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Assignment 2: Blog: Choosing the Proper Assessment Scenarios

Blogs can be one of the most interesting and valuable sources of feedback you can have—use it to your advantage! Pose questions and solicit feedback from your guests, and see what types of discussions you can generate. You will be amazed at how much you and your guests can learn from your blogs!

Part of the advantage of having a blog is posting material for which you solicit feedback. Using the scenarios/case studies from Weeks 7 and 8, you will post these to your blog and ask your guests to answer them. Consider the feedback you received from your peers and Instructor and adjust as needed before posting. See how many get the answers correct!

To prepare:

· Review the answers to the two scenarios/case studies you created for the discussions in Weeks 7 and 8.

It has been made easier to access early intervention programs for preschool children with impairments, and methodologies for communicative evaluation are now being implemented in these programs (Chadwick & Goldbart, pp.336-358). It is vital to choose the most appropriate evaluation for each child in order to make curricular decisions and judge whether or not a program is meeting its stated objectives. Also included are additional stakeholders who are interested in the information gathered, such as parents, teachers, and referral organizations for children with special needs, amongst other individuals and organizations. Children with autism spectrum disorder (ASD) are difficult to identify and evaluate, which makes them a difficult assignment to complete (Hus, pp. 27-37).

On the other hand, realistic assessment processes paired with parental engagement for longer discourse are necessary for long-term success (Bagnato, 2013). Using Adriana’s parents as an example, consider the following scenario in which they contacted the early intervention program because they were concerned about their daughter’s communication abilities. Adriana was three years old at the time, and her parents were worried about her ability to communicate with other people. The purpose of the assessment was to determine whether Adriana was eligible for the services and to assess her level of preparedness for school by evaluating her strengths and weaknesses in a variety of different areas. Adriana was found to be eligible for the services and her level of preparedness for school was evaluated. She and her parents reviewed how she was doing at home and what she was particularly excellent at during a talk with her parents Their main fear was that Adriana’s delayed speech and inability to pronounce more than 10 to 15 syllables at a time would prevent her from communicating successfully with them using just those words. They were right to be worried. Unlike her friends, she spent the most of her time playing by herself, and she did not copy their pastimes.

Adriana’s family opted to have her checked after talking with a physician to see whether she was suffering from any medical issues that may be limiting her ability to communicate properly in the future. Even though she was able to participate in play and build relationships with other children, she found it difficult to maintain her focus during the treatment. She was specifically targeted by the physician because she had shown a general lack of interest in the activities at the child care facility when compared to the responses of other children her age in a similar environment. Following consultation with the program coordinator, it was determined that Adriana would need to be evaluated in all developmental areas. The coordinator had scheduled for her to have an evaluation. To perform the psychological examination, an assessment team consisting of a development expert and a speech/language pathologist was constituted and given the assignment. Depending on your knowledge, what developmental tests were administered to Adriana in order to evaluate her developmental capacity, and what techniques would you use in this case if you were in Adriana’s place?

References

Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices.

Guilford Press.

Chadwick, D., Buell, S., & Goldbart, J. (2019). Approaches to communication assessment with children and adults with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 32(2), 336-358.

Hus, Y. (2017). Issues in identification and assessment of children with autism and a proposed resource toolkit for speech-language pathologists. Folia Phoniatrica et Logopaedica, 69(1-2), 27-37.

Increasingly, early intervention programs for preschool children with impairments are becoming more accessible, and approaches for communicative assessment are increasingly being used in these programs, making them more effective (Chadwick & Goldbart, pp.336-358). In order to make curricular choices and determine whether or not a program is accomplishing its stated goals, it is critical to choose the most suitable assessment for each kid. Other persons and organizations are also included that have an interest in the information being obtained. These include parents, teachers, and referral organizations for children with special needs, amongst other individuals and groups. It is difficult to detect and assess children who have autism spectrum disorder (ASD), which makes them a challenging task to complete (Hus, pp. 27-37).

On the other hand, realistic evaluation systems along with parental involvement for a longer period of time are required for long-term success in educational settings (Bagnato, 2013). Consider the following situation, which involves Adriana’s parents contacting the early intervention program because they were worried about their daughter’s communication skills. Adriana was three years old at the time, and her parents were concerned about her capacity to interact with other people in a social situation. By analyzing Adriana’s strengths and limitations in a number of different areas, the evaluation was designed to establish whether or not she was qualified for the services as well as to evaluate her degree of preparation for school. Following an assessment, it was determined that Adriana was qualified for the services, and her level of preparation for school was determined. During a conversation with her parents, she and her parents discussed how she was doing at home and what she was especially good at, among other things. Their biggest concern was that Adriana’s delayed speech and inability to pronounce more than 10 to 15 syllables at a time would hinder her from being able to communicate effectively with them using just the words she knew. They had every reason to be concerned. And, in contrast to her pals, she spent the majority of her time playing by herself, and she did not imitate their activities.

Adriana’s family decided to have her examined after consulting with a physician to see if she was suffering from any physical conditions that would impair her capacity to speak effectively in the future. Adriana’s family is grateful for the opportunity to do so. Despite the fact that she was able to engage in play and form connections with other children, she found it difficult to retain her concentration during the course of the therapy. In particular, she was singled out by the doctor because she had shown a general lack of interest in activities at the child care facility when compared to the answers of other children her age in a comparable context. Following conversation with the program coordinator, it was established that Adriana would need to be tested in all developmental categories in order to qualify for the program. Her assessment had been planned by the coordinator for her benefit and well-being. For the purpose of conducting the psychological evaluation, an assessment team comprised of a development specialist and a speech/language pathologist was formed and assigned the task. In your opinion, what developmental tests were conducted to Adriana in order to assess her developmental potential, and what strategies would you use in this situation if you were in Adriana’s shoes, are important questions to consider.

References

Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices.

Guilford Press.

Chadwick, D., Buell, S., & Goldbart, J. (2019). Approaches to communication assessment with children and adults with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 32(2), 336-358.

Hus, Y. (2017). Issues in identification and assessment of children with autism and a proposed resource toolkit for speech-language pathologists. Folia Phoniatrica et Logopaedica, 69(1-2), 27-37.

· Consider the feedback provided by your peers carefully, and make sure your scenarios and your answers are correct.

·

By Day 7 of Week 8

Post the scenarios on your blog for guests to answer. If you find another scenario that you would like to post to your blog, ask the author’s permission to post and add this to your blog as well. You may wish to “hide” the answers within the blog.

Add an introduction to the scenarios, define purposeful assessment, and indicate what information it provides to the early childhood educator. Cite and reference from research.

Madaus, J., Rinaldi, C., Bigaj, S., & Chafouleas, S. M. (2009). An examination of current assessment practices in northeastern school districts. Assessment for Effective Interventions, 34(2), 86–93. .

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