Early Childhood Assessment in School and Clinical Child Psychology

Beschreibung

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 Intervention (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.
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 Intervention (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.
Provides a thorough and meaningful framework for working with young children, their educators, and families in school, clinical, and other settings Examines key topics in early childhood assessment Includes integrated coverage of effective assessment and intervention practices Provides case examples with implications for practice in each chapter? Includes supplementary material: sn.pub/extras

Autor*in

Adrienne Garro

Themen in »Early Childhood Assessment in School and Clinical Child Psychology«

Authentic assessment Child emotional regulation Child psychological disorders Cognitive assessment of young children Developmental disabilities Early childhood assessment Early intervention Emotion regulation in early childhood Family collaboration in child assessment Functional behavioral assessment in preschool Literacy assessment Performance-based assessment Prevention-based practice Response to intervention School consultation and collaboration

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“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) 

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