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ERIC Number: ED260545
Record Type: RIE
Publication Date: 1985-May
Pages: 61
Abstractor: N/A
Assessment of Child Progress. Monograph Number 2.
Danaher, Joan, Ed.
Four author-contributed papers examine issues in assessing child progress in early childhood special education. D. Bricker and S. Gumerlock present "A Three-Level Strategy" which features analysis of daily or weekly progress, analysis of progress toward long- and short-term objectives, and analysis of progress toward program goals. C. Dunst follows with a discussion of "Four Developmental Perspectives" (maturational, behavioral, process-oriented, and ecological) and suggests several generally feasible research strategies. N. Johnson-Martin enumerates three "Sources of Difficulty" in assesssing progress in the population: (1) the discrepancy between implicit and explicit goals in programs serving handicapped infants; (2) the diversity of needs of children served in early intervention programs; and (3) the different kinds of training of professionals who staff early intervention programs. In the final paper, P. Strain stresses the concept of "Social Validity" of intervention outcomes, arguing against the use of standardized tests and advocating instead the use of single-subject designs to measure progress. (CL)
Publication Type: Guides - Non-Classroom; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Technical Assistance Development System.