ERIC Number: ED254327
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Brazelton Neonatal Assessment for School Psychologists.
Stoudt, Calvin L.
This speech addresses the "What,""Why," and "How" of Brazelton Neonatal Assessment Training for school psychologists. "What" concerns the Brazelton Neonatal Behavioral Assessment Scale, its administration, and what it assesses. Based on the best performance, the infant's score on this scale is scored in the context of six states of consciousness (from deep sleep to wide awake and crying). The scale provides an opportunity to assess neurological integrity, the relative strength and sensitivity of the infant's response modalities, and patterns of interaction with other persons. "Why" concerns the rationale for the test's use by school psychologists. Bonding and attachment between parent and child can be enhanced by using the test to introduce the parents to the child in the first days of life. This aspect of the test is particularly helpful in instances in which the parents are at risk to contribute to failure to thrive as well as in those instances in which the child is at risk. School psychologists trained in this technique can greatly influence the relationship between parent and child and can also participate in intervention research. "How" focuses on suggestions for acquiring training and reliability certification in the administration and interpretation of the scale. While formal courses are available, it is also possible to train oneself with the cooperation of a local hospital and obtain certification through Children's Hospital in Boston, Massachusetts. Once this level of proficiency is attained, the psychologist can share his or her skills by teaching others. (CB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: Support Staff; Practitioners
Authoring Institution: N/A
Identifiers: Brazelton Neonatal Behavioral Assessment Scale
Note: Paper presented at the meeting of the National Association of School Psychologists (Philadelphia, PA, April 1984).