By Doris Bergen
Transdisciplinary group overview permits group participants to collaborate in making reviews and formulating interventions. this article examines how crew individuals from a variety of professions can understand every one other's evaluation views and interact.
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Additional resources for Assessment methods for infants and toddlers: transdisciplinary team approaches
Library of Congress Cataloging-in-Publication Data Bergen, Doris. Assessment methods for infants and toddlers: transdisciplinary team approaches/Doris Bergen p. (Early childhood education series) Includes bibliographical references (p. ) and index. Child developmentTesting. InfantsDevelopmentTesting. Title. Series. ) Printed on acid-free paper Manufactured in the United States of America 99 98 97 96 95 94 93 8 7 6 5 4 3 2 1 Page v Contents Foreword by Stephen J. Bagnato ix Acknowledgments xi Introduction: Defining Developmental Risk and Transdisciplinary Assessment 1 Format and Content of the Book 2 Defining Developmental Risk 4 Defining a Transdisciplinary Perspective 6 1 Interactive Perspectives on Infant and Toddler Development 11 Developmental Change as Achievement 12 Basic Developmental Principles and Processes 14 Interactions of Adult Development with Child Development 34 Interactions of Risk Conditions on Developmental Achievement 36 Summary 38 2 Medical Assessment Perspectives 40 Underlying Assumptions 41 Methods of Assessment 42 Information Exchange with Families and Referral Agencies 48 Usefulness of a Transdisciplinary Model 51 Policy Issues 53 Summary 55 Dialogue: IFSP Review of Arlo 57 Overview of the Case 57 The Team Dialogue 60 Recommendations 63 Questions for Discussion 63 Page vi 3 Psychological Assessment Perspectives 65 Underlying Assumptions 66 Methods of Assessment 69 Information Exchange with Families and Referral Agencies 74 Usefulness of a Transdisciplinary Model 76 Policy Issues 77 Summary 78 Dialogue: Transition Planning for Bradley 80 Overview of the Case 80 The Team Dialogue 83 Recommendations 88 Questions for Discussion 88 4 Developmental and Educational Assessment Perspectives 89 Underlying Assumptions 90 Methods of Assessment 96 Information Exchange with Families and Referral Agencies 102 Usefulness of a Transdisciplinary Model 103 Policy Issues 103 Summary 105 Dialogue: Transition Planning for Carly 107 Overview of the Case 107 The Team Dialogue 110 Recommendations 113 Questions for Discussion 113 5 Physical and Occupational Therapy Assessment Perspectives 115 Underlying Assumptions 117 Methods of Assessment 119 Information Exchange with Families and Referral Agencies 123 Usefulness of a Transdisciplinary Model 126 Policy Issues 128 Summary 129 Dialogue: Initial Assessment and IFSP for Dolly 131 Overview of the Case 131 Page vii The Team Dialogue 135 Recommendations 138 Questions for Discussion 139 6 Speech Pathology and Audiology Assessment Perspectives 140 Underlying Assumptions 140 Methods of Assessment 144 Information Exchange with Families and Referral Agencies 150 Usefulness of a Transdisciplinary Model 152 Policy Issues 154 Summary 155 Dialogue: Initial Assessment, IFSP, and Transition Planning for Eun 157 Overview of the Case 157 The Team Dialogue 160 Recommendations 164 Questions for Discussion 164 7 Social Work and Family Education and Coordination Assessment Perspectives 165 Underlying Assumptions 166 Methods of Assessment 168 Information Exchange with Families and Referral Agencies 173 Usefulness of a Transdisciplinary Model 177 Policy Issues 178 Summary 180 Dialogue: Initial Assessment and IFSP for Ferris 182 Overview of the Case 182 The Team Dialogue 184 Recommendations 189 Questions for Discussion 189 8 Assessment Perspectives for Culturally Diverse Young Children 190 Underlying Assumptions 192 Methods of Assessment 197 Information Exchange with Families and Referral Agencies 203 Page viii Usefulness of a Transdisciplinary Model 204 Policy Issues 204 Summary 205 Dialogue: IFSP Review and Transition Planning for Gamal 207 Overview of the Case 207 The Team Dialogue 211 Recommendations 214 Questions for Discussion 215 9 Assessment Perspectives for Young Children with Severe Disabilities or Environmental Trauma 216 Underlying Assumptions 217 Assessment of Young Children with Severe or Multiple Disabilities 219 Assessment of Young Children with Severe Environmental Trauma 225 Information Exchange with Families and Referral Agencies 228 Usefulness of a Transdisciplinary Model 228 Policy Issues 229 Summary 232 Dialogue: IFSP Review of Harry 234 Overview of the Case 234 The Team Dialogue 237 Recommendations 241 Questions for Discussion 242 10 Implementing and Evaluating Transdisciplinary Assessment 243 An Ideal Transdisciplinary Assessment Model 244 Family Evaluation of Transdisciplinary Assessment 247 Professional Evaluation of Transdisciplinary Assessment 249 Guidelines for Successful Teamwork 250 Summary 253 Epilogue 255 Appendix A: Examples of Clinical, Interview, and Observation Instruments 257 Appendix B: Overview of Selected Assessment Instruments 272 References 297 Index 323 About the Authors and Contributors 337 Page ix Foreword Teamwork is synonymous with and critical to the effectiveness of family-centered early intervention for young children at developmental risk.
PHILLIPS Starting School: From Separation to Independence NANCY BALABAN Young Children Reinvent Arithmetic: Implications of Piaget's Theory CONSTANCE KAMII Ideas Influencing Early Childhood Education: A Theoretical Analysis EVELYN WEBER Diversity in the Classroom: A Multicultural Approach FRANCES E. KENDALL The Joy of Movement in Early Childhood SANDRA R. CURTIS Page iii Assessment Methods for Infants and Toddlers Transdisciplinary Team Approaches Doris Bergen Foreword by Stephen J. Y. 10027 Copyright © 1994 by Teachers College, Columbia University All rights reserved.
I use a team teaching approach because I believe that university teachers should provide models of the behaviors that students are to learn. The course is intended to meet the needs not only of early childhood special educators but also of the wide range of professionals who must now work together as members of early intervention teams to carry out the mandates initiated by Public Law 99-457. This law requires states to plan for a coordinated approach to the provision of assessment and intervention services for young children, and to use a multifactored, multidisciplinary, family-centered approach to assessment.