Validity and reliability of a curriculum-based assessment approach to determine eligibility for part C services

Journal of Early Intervention

Volumn 28, Issue 1, 2005, Pages 1-16

  Macy, Marisa G ^a   Bricker, Diane D ^a   Squires, Jane K ^a  

^a UNIVERSITY OF OREGON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28844441636     PISSN: 10538151     EISSN: None     Source Type: Journal    
DOI: 10.1177/105381510502800101     Document Type: Review

References (63)

1. Andersson, L. L. (2004). Appropriate and inappropriate interpretation and use of test scores in early intervention. Journal of Early Intervention, 27, 55-68.
2. Atkinson, L. (1990). Standard errors of prediction for the Vineland adaptive behavior scales. Journal of School Psychology, 28(4), 355-59.
3. Bagnato, S. J., Neisworth, J. T., & Munson, S. M. (1997). LINKing assessment and early intervention. Baltimore: Brookes.
4. Bailey, D., Scarborough, A., & Hebbeler, K. (2003). National early intervention longitudinal study: Executive summary. NEILS Data Report No. 2. Menlo Park, CA: SRI International.
5. Balboni, G., Pedrabissi, L., Molteni, M., & Villa, S. (2001). Discriminant validity of the Vineland scales: Score profiles of individuals with mental retardation and a specific disorder. American Journal on Mental Retardation, 106(2), 162-172.
6. Batsche, G. M., & Knoff, H. M. (1995). Best practices in linking assessment to intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 569-585). Washington, DC: NASP.
7. Bayley, N. (1993). Bayley scales of infant development - II. San Antonio, TX: Psychological Corp.
8. Berman, C., & Oser, C. (2003). The idea behind IDEA: Creating, shaping, and refining early intervention legislation. Zero to Three, 24(1), 44-50.
9. st ed.). Baltimore: Brookes.
10. nd ed., Vol. 2). Baltimore: Brookes.
11. nd ed., Vol. 1). Baltimore: Brookes.
12. nd ed.). Baltimore: Brookes.
13. Bricker, D., Yovanoff, P., Capt, B., & Allen, D. (2003). Use of a curriculum-based measure to corroborate eligibility decisions. Journal of Early Intervention, 26, 20-30.
14. Cripe, J. W. (1990). Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.
15. Danaher, J., Shakelford, J., & Harbin, G. (2004). Revisiting a comparison of eligibility policies for infant/toddler programs and preschool special education programs. Topics in Early Childhood Special Education, 24(2), 59-67.
16. Deno, S. (2003). Curriculum-based measures: Development and perspectives. Assessment for Effective Intervention, 28(3-4), 3-12.
17. Doll, E. (1965). Vineland social maturity scale. Circle Pines, MN: American Guidance Service.
18. Dubose, R. F., & Langley, B. (1977). Developmental activities screening inventory. Hingham, MA: Teaching Resources Corporation.
19. Dunn, L. M., & Dunn, L. N. (1981). Peabody picture vocabulary test-revised. Circle Pines, MN: American Guidance Service.
20. nd ed.). New York: Wiley.
21. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Hamlett, C. L. (2003). The potential for diagnostic analysis within curriculum-based measurement. Assessment for Effective Intervention, 28(3 & 4), 13-22.
22. Glascoe, F. P. (2001). Are over-referrals on developmental screening tests really a problem? Pediatrics & Adolescent Medicine, 155(1), 1-10.
23. Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants and Young Children, 14(2), 1-18.
24. Hamilton, D. A. (1995). The utility of the assessment, evaluation, and programming system in the development of quality IEP goals and objectives for young children birth to three, with visual impairments. Dissertation Abstracts International, 56(08), 2994A (University Microfilms No. AAI95-41906).
25. Hayes, S. C, & Farnill, D. (2003). Correlations for the Vineland adaptive behavior scales with Kaufman brief intelligence test in a forensic sample. Psychological Reports, 92(2), 573-580.
26. Hundert, J., Morrison, L., Mahoney, W., Mundy, F., & Vernon, M. L. (1997). Parent and teacher assessments of the developmental status of children with severe, mild/moderate, or no developmental disabilities. Topics in Early Childhood Special Education, 17(4), 419-34.
27. Icabone, D. G. (1999). Vineland adaptive behavior scales. Diagnostique, 24(1-4), 257-73.
28. Individuals with Disabilities Education Act, Amendments of 2004, Pub. L. No. 108-446, U.S.C. 20, §1400 et seq.
29. Johnson, L. J., Cook, M. J., & Kullman, A. J. (1992). An examination of the concurrent validity of the Battelle developmental inventory as compared with the Vineland adaptive behavior scales and the Bayley scales of infant development. Journal of Early Intervention, 16, 353-59.
30. rd ed.). Baltimore: Brookes.
31. Kim, Y. M., & Sugawara, A. I. (1998). Perceptions of early childhood special education professionals: Assessment of functional skills among children with special needs. Early Care and Education, 146, 33-40.
32. Kim, Y. M., Sugawara, A. I., & Kim, G. (2000). Parents' perceptions of and satisfaction with the eligibility assessment of their children with special needs. Early Care and Education, 160, 133-142.
33. Knobloch, H., Stevens, F., & Malone, A. F. (1987). Manual of developmental diagnosis: The administration and interpretation of the revised Gesell and Amatruda developmental and neurological examination. Houston: Developmental Evaluation Materials, Inc.
34. Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Brookes.
35. Macy, M. (2002). The development and implementation of the assessment, evaluation, and programming system® standardized scripts and activities: A pilot study. Unpublished manuscript.
36. Macy, M. G. & Bricker, D. D. (2004). Assessment, evaluation, and programming system for eligibility (AEPS:E) user's manual. Unpublished.
37. rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
38. Neisworth, J. T., & Bagnato, S. J. (1992). The case against intelligence testing in early intervention. Topics in Early Childhood Special Education, 12, 1-20.
39. Neisworth, J. T., & Bagnato, S. J. (2004). The mismeasure of young children: The authentic assessment alternative. Infants & Young Children, 77(3), 198-212.
40. Newborg, J., Stock, J., Wnek, L., Guidubaldi, J., & Svinicki, J. (1984). Battelle developmental inventory. Dallas, TX: DLM/Teaching Resources.
41. Newborg, J., Stock, J., Wnek, L., Guidubaldi, J., & Svinicki, J. (1988). Battelle developmental inventory: Examiner's manual. Dallas, TX: DLM/Teaching Resources.
42. Notari, A.R., & Bricker, D. D. (1990). The utility of using a curriculum-based assessment instrument in the development of individualized education plans for infants and young children. Journal of Early Intervention, 14, 117-132.
43. Notari, A., & Drinkwater, S. G. (1991). Best practice for writing child outcomes: An evaluation of two methods. Topics in Early Childhood Special Education, 11(3), 92-106.
44. Parks, S., Furono, S., O'Reilly, K., Inatsuka, T., Hoska, C. M., & Zeisloft-Falbey, B. (1994). The Hawaii early learning profile (HELP). Palo Alto: VORT.
45. President's Commission on Excellence in Special Education (July 1, 2002). A new era: Revitalizing special education for children and their families. Retrieved January 21, 2003, from http://www.ed.gov/inits/commissionsboards/ whspecialeducation/reports/index.html
46. Pretti-Frontczak, K. L. (2002). Using curriculum-based measures to promote a linked system approach. Assessment for Effective Intervention, 27(4), 15-21.
47. Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of individualized education plan (IEP) goals and objectives. Journal of Early Intervention, 23, 92-105.
48. rd ed.). Baltimore: Brookes.
49. Raggio, D.J., Massingale, T.W., & Bass, J. D. (1994). Comparison of Vineland adaptive behavior scales - survey form age equivalent and standard score with the Bayley mental development index. Perceptual & Motor Skills, 79, 203-206.
50. Roe, K. V. (1977). Correlations between Gesell scores in infancy and performance on verbal and non-verbal tests in early childhood. Perceptual & Motor Skills, 45, 1131-1134.
51. Roe, K. V., McClure, A., & Roe, A. (1983). Infant Gesell scores versus cognitive skills at age 12 years. Journal of Genetic Psychology, 142(1), 143-147.
52. Scarborough, A. A., Spiker, D., Mallik, S., Hebbeler, K. Bailey, D. B., & Simeonsson, R. J. (2004). A national look at children and families entering early intervention. Exceptional Children, 70, 469-483.
53. Shakelford, J. (2004). State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA (NECTAC Note No. 14) Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, National Early Childhood Technical Assistance Center.
54. Sher, N. G. (2000). Activity based assessment: Facilitating curriculum linkage between eligibility evaluation and intervention. Unpublished doctoral dissertation, University of Oregon, Eugene.
55. Shonkoff, J. P., & Phillips, D. A. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
56. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales: Interview edition survey form manual. Circle Pines, Minnesota: AGS.
57. Squires, J., Nickel, R., & Eisert, D. (1996). Early detection of developmental problems: Strategies for monitoring young children in the practice setting. Journal of Developmental and Behavioral Pediatrics, 17, 410-427.
58. nd ed.). Baltimore: Brookes.
59. Squires, J., Potter, L., Bricker, D., & Lamorey, S. (1998). Parent-completed developmental questionnaires: Effectiveness with low and middle-income parents. Early Childhood Research Quarterly, 13, 347-356.
60. Straka, E. (1994). Assessment of young children for communication delays. Dissertation Abstracts International, 56(02), 456A. (UMI No. AAT95-19689)
61. Terman, L. M., & Merill, M. A. (1973). Stanford-Binet intelligence scale. Boston: Houghton-Mifflin.
62. th Annual report to congress on the implementation of the individuals with disabilities education act. Washington, DC.
63. Wechsler, D. (1974). Wechsler intelligence scale for children-revised. New York: Psychological Corporation.