Assessment of Young Developmentally Disabled Children

1. Front Matter

   Pages i-xviii

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2. Foundations of the Assessment Process with the Developmentally Disabled

   1. Front Matter

      Pages 1-2

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   2. Developmental Patterns in Disabled Infants and Preschoolers

      • Theodore D. Wachs, Robert Sheehan

      Pages 3-23

   3. Essential Elements of the Assessment Process

      • Rune J. Simeonsson, Donald B. Bailey Jr.

      Pages 25-41

   4. Instrument Selection

      • Nancy C. Hubert, Jan L. Wallander

      Pages 43-60

   5. Clinical Considerations in the Assessment of Young Handicapped Children

      • Vaughan Stagg

      Pages 61-73

   6. Involvement of Parents in Early Childhood Assessment

      • Robert Sheehan

      Pages 75-90

3. Cognitive Assessment

   1. Front Matter

      Pages 91-92

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   2. Assessment of Visually Impaired Infants and Preschool Children

      • Michael D. Orlansky

      Pages 93-107

   3. Cognitive Assessment in Deaf Preschoolers

      • Robert J. Hoffmeister

      Pages 109-126

   4. Cognitive Assessment of Motorically Impaired Infants and Preschoolers

      • Cordelia Robinson, Nancy Fieber

      Pages 127-161

   5. Cognitive Assessment of Mentally Retarded Infants and Preschoolers

      • James V. Kahn

      Pages 163-182

   6. Cognitive Assessment of Infants and Preschoolers with Severe Behavioral Disabilities

      • Sydney S. Zentall

      Pages 183-211

   7. Cognitive Asssessment of Multiply Handicapped Young Children

      • Carl J. Dunst, R. A. McWilliam

      Pages 213-238

4. Noncognitive Assessment

   1. Front Matter

      Pages 239-240

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   2. Motor Assessment

      • R. J. Gallagher, D. Cech

      Pages 241-254

   3. Assessment of Temperament in Developmentally Disabled Infants and Preschoolers

      • Sean C. McDevitt

      Pages 255-265

   4. Mastery Motivation and Developmental Delay

      • Lois M. Brockman, George A. Morgan, Robert J. Harmon

      Pages 267-284

   5. Assessment of Language in Developmentally Disabled Infants and Preschoolers

      • Lesley B. Olswang, Barbara A. Bain

      Pages 285-320

   6. Environmental Assessment of Developmentally Disabled Infants and Preschoolers

      • Theodore D. Wachs

      Pages 321-346

Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. This book has been developed to familiarize readers with the characteristics of developmentally disabled children, and to introduce to readers aspects of measurement that are of relevance to the assessment of atypical infants and preschoolers. The book has been developed with clinicians and prospective clinicians in mind. These are individuals who are committed to the care and education of developmentally disabled infants and preschoolers and the families of those children. The book has thus been written to provide support for the use of assessment data in planning early interven­ tion programs. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part. The authors of chapters in Parts II and III had access to the chapters in Part I before writing their chapters. The summary chap­ ters found in Part IV were similarly written by authors having access to all chapters in Parts I-III. This approach to the development of an edited book was chosen as a way of ensuring an integration of major concepts throughout the book. This process is also a reflection of our belief that assessment is an interdisciplinary process, involving the syn­ thesis of a number of diverse interests.

• Motivation
• assessment
• emotion
• intervention
• mind

• Purdue University, West Lafayette, USA

  Theodore D. Wachs

• Cleveland State University, Cleveland, USA

  Robert Sheehan

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