ERIC Number: EJ788169
Record Type: Journal
Publication Date: 2008-Jan
Pages: 15
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0936-2835
EISSN: N/A
The Use of Individual Growth and Developmental Indicators for Progress Monitoring and Intervention Decision Making in Early Education
Walker, Dale; Carta, Judith J.; Greenwood, Charles R.; Buzhardt, Joseph F.
Exceptionality, v16 n1 p33-47 Jan 2008
Progress monitoring tools have been shown to be essential elements in current approaches to intervention problem-solving models. Such tools have been valuable not only in marking individual children's level of performance relative to peers but also in measuring change in skill level in a way that can be attributed to intervention and development. As such, progress monitoring measures have been central to Response to Intervention (RtI) approaches. In early childhood, progress monitoring measures have only recently been applied to the process of intervention decision-making. The purpose of this article is to describe Individual Growth and Developmental Indicators, contrast them with existing approaches to assessment in early childhood, and illustrate how they can be used within a larger problem-solving model to guide intervention decisions for infants and toddlers. (Contains 6 figures.)
Descriptors: Intervention, Children, Problem Solving, Academic Achievement, Educational Resources, Models, Child Development, Educational Strategies, Decision Making, Early Childhood Education, Outcomes of Education, Student Evaluation
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070085