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Children's Medical Services - Special services for children with special needs
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Infant Toddler Development Training
Module 3

Module Description

This module presents information about the assessment of infants and toddlers with disabilities from First Contacts through intervention planning and monitoring.

Information about formal and informal assessment strategies is described including standardized tests, observation, running records and other data collection strategies.

Required Readings

The required text for this module: Sandall, S., McLean, M.E., Smith, B.J. (Eds.) (2000) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Denver, CO: Division of Early Childhood. Learners will also need to access the Resource Bank for Adobe Acrobat (PDF) documents and website material. Learners should be aware that links to websites and additional articles are likely included within the various lessons of this module. Participants are expected to carefully read the assigned materials and be prepared to answer questions regarding all content during the self assessments and final evaluation.

Module Objectives and Corresponding Florida Department of Health (FDOH) Competencies

  1. Describe formal and informal assessments including observation techniques during free and structured play as a part of daily routines and use of assessment information for developing and evaluating Individualized Family Support Plans (IFSP). (FDOH C7, C8, E5, E7, E9, E10)
  2. Demonstrate an understanding of assessment terminology (e.g. mean, reliability, validity). (FDOH C5, E3)
  3. Demonstrate an understanding of the diagnostic process and assessment model/approaches, including strength-based and family-driven assessment principles (FDOH C1, C2, C3)
  4. Describe typical norm-referenced, criterion referenced and informal measures utilized in early intervention settings for various functions (screening, diagnosis, instructional planning). (FDOH C5)
  5. Describe the functions of various assessment activities in early intervention including child find, screening, eligibility determination, ongoing assessment, and monitoring progress in intervention. (FDOH A5, E5)
  6. Demonstrate an understanding of the following influences on assessment and identify resources to meet the unique needs of families. (FDOH C4)
  7. Identify the use of open and focused observation, curriculum and norm-referenced tests, criterion-referenced checklists, interviews and parent report for data collection appropriate to different assessment functions and eligibility/program planning. (FDOH C5, E5, E9)
  8. Describe the uses and abuses of assessment instruments and the limitations to administration and interpretation of assessments as applied to young children with special needs. (FDOH C5)
  9. Identify alternative approaches to designing data collection systems to collect developmental and behavioral information on young children, including family-based assessment and transdisciplinary assessment. (FDOH C2, C3)
  10. Describe approaches for observing child/environment interactions, including play environments daily routines, parent/infant and child/child interactions. (FDOH C2, E5)
  11. Identify at least one instrument in each of several types of approaches to data collection (screening instrument, developmental assessment, informational interview, behavior rating, parent-child interaction scale, play observation). (FDOH C5, C6)
  12. Identify and discuss the development of an IFSP and its importance in partnership with family members, incorporating both family goals and approaches, appropriate to the cognitive, affective, language and motor needs of the child. (FDOH C9, F1, F2, F5, G1, G12)
  13. Discuss knowledge of assessment strategies to determine family concerns, priorities, and resources (FDOH C9)