/><br/>Grooming<br/>Toileting<br/>Breakpoint Practice<br/>Self-Help Skill Assessments<br/>Revisiting Marcus<br/>Websites<br/>Key Terms<br/>References<br/>NAME INDEX<br/>SUBJECT INDEX
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Children with disabilities
General subdivision	Education (Early childhood)
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Early childhood special education.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Dosquet, Phyllis Le.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Melton, Mark.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Reference text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Price effective from	Koha item type
		Dewey Decimal Classification			R-12/1	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	18/03/2020		371.904 72 KRI	18930	18/03/2020	18/03/2020	Reference text books