Preschool Assessment
Product details
- ISBN 9781606230305
- Weight: 1160g
- Dimensions: 178 x 254mm
- Publication Date: 03 Nov 2008
- Publisher: Guilford Publications
- Publication City/Country: US
- Product Form: Paperback
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Comprehensive and user friendly, this ideal professional reference and graduate text provides a developmentally informed framework for assessing 3- to 6-year-olds in accordance with current best practices and IDEA 2004 guidelines. The authors are leading clinician-researchers who take the reader step by step through selecting appropriate measures, integrating data from a variety of sources, and using the results to plan and evaluate effective interventions and learning experiences. Coverage encompasses screening and assessment of cognitive, linguistic, emotional, and behavioral difficulties, including mental retardation and autism. Case studies illustrate key facets of assessing diverse children and families; appendices offer concise reviews of over 100 instruments.
Marla R. Brassard, PhD, Associate Professor in the School Psychology Program at Teachers College, Columbia University, has been assessing preschool children and their families in research settings, public schools, and university clinics for over 25 years. Her research focuses on psychological maltreatment of children--its assessment, the emotional/behavioral injuries that result, and contextual factors that moderate the effect of maltreatment (particularly the role of schools, teachers, and peer relationships). Dr. Brassard has published four books and numerous articles and chapters, and cochaired the task force that wrote the Guidelines for the Psychosocial Evaluation of Suspected Psychological Maltreatment (American Professional Society on the Abuse of Children, 1995). She also studies psychological aggression in teacher-student and peer relationships, and its impact on children’s functioning, in a longitudinal study of secondary school children.
Ann E. Boehm, PhD, Professor Emerita in the School Psychology Program at Teachers College, Columbia University, is well known for her groundbreaking work in identifying the importance of young children’s knowledge of basic relational concepts to their understanding of teacher and text directions. She has developed two widely used early childhood tests to assess this knowledge, and currently is working on editions for children with visual impairments. She has written extensively on assessment issues at the early childhood level and cosponsors an annual conference and teaches a graduate course entitled Observing and Assessing the Preschool Child. Dr. Boehm's research interests include cross-cultural development of relational concepts used in different direction formats, the role of comprehension in direction following, and intergenerational literacy.
