Bottom of Form Assignment 2: Blog: Choosing the Proper Assessment Scenarios Blogs can be one of the most interesting and valuable sources of feedback you can have—use it to your advantage! Pose questions and solicit feedback from your guests, and see what types of discussions you can generate. You will be amazed at how much you and your guests can learn from your blogs! Part of the advantage of having a blog is posting material for which you solicit feedback. Using the scenarios/case studies from Weeks 7 and 8, you will post these to your blog and ask your guests to answer them. Consider the feedback you received from your peers and Instructor and adjust as needed before posting. See how many get the answers correct! To prepare: · Review the answers to the two scenarios/case studies you created for the discussions in Weeks 7 and 8. It has been made easier to access early intervention programs for preschool children with impairments, and methodologies for communicative evaluation are now being implemented in these programs (Chadwick & Goldbart, pp.336-358). It is vital to choose the most appropriate evaluation for each child in order to make curricular decisions and judge whether or not a program is meeting its stated objectives. Also included are additional stakeholders who are interested in the information gathered, such as parents, teachers, and referral organizations for children with special needs, amongst other individuals and organizations. Children with autism spectrum disorder (ASD) are difficult to identify and evaluate, which makes them a difficult assignment to complete (Hus, pp. 27-37). On the other hand, realistic assessment processes paired with parental engagement for longer discourse are necessary for long-term success (Bagnato, 2013). Using Adriana's parents as an example, consider the following scenario in which they contacted the early intervention program because they were concerned about their daughter's communication abilities. Adriana was three years old at the time, and her parents were worried about her ability to communicate with other people. The purpose of the assessment was to determine whether Adriana was eligible for the services and to assess her level of preparedness for school by evaluating her strengths and weaknesses in a variety of different areas. Adriana was found to be eligible for the services and her level of preparedness for school was evaluated. She and her parents reviewed how she was doing at home and what she was particularly excellent at during a talk with her parents Their main fear was that Adriana's delayed speech and inability to pronounce more than 10 to 15 syllables at a time would prevent her from communicating successfully with them using just those words. They were right to be worried. Unlike her friends, she spent the most of her time playing by herself, and she did not copy their pastimes. Adriana's family opted to have her checked after talking with a physician to see whether she ...

1. Bottom of Form
Assignment 2: Blog: Choosing the Proper Assessment Scenarios
Blogs can be one of the most interesting and valuable sources of
feedback you can have—use it to your advantage! Pose
questions and solicit feedback from your guests, and see what
types of discussions you can generate. You will be amazed at
how much you and your guests can learn from your blogs!
Part of the advantage of having a blog is posting material for
which you solicit feedback. Using the scenarios/case studies
from Weeks 7 and 8, you will post these to your blog and ask
your guests to answer them. Consider the feedback you received
from your peers and Instructor and adjust as needed before
posting. See how many get the answers correct!
To prepare:
· Review the answers to the two scenarios/case studies you
created for the discussions in Weeks 7 and 8.
It has been made easier to access early intervention programs
for preschool children with impairments, and methodologies for
communicative evaluation are now being implemented in these
programs (Chadwick & Goldbart, pp.336-358). It is vital to
choose the most appropriate evaluation for each child in order
to make curricular decisions and judge whether or not a program
is meeting its stated objectives. Also included are additional
stakeholders who are interested in the information gathered,
such as parents, teachers, and referral organizations for children
with special needs, amongst other individuals and organizations.
Children with autism spectrum disorder (ASD) are difficul t to
identify and evaluate, which makes them a difficult assignment
to complete (Hus, pp. 27-37).
On the other hand, realistic assessment processes paired with

2. parental engagement for longer discourse are necessary for
long-term success (Bagnato, 2013). Using Adriana's parents as
an example, consider the following scenario in which they
contacted the early intervention program because they were
concerned about their daughter's communication abilities.
Adriana was three years old at the time, and her parents were
worried about her ability to communicate with other people. The
purpose of the assessment was to determine whether Adriana
was eligible for the services and to assess her level of
preparedness for school by evaluating her strengths and
weaknesses in a variety of different areas. Adriana was found to
be eligible for the services and her level of preparedness for
school was evaluated. She and her parents reviewed how she
was doing at home and what she was particularly excellent at
during a talk with her parents Their main fear was that
Adriana's delayed speech and inability to pronounce more than
10 to 15 syllables at a time would prevent her from
communicating successfully with them using just those words.
They were right to be worried. Unlike her friends, she spent the
most of her time playing by herself, and she did not copy their
pastimes.
Adriana's family opted to have her checked after talking with a
physician to see whether she was suffering from any medical
issues that may be limiting her ability to communicate properly
in the future. Even though she was able to participate in play
and build relationships with other children, she found it
difficult to maintain her focus during the treatment. She was
specifically targeted by the physician because she had shown a
general lack of interest in the activities at the child care facility
when compared to the responses of other children her age in a
similar environment. Following consultation with the program
coordinator, it was determined that Adriana would need to be
evaluated in all developmental areas. The coordinator had
scheduled for her to have an evaluation. To perform the
psychological examination, an assessment team consisting of a
development expert and a speech/language pathologist was

3. constituted and given the assignment. Depending on your
knowledge, what developmental tests were administered to
Adriana in order to evaluate her developmental capacity, and
what techniques would you use in this case if you were in
Adriana's place?
References
Bagnato, S. J. (2007). Authentic assessment for early childhood
intervention: Best practices.
Guilford Press.
Chadwick, D., Buell, S., & Goldbart, J. (2019). Approaches to
communication assessment with children and adults with
profound intellectual and multiple disabilities. Journal of
Applied Research in Intellectual Disabilities, 32(2), 336-358.
Hus, Y. (2017). Issues in identification and assessment of
children with autism and a proposed resource toolkit for speech-
language pathologists. Folia Phoniatrica et Logopaedica, 69(1-
2), 27-37.
Increasingly, early intervention programs for preschool children
with impairments are becoming more accessible, and approaches
for communicative assessment are increasingly being used in
these programs, making them more effective (Chadwick &
Goldbart, pp.336-358). In order to make curricular choices and
determine whether or not a program is accomplishing its stated
goals, it is critical to choose the most suitable assessment for
each kid. Other persons and organizations are also included that
have an interest in the information being obtained. These
include parents, teachers, and referral organizations for children

4. with special needs, amongst other individuals and groups. It is
difficult to detect and assess children who have autism spectrum
disorder (ASD), which makes them a challenging task to
complete (Hus, pp. 27-37).
On the other hand, realistic evaluation systems along with
parental involvement for a longer period of time are required
for long-term success in educational settings (Bagnato, 2013).
Consider the following situation, which involves Adriana's
parents contacting the early intervention program because they
were worried about their daughter's communication skills.
Adriana was three years old at the time, and her parents were
concerned about her capacity to interact with other people in a
social situation. By analyzing Adriana's strengths and
limitations in a number of different areas, the evaluation was
designed to establish whether or not she was qualified for the
services as well as to evaluate her degree of preparation for
school. Following an assessment, it was determined that
Adriana was qualified for the services, and her level of
preparation for school was determined. During a conversation
with her parents, she and her parents discussed how she was
doing at home and what she was especially good at, among
other things. Their biggest concern was that Adriana's delayed
speech and inability to pronounce more than 10 to 15 syllables
at a time would hinder her from being able to communicate
effectively with them using just the words she knew. They had
every reason to be concerned. And, in contrast to her pals, she
spent the majority of her time playing by herself, and she did
not imitate their activities.
Adriana's family decided to have her examined after consulting
with a physician to see if she was suffering from any physical
conditions that would impair her capacity to speak effectively in
the future. Adriana's family is grateful for the opportunity to do
so. Despite the fact that she was able to engage in play and form
connections with other children, she found it difficult to retain
her concentration during the course of the therapy. In particular,
she was singled out by the doctor because she had shown a

5. general lack of interest in activities at the child care facility
when compared to the answers of other children her age in a
comparable context. Following conversation with the program
coordinator, it was established that Adriana would need to be
tested in all developmental categories in order to qualify for the
program. Her assessment had been planned by the coordinator
for her benefit and well-being. For the purpose of conducting
the psychological evaluation, an assessment team comprised of
a development specialist and a speech/language pathologist was
formed and assigned the task. In your opinion, what
developmental tests were conducted to Adriana in order to
assess her developmental potential, and what strategies would
you use in this situation if you were in Adriana's shoes, are
important questions to consider.
References
Bagnato, S. J. (2007). Authentic assessment for early childhood
intervention: Best practices.
Guilford Press.
Chadwick, D., Buell, S., & Goldbart, J. (2019). Approaches to
communication assessment with children and adults with
profound intellectual and multiple disabilities. Journal of
Applied Research in Intellectual Disabilities, 32(2), 336-358.
Hus, Y. (2017). Issues in identification and assessment of
children with autism and a proposed resource toolkit for speech-
language pathologists. Folia Phoniatrica et Logopaedica, 69(1-
2), 27-37.

6. · Consider the feedback provided by your peers carefully, and
make sure your scenarios and your answers are correct.
·
By Day 7 of Week 8
Post the scenarios on your blog for guests to answer. If you find
another scenario that you would like to post to your blog, ask
the author’s permission to post and add this to your blog as
well. You may wish to “hide” the answers within the blog.
Add an introduction to the scenarios, define purposeful
assessment, and indicate what information it provides to the
early childhood educator. Cite and reference from research.
Madaus, J., Rinaldi, C., Bigaj, S., & Chafouleas, S. M. (2009).
An examination of current assessment practices in northeastern
school districts. Assessment for Effective Interventions, 34(2),
86–93. .
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