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Infant Toddler Development Training
Module 3, Lesson 4

Activity #4

In considering the discussion of early childhood portfolioassessment, one can see how portfolios would be a useful toolfor monitoring toddler progress. Consider how you might useportfolio assessment with young children.

  1. What would you include in a child's portfolio?
  2. How would a portfolio be helpful to early intervention staff in communicating progress with parents and families?
  3. How would a portfolio be helpful in communicating with other professionals during transition planning?

 

Activity #5

M'Lisa Shelden and Dathan Rush, with the Family Infant PreschoolProject (FIPP) in Morganton, North Carolina, use childportfolios to communicate with families and professionals as thechild makes a transition into a center-based program and/orduring the transition from Part C to Part B programs. Look atthe Child Portfolios for Charmaine and Trevor that were adapted fromsamples of prior work by Shelden and Rush. These portfoliosprovide two examples of how a portfolio may be developed. Oftenincluded in portfolios are hopes and dreams, anecdotal notes,checklists, running records, developmental domain skills andrecorded language samples. As you look at these examples thinkabout-

  1. What information the portfolio would convey about each child to parents and professionals?
  2. How you could use this strategy to communicate child progress and do continuous progress monitoring for a child you work with?
  3. Ways portfolios would be useful in the assessment process?
  4. The advantages of this type of data collection system?

 

Activity #6

Again, review the monitoring system for Carlos that you sawearlier in this lesson in Figure2: Activity/Routine/Objective Matrix and consider thefollowing:

 

Lesson 4 Highlights

This lesson provided the participant with information aboutlinking assessment and intervention through embedding objectivesinto everyday routines, activities and places. In addition thecontent explained how a monitoring system could be developedbased on a task analysis of a functional objective.

References

Bricker, D., Pretti-Frontczak K., Johnson, J., Straka, E., & Slentz, K. (2002). Assessment, evaluation and programming system for infants and children (2nd ed.). (Vol 1). Administration Guide. Baltimore: Paul Brookes Publishing Co.

Bricker, D., Pretti-Frontczak, K., & McCormas, N. (1998). An activity based approach in early intervention (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.

Sandall, S., McLean, M. E., Smith, B.J. (2000). DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Longmont, CO: Sopris West.

Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M. Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (3rd ed) (pp. 517-542). Upper Saddle River, NJ: Pearson Prentice Hall.

Wolery, M. (2000). Recommended practices in child-focused interventions. In S. Sandall, M.E. McLean, & B.J. Smith (Eds) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Longmont, CO: Sopris West.

Wortham, S.C. (2005). Assessment in early childhood education (4th ed.). Upper Saddle River, NJ: Merrill.

Websites

 

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