View Item 

Show simple item record

Methods for Assessing Child and Family Outcomes in Early Childhood Special Education Programs
dc.contributor.authorMott, Staceyen_US
dc.contributor.authorFewell, Rebeccaen_US
dc.contributor.authorLewis, Michaelen_US
dc.contributor.authorMeisels, Samuel J.en_US
dc.contributor.authorShonkoff, Jacken_US
dc.contributor.authorSimeonsson, Runeen_US
dc.date.accessioned2010-04-14T13:43:11Z
dc.date.available2010-04-14T13:43:11Z
dc.date.issued1986en_US
dc.identifier.citationMott, Stacey; Fewell, Rebecca; Lewis, Michael; Meisels, Samuel; Shonkoff, Jack; Simeonsson, Rune (1986). "Methods for Assessing Child and Family Outcomes in Early Childhood Special Education Programs." Topics in Early Childhood Special Education 2(6): 1-15. <http://hdl.handle.net/2027.42/68510>en_US
dc.identifier.issn0271-1214en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68510
dc.description.abstractAlthough many concerns have been raised about methods of assessing outcomes in early childhood special education programs, professionals in the field are nevertheless faced with the need to select appropriate instruments for evaluating child and family outcomes as the result of intervention. A conference to address the current assessment needs of professionals was convened. This paper summarizes this conference, in which five prominent individuals in the field of early childhood special education gave specific recommendations for one child and one family outcome measure which would be applicable to a range of handicapped children between birth and age 5 being served in typical early intervention programs.en_US
dc.format.extent3108 bytes
dc.format.extent1607455 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSAGE Publicationsen_US
dc.titleMethods for Assessing Child and Family Outcomes in Early Childhood Special Education Programsen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherUtah State Universityen_US
dc.contributor.affiliationotherUniversity of Washingtonen_US
dc.contributor.affiliationotherRutgers Medical Schoolen_US
dc.contributor.affiliationotherUniversity of Massachusetts Medical Schoolen_US
dc.contributor.affiliationotherUniversity of North Carolina at Chapel Hillen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68510/2/10.1177_027112148600600202.pdf
dc.identifier.doi10.1177/027112148600600202en_US
dc.identifier.citedreferenceAbidin, R. R. (1983). Parenting Stress Index. Charlottesville, VA: Pediatric Psychology Press.en_US
dc.identifier.citedreferenceBarnard K. (1978). Nursing Child Assessment Teaching Scales. Seattle, WA: University of Washington.en_US
dc.identifier.citedreferenceBayley, N. (1969). Bayley Scales of Infant Development. New York: Psychological Corporation.en_US
dc.identifier.citedreferenceBrooks-Gunn, J., & Lewis, M. (1983). Screening and diagnosing handicapped infants. Topics in Early Childhood Special Education, 3(1), 14–28.en_US
dc.identifier.citedreferenceCarr, R. A. (1979). Goal Attainment Scaling as a useful tool for evaluating progress in special education. Exceptional Children, 46, 88–95.en_US
dc.identifier.citedreferenceCasto, G., & Lewis, A. (in press). Selecting outcome measures in early intervention. Journal for the Division of Early Childhood.en_US
dc.identifier.citedreferenceFriedrich, W., Greenberg, M., & Crnic, K. (1983). A short form of the questionnaire on resources and stress. American Journal of Mental Deficiency, 88(1), 41–48.en_US
dc.identifier.citedreferenceGarwood, G. (1982). (Mis)use of developmental scales in program evaluation. Topics in Early Childhood Special Education, 1(4), 61–69.en_US
dc.identifier.citedreferenceGriffiths, R., (1970). The abilities of young children. London: Association for Research in Infant and Child Development.en_US
dc.identifier.citedreferenceHolroyd, J. (1974). The questionnaire on resources and stress: An instrument to measure family response to a handicapped family member. Journal of Community Psychology, 2, 92–94.en_US
dc.identifier.citedreferenceKazak, A. E., & Marvin, R. S. (1984). Differences, difficulties, and adaptation: Stress and social networks in families with a handicapped child. Family Relations, 33, 67–77.en_US
dc.identifier.citedreferenceLewis, M. (1982). Attention as a measure of cognitive integrity. In M. Lewis & L. Taft (Eds.), Developmental disabilities: Theory, assessment, and intervention (pp. 185–212). New York: F.P. Medical and Scientific Books.en_US
dc.identifier.citedreferenceLewis, M., & Brooks-Gunn, J. (1981). Visual attention at 3 months as a predictor of cognitive functioning at 2 years of age. Intelligence, 5, 131–140.en_US
dc.identifier.citedreferenceLewis, M., & Feiring, C. (1982). Some American families at dinner. In L. Laosa & I. Sigel (Eds.), The family as learning environments for children (Vol. 1, pp. 115–145). New York: Plenum.en_US
dc.identifier.citedreferenceLewis, M., & Feiring, C. (in press). Direct and indirect effects during family interaction at dinner. In S. Feinman (Ed.), Social influences and behavior. New York: Plenum.en_US
dc.identifier.citedreferenceLewis, M., Feiring, C., Mc Guffog, C., & Jaskir, J. (1984). Predicting psychopathology in 6 year olds from early social relations. Child Development, 55, 123–136.en_US
dc.identifier.citedreferenceLoyd, B. H., & Abidin, R. R. (1985). Revision of the Parenting Stress Index. Journal of Pediatric Psychology, 10, 169–177.en_US
dc.identifier.citedreferenceNewborg, J., Stock, J., Wnek, L., Guidubaldi, J., & Svinicki, J. (1984). Battelle Developmental Inventory. Allen, TX: DLM Teaching Resources.en_US
dc.identifier.citedreferenceOlson, D.H., Mc Cubbin, H. I., Barnes, H., Larsen, A., Muxen, M., & Wilson, M. (1982). Family inventories. St. Paul: University of Minnesota.en_US
dc.identifier.citedreferenceRamey, C., Campbell, F., & Wasik, B. (1982). Use of standardized tests to evaluate early childhood special education programs. Topics in Early Childhood Special Education, 1(4), 51–60.en_US
dc.identifier.citedreferenceRamsay, M., & Fitzhardinge, P. M. (1977). A comparative study of two developmental scales: The Bayley and the Griffiths. Early Human Development, 1/2, 151–157.en_US
dc.identifier.citedreferenceShonkoff, J. (1983). The limitations of normative assessments of high risk infants. Topics in Early Childhood Special Education, 3(1), 29–43.en_US
dc.identifier.citedreferenceSimeonsson, R. J., Huntington, J. S., & Short, R. J. (1982). Individual differences and goals: An approach to the evaluation of child progress. Topics in Early Childhood Special Education, 1, 71–80.en_US
dc.identifier.citedreferenceSparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1985). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service.en_US
dc.identifier.citedreferenceStein, R., & Riessman, C. K. (1978). Impact on Family Scale. New York: Albert Einstein College of Medicine.en_US
dc.identifier.citedreferenceZigler, E., & Balla, D. (1982). Selecting outcome variables in evaluations of early childhood special education programs. Topics in Early Childhood Special Education, 1(4), 11–22.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
10.1177_027112148600600202.pdf
Size:
1.532MB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.