Skip to main content
SpringerLink
Log in

New Directions in the Assessment of Young Handicapped Children

  • Chapter
Book cover Assessment and Programming for Young Children with Low-Incidence Handicaps

Abstract

Recent advances in our knowledge about infant competency and the learning capabilities of children (particularly those who are handicapped) have pointed to new directions in the assessment of young handicapped children. The ensuing demand for educational, medical, and social services for these children necessitates appropriate procedures on which to base support and measure progress. This demand arises from the conviction of service personnel and parents that intervention, begun as early as possible, can effect significant changes in the developmental course of a young child. While there is ample evidence to support early intervention with young handicapped children, researchers (Swan, 1981; Strain, 1981; Moore, Fredericks and Baldwin, 1981) can also provide sufficient documentation to indicate that the most effective intervention is not focused exclusively on the child, but is broadened to include other persons and events in the infant’s environment. Horowitz (1981) stated the dilemma well in a recent conference on infants at risk: “An evaluation of only the infant or only the environment will never net us an understanding of human development,... an accurate model of development must include variables associated with the organism as well as variables associated with the environment, and it should depict developmental outcome as resulting from interactions within and across these domains (p. 32).”

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adelson, E., and Fraiberg, S. Gross motor development in infants blind from birth. Child Development, 1974, 45, 114–126.

    PubMed  Google Scholar 

  • Apolloni, T., Cooke, S.A., and Cooke, T.P. Establishing a normal peer as a behavioral model for developmentally delayed toddlers. Perceptual and Motor Skills, 1977, 44, 231–241.

    PubMed  Google Scholar 

  • Ayres, A.J. Sensory integration and learning disorders. Los Angles: Western Psychiatric Services, 1972.

    Google Scholar 

  • Bagnato, S.J., and Neisworth, J.T. Linking developmental assessment and curricula: Prescriptions for early intervention. Rockville, MD: Aspen Systems, 1981.

    Google Scholar 

  • Barnard, K. Teaching and feeding scales. Seattle: University of Washington School of Nursing, 1979.

    Google Scholar 

  • Bayley, N. Bayley scales of infant development. New York: Psychological Corp., 1977.

    Google Scholar 

  • Belsky, J., and Tolan, W.J. Infants as producers of their own development: An ecological analysis. In R.M. Lerner and N.A. Busch-Rossnagel (Eds.), Individuals as producers of their development: A life-span perspective. New York: Academic Press, 1981.

    Google Scholar 

  • Belsky, J., and Most, R.K. From exploration to play: A cross-sectional study of infant free play behavior. Developmental Psychology, 1981, 17 (5), 630–639.

    Google Scholar 

  • Birns, B. Individual differences in human neonates’ responses to stimulation. Child Development, 1965, 36, 249–259.

    PubMed  Google Scholar 

  • Bobath, B. Abnormal postural reflex activity caused by brain lesions. (2nd ed.) London: Heinemann Medical Books, 1971.

    Google Scholar 

  • Bornstein, M.H. Infants are trichromats. Journal of Experimental Child Psychology, 1976, 21, 425–445.

    PubMed  Google Scholar 

  • Brannon, J. Linguistic word classes in the spoken language of normal, hard-of-hearing, and deaf children. Journal of Speech and Hearing Research, 1968, 11, 279–287.

    PubMed  Google Scholar 

  • Brazelton, T.B. Neonatal behavioral assessment scale. Philadelphia: Lippincott, 1973.

    Google Scholar 

  • Bricker, W.A., and Campbell, P.H. Interdisciplinary assessment and programming for multihandicapped students. In W. Sailor, B. Wilcox, and L. Brown (Eds.) Methods of instruction for severely handicapped students. Baltimore: Paul H. Brookes Publishers, 1980.

    Google Scholar 

  • Brinker, R.P., and Lewis, M. Discovering the competent handicapped infant: A process approach to assessment and intervention. Topics in Early Childhood Special Education, 1982, 2 (2), 1–16.

    Google Scholar 

  • Brooks, J., and Weinraub, M. A history of infant intelligence testing. In M. Lewis (ed.), Origins of intelligence: Infancy and early childhood. New York: Plenum Press, 1976.

    Google Scholar 

  • Brooks-Gunn, J., and Lewis, M. Assessing young handicapped children: Issues and solutions. Journal of the Division of Early Childhood, 1981, 2, 84–95.

    Google Scholar 

  • Brown, L., Dranston, M., Hamre-Nietupski, S., Pumpian, I., Certo, N., and Gruenewald, L. A strategy for developing chronological age-appropriate and functional curricular content for severely handicapped adolescents and young adults. The Journal of Special Education, 1979, 13(1).

    Google Scholar 

  • Brown, R. A first language. Cambridge, MA: 1973.

    Google Scholar 

  • Bzoch, K., and League, R. The Receptive-Expressive-Emergent Language Scale. Gainesville, FL: The Tree of Life Press, 1970.

    Google Scholar 

  • Campbell, B., and Baldwin, V. (Eds.) Severely handicapped/hearing impaired students: Strengthening service delivery. Baltimore: Paul H. Brookes Publishing, 1982.

    Google Scholar 

  • Capute, A.J., Accardo, P.J., Vining, E.P.G., Rubenstein, J.E., and Tarryman, S. Primitive reflex profile. Baltimore: University Park Press, 1978.

    Google Scholar 

  • Casati, I., and Lezine, I. Les etapes de l’intelligence sensori-motrice. Paris: Les Editions du Centre de Psychologie Appliquee, 1968.

    Google Scholar 

  • Cattell, P. Infant intelligence scale. New York: The Psychological Corp., 1940.

    Google Scholar 

  • Chandler, L.S., Andrews, M.S., Swanson, M.W. Movement assessment of infants: A manual. Rolling Bay, Washington, 1980.

    Google Scholar 

  • Cicchetti, D., and Sroufe, L.A. The relationship between affective and cognitive development in Down’s syndrome infants. Child Development, 1976, 47, 920–929.

    PubMed  Google Scholar 

  • Cohen, L.B., DeLoache, J.S., and Strauss, M.S. Infant perceptual development. In J.D. Osofsky (Ed.), Handbook of infant development. New York: Wiley, 1979.

    Google Scholar 

  • Cone, J.D. The West Virginia assessment and tracking system (Rev. ed.). Morgantown, WV: West Virginia University, 1981.

    Google Scholar 

  • Crabtree, M. Houston test for language development. Houston: Houston Press, 1963.

    Google Scholar 

  • DeCarie, T. Intelligence and affectivity in early childhood. New York: International Universities Press, 1965.

    Google Scholar 

  • Diebold, M.H., Curtis, W.S., and DuBose, R.F. Developmental scales versus measures for deaf-blind children. Exceptional Children, 1978, 44, 275–278.

    PubMed  Google Scholar 

  • Doll, E.A. Vineland social maturity scale: Condensed manual of directions. Circle Pines, MN: American Guidance Services, 1965.

    Google Scholar 

  • Dollar, S., and Brooks, C. Assessment of severely and profoundly handicapped. Exceptional Educational Quarterly, 1980, 1, 87–101.

    Google Scholar 

  • DuBose, R.F. Predictive value of infant intelligence scales with multiply handicapped children. American Journal of Mental Deficiency, 1977, 81, 388–390.

    PubMed  Google Scholar 

  • DuBose, R.F. Assessment of severely impaired young children: problems and recommendations. Topics in Early Childhood Special Education, 1981, 1, 9–18.

    Google Scholar 

  • DuBose, R.F., and Langley, M.B. The Developmental Activities Screening Inventory. Hingham, MA: Teaching Resources, 1977.

    Google Scholar 

  • Dubose, R.F., Langley, M.B., and Stagg, V. Assessing severely handicapped children. In E.L. Meyen, G.A. Vergason, and R.J. Whelan (Eds.), Instructional planning for exceptional children. Denver: Love Publishing Co., 1979.

    Google Scholar 

  • Duncan, D., Sbardellati, E., Maheady, L., and Sainato, D. Nondiscriminatory assessment of severely physically handicapped individuals. Journal of the Association of the Severely Handicapped. 1981, 6, 17–22.

    Google Scholar 

  • Dunn, L.M., and Dunn, L.M. Peabody picture vocabulary test (Rev. ed.). Circle Pines, MN: American Guidance Service, 1981.

    Google Scholar 

  • Dunst, C.J. A clinical and educational manual for use with the Uzgiris and Hunt states of infant psychological development. Baltimore: University Park Press, 1980.

    Google Scholar 

  • Dunst, C.J. Infant learning: A cognitive-linguistic intervention strategy. Hingham, MA: Teaching Resources, 1981.

    Google Scholar 

  • Dunst, C.J., and Rheingrover, R.M. Discontinuity and instability in early development: Implications for assessment. Topics in Early Childhood Special Education, 1981, 1, 49–60.

    Google Scholar 

  • Eimas, P.D., Siqueland, E., Jusczyk, P., and Vigout, J. Speed perception in infants. Science, 1971, 171, 303–306.

    PubMed  Google Scholar 

  • Eisenberg, R.B. Auditory competence in early life: The roots of communicative behavior. Baltimore: University Park Press, 1976.

    Google Scholar 

  • Escalona, S., and Corman, H.H. Albert Einstein scales of sensorimotor development. Unpublished manuscript. New York: Albert Einstein College of Medicine, 1969.

    Google Scholar 

  • Fantz, R.L. Pattern vision in newborn infants. Science, 1963, 140, 296–297.

    PubMed  Google Scholar 

  • Fantz, R.L. Visual experience in infants: Decreased attention to familiar patterns relative to novel ones. Science, 1964, 146, 668–670.

    Google Scholar 

  • Fantz, R. Visual perception from birth as shown by pattern selectivity. In L. Cohen and P. Salapatek (Eds.), Infant perception: From sensation to cognition, Vol. 1, Basic visual processes. New York: Academic Press, 1975.

    Google Scholar 

  • Fetters, L. Object permanence development in infants with motor handicaps. Physical Therapy, 1981, 61, 327–333.

    PubMed  Google Scholar 

  • Fewell, R.R. SEFAM: Supporting extended family members. Proposal to HCEEP, University of Washington, 1981.

    Google Scholar 

  • Fewell, R.R., and Cone, J.D. Identification and placement of severely handicapped children. In M. Snell (Ed.), A systematic approach for instruction of the moderately, severely and profoundly handicapped. (2nd ed.). Columbus: Charles Merrill, 1983.

    Google Scholar 

  • Fieber, N.M. Sensorimotor cognitive assessment and curriculum for the multihandicapped child. In B. Wilcox, F. Kohl, and T. Vogelsberg, (Eds.), The severely and profoundly handicapped child: Proceedings from the 1977 Statewide Institute for Educators of the Severely and Profoundly Handicapped. Springfield, IL: Illinois Office of Education, 1977.

    Google Scholar 

  • Field, F.M. Intervention of high-risk infants and their mothers. Educational Evaluation and Policy Analysis, 1981, 3, 29–78.

    Google Scholar 

  • Fisch, L. Deafness in cerebral palsied school children. Lancet, 1955, 2, 370.

    Google Scholar 

  • Folio, M.R., and Fewell, R.R. Peabody developmental motor scale and activity cards. Hingham, MA: Teaching Resources, 1983.

    Google Scholar 

  • Forsberg, S.J., Neisworth, J.T., and Laub, K. W. Comp Curriculum Guide. University Park, PA: The Pennsylvania State University HICOMP Outreach Project, 1977.

    Google Scholar 

  • Fraiberg, S. Blind infants and their mothers: An examination of the sign system. In M. Lewis and L. Rosenblum (eds.), The effect of the infant on its caregiver. New York: Wiley, 1974.

    Google Scholar 

  • Furuno, S., O’Reilly, K.A., Hosaka, C.M., Inatsuka, T.T., Allman, T.L., and Zeisloft, B. Hawaii Early Learning Profile. Palo Alto: Vort Corporation, 1979.

    Google Scholar 

  • Garwood, S.G. (Mis)use of developmental scales in program evaluation. Topics in Early Childhood Special Education, 1982, 1, 61–69.

    Google Scholar 

  • Gruenewald, L., Schroeder, J., and Yoder, D. Considerations for cur- riculum development and implementation. In R. Campbell, and V. Baldwin (Eds.), Severely handicapped/hearing impaired students: Strengthening service delivery. Baltimore: Paul H. Brookes Publishing, 1982.

    Google Scholar 

  • Guibor, G.P. Some eye defects seen in cerebral palsy with some statistics. American Journal of Physical Medicine, 1953, 32, 342.

    PubMed  Google Scholar 

  • Guralnick, M.J. Peer influences on the development of communicative competence. In P.S. Strain (ed.), The utilization of classroom peers as behavior change agents. New York: Plenum, 1981.

    Google Scholar 

  • Hartup, W.W. Peers, play and pathology: A new look at the social behavior of children. In T. Field, S. Goldberg, D. Stern, and A. Sostek (Eds.), High-risk infants and children: Adult and peer interactions. New York: Academic Press, 1980.

    Google Scholar 

  • Healy, H. and Stainback, S.B. The severely motorically impaired student. Springfield: Charles C. Thomas, 1980.

    Google Scholar 

  • Hedrick, D.L., Prather, E.M., and Tobin, A.R. Sequenced inventory of communication development. Seattle: University of Washington Press, 1975.

    Google Scholar 

  • Heider, F.K., and Heider, G.M. A comparison of sentence structure of deaf and hearing children. Psychological Monographs, 1940, 52, 42–103.

    Google Scholar 

  • Hill, P., and McCune-Nicolich, L. Pretend play and patterns of cognition in Down’s syndrome children. Child Development, 1981, 52, 611–617.

    PubMed  Google Scholar 

  • Honig, A., and Lally, R. Piagetian infancy scales. Unpublished manuscript, 1970.

    Google Scholar 

  • Horowitz, F.D. Toward a model of early infant development. In C.C. Brown (Ed.), Infants at risk: Assessment and intervention-An update for health care professionals and parents. Palm Beach, FL: Johnson and Johnson Baby Product Co., 1981.

    Google Scholar 

  • Horstmeier, D.S., and MacDonald, J.D. Environmental prelanguage battery. Columbus, OH: Charles E. Merrill Publishing, 1978.

    Google Scholar 

  • Hunt, J. McV. Parent and child centers: Their basis in the behavioral and educational sciences. American Journal of Orthopsychiatry, 1981, 41, 13–38.

    Google Scholar 

  • Kahn, J. Utility of the Uzgiris and Hunt scales of sensorimotor development with severely and profoundly retarded children. American Journal of Mental Deficiency, 1976, 80, 663–665.

    PubMed  Google Scholar 

  • Kiernan, D.W., and DuBose, R.F. Assessing the cognitive development of preschool deaf-blind children. Education of the Visually Handicapped, 6, 103–105.

    Google Scholar 

  • Laney, M.M. Talk! Talk! Talk! Language curriculum for the preschooler. Johnstown, PA: Mafax Associates, 1978.

    Google Scholar 

  • Langley, B. Comparison of performances on the Columbia Mental Maturity Test and an adapted test for physically handicapped children. Unpublished manuscript, George Peabody College, 1974.

    Google Scholar 

  • Langley, M.B. Functional vision inventory for the multiply and severely handicapped. Chicago: Stoelting Co., 1980.

    Google Scholar 

  • Largo., R.H., and Howard, J.A. Developmental progression in play behavior of children between nine and thirty months. I: Spontaneous play and imitation. Developmental Medicine and Child Neurology, 1979, 21, 299–310.

    Google Scholar 

  • Lee, L. The northwestern syntax screening test. Evanston, IL: Northwestern University Press, 1971.

    Google Scholar 

  • Levine, S., Elzey, F., and Lewis, M. California preschool social competency scale. Palo Alto: Consulting Psycholgists Press, 1969.

    Google Scholar 

  • Livingston, S.A. Psychometric techniques for criterion-referenced testing and behavioral assessment. In J.D. Cone, and R.P. Hawkins (Eds.), Behavioral assessment: New directions in clinical psychology. New York: Brunner/Mazel, 1977.

    Google Scholar 

  • MacDonald, J.D. Environmental language inventory. Columbus: Charles E. Merrill Publishing, 1978.

    Google Scholar 

  • MacGinitie, W. Ability of deaf children to use differentword classes. Journal of Speech and Hearing Research, 1964, 7, 141–150.

    Google Scholar 

  • Madow, A., Leland, H., Libby, B., and Nihira, K. AAMD adaptive behavior scale for children and adults, 1974 revision. Washington, D.C.: American Association on Mental Deficiency, 1974.

    Google Scholar 

  • Maxfield, K.E., and Buchholz, S. A social maturity scale for blind preschool children. New York: American Foundation for the Blind, 1957.

    Google Scholar 

  • McCall, R.B. The development of intellectual functioning in infancy and the prediction of later IQ. In J. Osofsky (Ed.), Handbook of infant development. New York: Wiley, 1979.

    Google Scholar 

  • McCall, R.B. Nature-nurture and the two realms of development: A proposed integration with respect to mental development. Child Development, 1981, 52, 1–12.

    Google Scholar 

  • McCarthy, D. McCarthy scales for children’s abilities. New York: The Psychological Corporation, 1972.

    Google Scholar 

  • McClelland, D.C. Testing for competence rather than for “intelligence.” American Psychologist, 1973, 28, 1–14.

    PubMed  Google Scholar 

  • McCune-Nicolich, L. Towards symbolic functioning: Structure of early pretend games and potential parallels with language. Child Development, 1981, 52, 785–797.

    Google Scholar 

  • McCune-Nicolich, L., and Carroll, S. Development of symbolic play: Implications for the language specialist. Topics in Language Disorders, 1981, 2 (1), 1–15.

    Google Scholar 

  • McLoughlin, J.A., and Lewis, R.B. Assessing special students. Columbus: Charles E. Merrill Publishing Co., 1980.

    Google Scholar 

  • Miller, J.F. Assessing language production in children. Baltimore: University Park Press, 1981.

    Google Scholar 

  • Montgomery, P., and Richter, E. Sensorimotor integration for developmentally disabled children: A handbook. Los Angeles: Western Psychological Services, 1980.

    Google Scholar 

  • Moore, J.M., Thompson, G., and Thompson, M. Auditory localization of infants as a function of reinforcement conditions. Journal of Speech and Hearing Disorders, 1975, 40, 29–34.

    PubMed  Google Scholar 

  • Moore, J.M., Wilson, W.R., and Thompson, G. Visual reinforcement of head turn responses in infants under 12 months of age. Journal of Speech and Hearing Disorders, 1977, 42, 328–334.

    PubMed  Google Scholar 

  • Moore, M., Fredericks, H.D., and Baldwin, V. The long-range effects of early childhood education on a trainable mentally retarded population. Journal of the Division for Early Childhood, 1981, 4, 94–110.

    Google Scholar 

  • Morse, P.A. The discrimination of speech and nonspeech stimuli in early infancy. Journal of Experimental Child Psychology, 1972, 14, 477–492.

    PubMed  Google Scholar 

  • Naglieri, J.A. Extrapolated developmental indices for the Bayley scales of infant development. American Journal of Mental Deficiency. 1981, 85, 548–550.

    PubMed  Google Scholar 

  • Northern, J.L., and Downs, M.P. Hearing in children. (2nd ed.) Baltimore: Williams and Wilkins, 1978.

    Google Scholar 

  • O’Doherty, N. A hearing test applicable to the crying newborn infant. Developmental Medicine and Child Neurology, 1968, 10, 380–383.

    PubMed  Google Scholar 

  • Parten, M.B. Social participation among preschool children. Journal of Abnormal Social Psychology, 1932, 27, 243–269.

    Google Scholar 

  • Piaget, J. The origins of intelligence in children. New York: International Universities Press, 1936.

    Google Scholar 

  • Piaget, J. The construction of reality in the child. New York: Basic Books, 1937.

    Google Scholar 

  • Piaget, J. Play, dreams, and imitation in childhood. New York: Norton, 1945.

    Google Scholar 

  • Piaget, J. The origins of intelligence in children. New York: Norton, 1963.

    Google Scholar 

  • Quigley, S.P., Wilbur, R.B., Power, D.J., Montanelli, D.S., and Steinkamp, M.W. Syntactic structures in the language of deaf children. Urbana, IL: University of Illinois, 1976, Final Report Project No. 232175, U.S. Dept. of Health, Education and Welfare, National Institute of Education.

    Google Scholar 

  • Ramey, C.T., Campbell, F.A., and Wasik, B.H. Use of standardized tests to evaluate early childhood special education programs. Topics in Early Childhood Special Education, 1982, 1, 51–60.

    Google Scholar 

  • Robinson, C., and Robinson, J. Sensorimotor functions and cognitive development. In M. Snell (Ed.), Systematic instruction of the moderately and severely handicapped. Columbus: Charles E. Merrill Publishing, 1978.

    Google Scholar 

  • Ruff, H.A., and Birch, H.G. Infant visual fixation: The effects of concentricity, curvilinearity, and number of directions. Journal of Experimental Child Psychology, 1974, 17, 460–473.

    PubMed  Google Scholar 

  • Sailor, W., Wilcox, B., and Brown, J. Methods of instruction for severely handicapped students. Baltimore: Paul H. Brookes, 1980.

    Google Scholar 

  • Salvia, J., and Ysseldyke, J.E. Assessment in special and remedial education. Boston: Houghton Mifflin, 1978.

    Google Scholar 

  • Sameroff, A.J. Development and the dialectic: The need for a systems approach. In W.A. Collins (Ed.), Minnesota symposium on child psychology (Vol. 15 ). Hillsdale, NJ: Lawrence Erlbaum Associates, 1981.

    Google Scholar 

  • Sameroff, A.J. Contexts of development: The systems and their evolution. In W. Kessen (Ed.), History, theories, and methods, Vol. 1 of P.H. Mussen (Ed.), Handbook of child psychology (4 volumes). New York: Wiley, in press.

    Google Scholar 

  • Sameroff, A.J., and Cavanagh, P.J. Learning in infancy: A developmental perspective. In J.D. Osofsky (Ed.), Handbook of infant development. New York: Wiley, 1979.

    Google Scholar 

  • Sameroff, A.J., and Chandler, M.J. Reproductive risk and the continuum of careteking casualty. In F. Horowitz (Ed.), Review of child development research, Vol. 4. Chicago: University of Chicago Press, 1975.

    Google Scholar 

  • Sattler, J.M. Assessment of children’s intelligence. Philadelphia, PA: W.B. Saunders, 1974.

    Google Scholar 

  • Schwartz, M. Visual shape perception in early infancy. Unpublished doctoral dissertation, Monash University, 1975.

    Google Scholar 

  • Seifer, R., and Sameroff, A.J. A structural equation model analysis of competence in children at risk for mental disorder. Chicago: Institute for the Study of Developmental Disabilities, University of Illinois.

    Google Scholar 

  • Shearer, D., Billingsley, J., Frohman, A., Hilliard, J., Johnson, F., and Shearer, M. The portage guide to early education: Instructions and checklist. Portage, WI: Cooperative Educational Service Agency No. 12, 1972.

    Google Scholar 

  • Sheehan, R., and Keogh, B.K. Design and analysis of the evaluation of early childhood special education programs. Topics in Early Childhood Special Education, 1982, 1, 81–88.

    Google Scholar 

  • Shimada, S., Kai, Y., and Sano, R. Development of symbolic play in late infancy. Research Institute for the Education of Exceptional Children Research Bulletin RRB-17. Tokyo: Tokyo Gakugei University, 1981.

    Google Scholar 

  • Simeonsson, R.J. Carolina record of individual behavior. Unpublished manuscript. Carolina Institute for Research on Early Education of the Handicapped, University of North Carolina, 1979.

    Google Scholar 

  • Simeonsson, R., Huntington, G., and Parse, S. Assessment of children with severe handicaps: multiple problems-multivariate goals. Journal of the Association of the Severely Handicapped, 1980, 5, 55–72.

    Google Scholar 

  • Simeonsson, R.J., Huntington, G.S., Short, R.J., and Ware, W.B. The Carolina record of individual behavior: Characteristics of handicapped infants and children. Topics in Early Childhood Special Education, 1982, 2 (2), 43–55.

    Google Scholar 

  • Simmons, A.A. A comparison of the type-token ratio of spoken and written language of deaf and hearing children. Volta Review, 1962, 64, 417–421.

    Google Scholar 

  • Smith A., and Shane, K. The educator’s evaluation. In A. Smith and K. Shane (Eds.), Manual for the development of residual vision in visually impaired multihandicapped children. Philadelphia: Pennsylvania College of Optometry, 1982, in press.

    Google Scholar 

  • Snell, M.E. A systematic approach for instruction of the moderately, severely and profoundly handicapped. Columbus, OH: Charles Merrill, 1978.

    Google Scholar 

  • Sontag, E., Smith, J., and Certo, N. Educational programming for severely and profoundly handicapped. Reston, VA: Council for Exceptional Children: Division on Mental Retardation, 1977.

    Google Scholar 

  • Sroufe, L.A., and Wansch, J.P. The development of laughter in the first year of life. Child Development, 1972, 43, 1326–1344.

    PubMed  Google Scholar 

  • Stillman, R. (Ed.) The Callier-Azusa scale (Edition G). Dallas: The University of Texas at Dallas, 1978.

    Google Scholar 

  • Strain, P.S. Conceptual and methodological issues in efficacy research with behaviorally disordered children. Journal of the Division for Early Childhood, 1981, 4, 111–124.

    Google Scholar 

  • Swan, W.W. Efficacy studies in early childhood special education: An overview. Journal of the Division for Early Childhood, 1981, 4, 1–4.

    Google Scholar 

  • Swanson, H.L., and Watson, B.L. Educational and psychological assessment of exceptional children. St. Louis: C.V. Mosby, 1982.

    Google Scholar 

  • Terman, L.M., and Merrill, M.A. Stanford-Binet Intelligence Scale. New York: Houghton Mifflin, 1973.

    Google Scholar 

  • Trehub, S.E. Infants sensitivity to vowel and tonal contrasts. Developmental Psychology, 1973, 9, 91–96.

    Google Scholar 

  • Turnbull, A.P., and Turnbull, H.R. Parents speak out. Columbus, OH: Charles E. Merrill, 1978.

    Google Scholar 

  • Turnbull, H.R. and Turnbull, A.P. Free appropriate public education: Law and implementation. Denver: Love, 1978.

    Google Scholar 

  • Turnbull, H.R. and Turnbull, A.P. Public policy and handicapped citizens. In N.G. Haring (ed.), Exceptional children and youth. (3rd edition) Columbus, OH: Charles E. Merrill, 1982.

    Google Scholar 

  • Tyack, D., and Gottsleben, R. Language sampling analysis and training (Rev. ed.). Palo Alto: Consulting Psychologists Press, 1977.

    Google Scholar 

  • Uzgiris, I.C., and Hunt, J.McV. Assessment in infancy: Ordinal scales of psychological development. Urbana: University of Illinois Press, 1975.

    Google Scholar 

  • Vadasy, P.F., Fewell, R.R., Meyer, D.J., and Schell, G. Siblings of handicapped children: A developmental perspective on family interactions. Family Relations, in press.

    Google Scholar 

  • Waryas, C.L., and Stremel-Campbell, K. Communication training program. Hingham, MA: Teaching Resources, 1982.

    Google Scholar 

  • Wechsler, D. Wechsler intelligence scale for children (Revised). New York: Psychological Corp., 1974.

    Google Scholar 

  • Westby, C. Assessment of cognitive and language abilities through play. Language Speech and Hearing Services in the Schools, 1980, 11, 154–168.

    Google Scholar 

  • Wiig, E., and Semel, E. Language assessment and intervention for the learning disabled. Columbus, OH: Charles E. Merrill, 1980.

    Google Scholar 

  • Wilcox, B. Severe/profound handicapping conditions. In M.S. Lilly (Ed.), Children with exceptional needs. New York: Holt, Rinehart and Winston, 1979.

    Google Scholar 

  • Wilson, W. Behavioral assessment of auditory function in infants. In F.D. Minifie and L.L. Lloyd (Eds.), Communicative and cognitive abilities: Early behavioral assessment, Baltimore: University Park Press, 1976.

    Google Scholar 

  • Zigler, E., and Trickett, P.L. IQ, social competence, and evaluation of early childhood intervention programs. American Psychologist, 1978, 33, 789–798.

    Google Scholar 

  • Zimmerman, I.L., Steiner, V.G., and Pond, R.E. Preschool language scale. Columbus, OH: Charles E. Merrill Publishing, 1979.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Washington, Seattle, Washington, USA

    Rebecca R. Fewell

Authors
  1. Rebecca R. Fewell
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Texas A&M University, College Station, Texas, USA

    Cecil R. Reynolds

  2. University of Nebraska, Lincoln, Nebraska, USA

    Julia H. Clark

Rights and permissions

Reprints and permissions

Copyright information

© 1983 Springer Science+Business Media New York

About this chapter

Cite this chapter

Fewell, R.R. (1983). New Directions in the Assessment of Young Handicapped Children. In: Reynolds, C.R., Clark, J.H. (eds) Assessment and Programming for Young Children with Low-Incidence Handicaps. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9298-0_1

Download citation

  • DOI: https://doi.org/10.1007/978-1-4757-9298-0_1

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4757-9300-0

  • Online ISBN: 978-1-4757-9298-0

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation