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Partners in Play: Assessing Infants and Toddlers in Natural Contexts New edition [Pehme köide]

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  • Formaat: Paperback / softback, 160 pages, kõrgus x laius x paksus: 278x224x16 mm, kaal: 476 g
  • Ilmumisaeg: 05-May-2006
  • Kirjastus: Wadsworth Publishing Co Inc
  • ISBN-10: 1418030767
  • ISBN-13: 9781418030766
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Partners in Play: Assessing Infants and Toddlers in Natural Contexts New editionSuurem pilt
  • Formaat: Paperback / softback, 160 pages, kõrgus x laius x paksus: 278x224x16 mm, kaal: 476 g
  • Ilmumisaeg: 05-May-2006
  • Kirjastus: Wadsworth Publishing Co Inc
  • ISBN-10: 1418030767
  • ISBN-13: 9781418030766
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781418030766.html
Märksõnad:
Partners in Play: Assessing Infants and Toddlers in Natural Contexts is a text for students taking courses in Assessment and Early Childhood Special Education. The text includes specific instructions for observing, administering, scoring, and interpreting results of assessment, as well as two extensive illustrations from the field. In addition, the text includes a new criterion-referenced instrument to identify infants and toddlers, birth through age three, who may be eligible for early intervention services. The assessment is appropriate for evaluating infants and toddlers with a wide range of actual and suspected delays and abilities, including children with environmental risk factors, children born prematurely, children with Pervasive Developmental Disorders, and youngsters with other neurological and/or developmental problems.

Partners in Play: Assessing Infants and Toddlers in Natural Contexts is a text that has been written for students taking courses in Assessment and Early Childhood Special Education, as well as professionals in the field who work with families and young children, birth to age three. The text includes specific instructions for observing, administrating, scoring, and interpreting results of assessment, as well as two extensive illustrations from the field. In addition, the text includes a new criterion-referenced instrument used to identify infants and toddlers, birth through age three, who may be eligible for early intervention services. Partners in Play is a core assessment that has generated central information to the development of the Individual Family Service Plan (IFSP). The assessment is appropriate for evaluating infants and toddlers with a wide range of actual and suspected delays and abilities including children with environmental risk factors, children born prematurely, children with Pervasive Developmental Disorders, and youngsters with other neurological and/or developmental problems.

Partners in Play: Assessing Infants and Toddlers in Natural Context is a supplementary Text that has been written for students taking courses in Assessment and Early Childhood Special Education, as well as professionals in the field who work with families and young children, birth to age three. The text includes specific instructions for observing, administrating, scoring, and interpreting results of assessment, as well as two extensive illustrations from the field. In addition, the text includes a new criterion-referenced instrument used to identify infants and toddlers, birth through age three, who may be eligible for early intervention services. Partners in Play is a core assessment that has generated central information to the development of the Individual Family Service Plan (IFSP). The assessment is appropriate for evaluating infants and toddlers with a wide range of actual and suspected delays and abilities including children with environmental risk factors, children born prematurely, children with Pervasive Developmental Disorders, and youngsters with other neurological and/or developmental problems.

Arvustused

Chapter 1: Assessing Young Children within the Family Context Chapter 2: Different Learning Styles: Individualizing Assessment Strategies Chapter 3: Partners in Play: An Infant-Toddler Assessment for Natural Environments Chapter 4: A Manual for Observing, Recording, and Administering the PIP Assessment Chapter 5: Interpreting the PIP Assessment

Foreword v
John T. Neisworth
Preface vii
Acknowledgements x
Dedication xii
Special Contributors xii
Online Companion™ Supplement xii
Assessing Young Children Within the Family Context
1(16)
Meaningful Assessment of Infants and Toddlers
2(1)
Eligibility for Early Intervention
3(2)
Assessing Young Children across Diverse Cultures and Contexts
5(7)
Changing Demographics/Changing Definitions
5(2)
Considerations prior to Screening and Evaluation
7(2)
Pre-Assessment Phase
9(2)
The Evaluation-Interpretation Phase
11(1)
A Process for Decision-Making in Partnership
12(3)
Initial Referral
13(1)
Social History of the Family and Child
13(1)
Assessment Strategies Used and Described
13(1)
Observations of the Child
14(1)
Evaluation Results and Recommendations
15(1)
In Brief Review
15(2)
Different Learning Styles: Individualizing Assessment Strategies
17(6)
Infants
18(1)
Toddlers
19(3)
The Child with a Short Attention Span
20(1)
The Child Who Is Hyperactive
20(1)
The Child Who Is Sensitive to Sensory Stimuli
20(1)
The Child Who Appears Uncoordinated
21(1)
The Child with Motor Impairments
22(1)
In Brief Review
22(1)
Partners in Play: An Infant-Toddler Assessment for Natural Environments
23(18)
What Is the PIP Assessment?
24(6)
Primary Developmental Areas Assessed
24(2)
A Guide for Administration of the Assessment
26(1)
Caregiver and Developmental Assessment Record Forms
26(1)
The Format of the Play Sessions
27(1)
Suggested Culturally Sensitive Toys and Materials for Structured Play Activities
28(2)
Considerations for Administering Partners in Play
30(4)
Building Relationships with Families
31(1)
Building Relationships with Young Children
32(1)
Administration Time
32(1)
Roles of Team Members in the Assessment
33(1)
The Evaluation Process
34(5)
Planning Before the Assessment
34(2)
Activities during the Evaluation
36(2)
Child Assessment Team Meeting Following Evaluation
38(1)
Establishing Goals and Meeting with the Family
38(1)
In Brief Review
39(2)
A Manual for Observing, Recording, and Administering the PIP Assessment
41(28)
The Recording Format Described
42(2)
Recording Unstructured Play Activities
44(5)
Instructions for Administering and Observing Structured Examiner-Child Play Activities
49(19)
In Brief Review
68(1)
Interpreting the PIP Assessment
69(64)
Guidelines for Interpretation
70(3)
Illustration from the Field
73(59)
Kyle
73(1)
Reason for Referral
74(1)
Initial Home Visit---Parent Interview
74(3)
Initial Home Visit---Play Session
77(2)
Second Home Visit---Play Session
79(3)
Summary
82(4)
Caregiver 1 Record Form: Parent Interview
86(8)
Caregiver 2 Record From: Child Development
94(7)
Partners in Play Developmental Assessment Record Form
101(14)
Partners in Play Scoring Worksheet 1
115(11)
Partners in Play Scoring Worksheet 2
126(4)
Partners in Play Summary Worksheet
130(1)
Index of Item Totals by Month
131(1)
In Brief Review
132(1)
References
133(2)
Appendices
135(74)
A. Record Forms
135(30)
Caregiver 1 Record Form: Parent Interview
136(8)
Caregiver 2 Record Form: Child Development
144(7)
Partners in Play Developmental Assessment Record Form
151(14)
B. Scoring and Interpretation Worksheets
165(18)
Partners in Play Scoring Worksheet 1
166(11)
Partners in Play Scoring Worksheet 2
177(4)
Partners in Play Summary Worksheet
181(1)
Partners in Play Index of Item Totals by Month
182(1)
C. Glossary of Terms and Blackline Drawings for the PIP Assessment
183(8)
Unstructured Caregiver-Child Play
184(7)
D. State and Jurisdictional Eligibility Definitions for Infants and Toddlers with Disabilities Under IDEA February 2006
191(18)
Index 209


Gail Ensher, Ed.D has a background in early childhood education and is currently a professor of Early Childhood Special Education at Syracuse University. She's spent more than 30 years coordinating the master's program in ECSE at Syracuse.