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ERIC Number: ED376628
Record Type: RIE
Publication Date: 1994
Pages: 339
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8077-3379-2
ISSN: N/A
Assessment Methods for Infants and Toddlers: Transdisciplinary Team Approaches. Early Childhood Education Series.
Bergen, Doris
This text is on transdisciplinary team assessment of infants and toddlers at developmental risk and emphasizes both the dynamics (interpersonal strategies) and the mechanics (team assessment strategies) of teamwork. Emphasis is on assessment for the development of Individualized Family Service Plans. Chapter 1 reviews major developmental principles and processes. Chapters 2 through 7 present the assessment perspectives of a wide variety of professionals, including medical personnel in hospital and primary care settings; clinical, developmental, and school psychologists; early childhood special educators; occupational and physical therapists; speech pathologists and audiologists; and personnel having case management responsibilities, such as social workers and family educators or service coordinators. The perspectives of parents whose children may receive these assessment and intervention services are also discussed in each of the chapters. Assessment issues related to special populations of infants and toddlers (e.g., culturally diverse, severely or multiply disabled, neglected or abused) are explored in chapters 8 and 9 and influential ecological factors in family and community contexts are related to the issues. In the final chapter, the ideal transdisciplinary model is again discussed, evaluations of the model are reported, and guidelines for effective use of the model are given. The epilogue looks at the future of transdisciplinary assessment. Appendices include examples of clinical, interview, and observation instruments, and an overview of selected assessment instruments. (Contains approximately 450 references.) (DB)
Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027 ($25.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A