Issues in the Linkage of Assessment to Intervention
It has been argued that humans are designed to categorize information, that is, it may be part of human nature to attempt to group together disparate arrays of stimuli within a single category, as in the use of a symbolic system. Such an attempt will be made in this summary chapter. Our goal in this summary chapter is to highlight what we regard as the major themes and issued that were raised in this book. Given the diversity of viewpoints and populations discussed, such an effort may seem to some readers to be nothing more then a projective test for the editors. Although some editorial “projection” may be involved, it also seems clear that certain issues were repeatedly discussed in these chapters. What consistencies exist may be due to the fact that, as clinicians and researchers, the chapter authors are struggling with a common set of problems in the assessment of young developmentally disabled children. In attempting to categorize themes, three major issues seem to cut across the majority of chapters in this volume.
KeywordsDevelopmental Disability Assessment Procedure Individual Child Disable Child Assessment Strategy
Unable to display preview. Download preview PDF.
- Bagnato, S., & Neisworth, J. (1981). Linking developmental assessment and criteria. Rockville, MD: Aspen Corporation.Google Scholar
- Berk, R. (1980). Introduction. In R. Berk (Ed.), Criterion referenced measurement: The state of the art. Baltimore: Johns Hopkins Press.Google Scholar
- Brooks, J., & Weinraub, M. (1976). A history of intelligence testing. In M. Lewis (Ed.), Origins of intelligence. New York: Plenum Press.Google Scholar
- Duffy, J., & Fedner, M. (1977). Educational diagnosis with instructional use. Exceptional Children, 44, 246–251.Google Scholar
- Jones, H. (1970). Principles of psychological assessment. In P. Mittler (Ed.), The psychological assessment of mental and physical handicaps. London: Methuen.Google Scholar
- Linn, R. (1981). Issues of validity for criterion referenced measures. Applied Psychological Measurement, 4, 537–561.Google Scholar
- Ramey, C., MacPhee, D., & Yeates, K. (1982). Preventing developmental retardation: A general systems model. in L. Bond & J. Joffe (Eds.), Facilitating infant and early childhood development. Hanover: University Press of England.Google Scholar
- Salvia, J., & Ysseldyke, J. (1978). Assessment in special and remedial education. Boston: Houghton-Mifflin.Google Scholar
- Sattler, J. (1980). Assessment of children’s intelligence and special abilities (2nd ed.). Boston: Allyn & Bacon.Google Scholar