Fidelity of Implementation in Assessment of Infants and Toddlers: Evaluating Developmental Milestones and Outcomes
暫譯: 嬰幼兒評估中的實施忠實度：發展里程碑與結果的評估
Stone-MacDonald, Angela, Pizzo, Lianna, Feldman, Noah
- 出版商: Springer
- 出版日期: 2019-01-26
- 售價: $4,210
- 貴賓價: 9.5 折 $4,000
- 語言: 英文
- 頁數: 177
- 裝訂: Quality Paper - also called trade paper
- ISBN: 303009037X
- ISBN-13: 9783030090371
海外代購書籍(需單獨結帳)
商品描述
This book examines the challenges in developmental assessment of infants and toddlers and provides best practices for implementing standardized assessments in early intervention settings. It starts with an overview of standardized assessment practices and discusses how specific tools can be used in early intervention for different purposes (e.g., eligibility for services). The book explains the importance of the Fidelity of Implementation of Assessment (FOI-A) approach in creating standardized assessment for infants and toddlers. Chapters provide a checklist-based framework for FOI-A, with details on technological supports for test administration and data collection as well as training and supervision models. In addition, chapters discuss ways of engaging families, gaining their trust, and including them in their children's educational planning.
Topics featured in this book include:
- The Battelle Development Inventory, 2nd Edition (BDI-2) and its use in the assessment of young children.
- Using checklists to improve fidelity of implementation for standardized assessments.
- Using checklists to support early intervention directors and teams.
- How to provide feedback to early interventionists and other professionals on FOI-A.
- Recommendations to improve FOI-A.
Fidelity of Implementation in Assessment of Infants and Toddlers is a must-have resource for researchers, clinicians and related professionals, and graduate students in varied fields including child and school psychology, pediatrics, social work, behavioral therapy, infant and early childhood development, and early education and care.
商品描述(中文翻譯)
這本書探討了嬰幼兒發展評估中的挑戰，並提供在早期介入環境中實施標準化評估的最佳實踐。書中首先概述了標準化評估的實踐，並討論了如何使用特定工具在早期介入中達成不同的目的（例如，服務資格）。本書解釋了評估實施忠實度（Fidelity of Implementation of Assessment, FOI-A）方法在為嬰幼兒創建標準化評估中的重要性。各章節提供了一個基於檢查表的FOI-A框架，詳細說明了測試管理和數據收集的技術支持，以及培訓和監督模型。此外，各章節還討論了如何與家庭互動、獲得他們的信任，並將他們納入孩子的教育規劃中。
本書的主題包括：
- Battelle發展清單第二版（BDI-2）及其在幼兒評估中的使用。
- 使用檢查表來提高標準化評估的實施忠實度。
- 使用檢查表來支持早期介入主任和團隊。
- 如何向早期介入工作者和其他專業人員提供有關FOI-A的反饋。
- 改善FOI-A的建議。
《嬰幼兒評估中的實施忠實度》是研究人員、臨床醫生及相關專業人士，以及包括兒童與學校心理學、兒科、社會工作、行為治療、嬰幼兒發展和早期教育與照護等多個領域的研究生必備資源。
作者簡介
Angela Stone-MacDonald, Ph.D., is an Associate Professor at the University of Massachusetts Boston in the Early Education and Care in Inclusive Settings program and the Director of the PhD program in Early Childhood Education and Care (ECEC). She received her doctorate from Indiana University in Special Education and African Studies. Dr. Stone-MacDonald has worked with people with disabilities for the last two decades as a paraprofessional, teacher, consultant, and researcher. Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention. Her current research agenda includes early intervention personnel preparation and inclusive early childhood education in Tanzania, Africa. She has received several grants to support her research from her university, the Massachusetts Department of Early Education and Care, and the U.S. Department of Education. Dr. Stone-MacDonald serves her field as well as children and families with disabilities at the local, state, and national levels on a variety of committees and projects.
Lianna Pizzo, Ph.D., is an Assistant Professor of Early Childhood Education and Care at the University of Massachusetts, Boston. She holds her doctorate in Curriculum and Instruction from Boston College as well as a Master's in Developmental Psychology and Specialist in School Psychology from Gallaudet University. Dr. Pizzo has worked in the field of education and assessment for more than 15 years as a school psychologist, program evaluator, researcher, and teacher educator. Dr. Pizzo's research has examined curriculum, instruction, and assessment for bilingual and multilingual learners, as well as culturally, linguistically, and developmentally appropriate assessment practices for young children. Her most recent work has been in language, literacy, and assessment of d/Deaf and hard of hearing Multilingual Learners (DMLs). Dr. Pizzo also provides expertise on child assessment and evaluation practices through mentoring nonprofits and on the Executive Board of the Massachusetts Council for Exceptional Children.
Noah Feldman, M.P.A., M.S., is the Director of Program Planning and Professional Development for the Division of Early Intervention at the Massachusetts Department of Public Health. She has been working in the Massachusetts Early Intervention system since 1999. She holds a Master's Degree in Child Life and Family Centered Care from Wheelock College and a Master's in Public Administration from Suffolk University. She completed a Leadership Education in Neurodevelopmental Disabilities (LEND) Fellowship in 2001.
作者簡介(中文翻譯)
安吉拉·史東-麥克唐納（Angela Stone-MacDonald, Ph.D.）是馬薩諸塞州大學波士頓分校早期教育與包容性照護計畫的副教授，以及早期兒童教育與照護（ECEC）博士課程的主任。她在印第安納大學獲得特殊教育和非洲研究的博士學位。史東-麥克唐納博士在過去二十年中，作為助理專業人員、教師、顧問和研究人員，與殘障人士合作。她的研究領域包括早期介入、針對發展性障礙兒童的國際特殊教育，以及早期介入的教師培訓。她目前的研究議程包括在非洲坦尚尼亞的早期介入人員培訓和包容性早期兒童教育。她獲得了來自她所在大學、馬薩諸塞州早期教育與照護部門以及美國教育部的多項研究資助。史東-麥克唐納博士在地方、州和國家層面上，通過各種委員會和項目為她的領域以及殘障兒童和家庭服務。
莉安娜·皮佐（Lianna Pizzo, Ph.D.）是馬薩諸塞州大學波士頓分校的早期兒童教育與照護助理教授。她在波士頓學院獲得課程與教學的博士學位，並在加拉udet大學獲得發展心理學碩士學位和學校心理學專家資格。皮佐博士在教育和評估領域工作超過15年，擔任學校心理學家、計畫評估員、研究人員和教師教育者。皮佐博士的研究探討了雙語和多語學習者的課程、教學和評估，以及對年幼兒童的文化、語言和發展適宜的評估實踐。她最近的工作集中在對聽障和重聽多語學習者（DMLs）的語言、識字和評估上。皮佐博士還通過指導非營利組織和在馬薩諸塞州特殊兒童委員會的執行委員會提供有關兒童評估和評價實踐的專業知識。
諾亞·費爾德曼（Noah Feldman, M.P.A., M.S.）是馬薩諸塞州公共衛生部早期介入部門的計畫規劃與專業發展主任。自1999年以來，她一直在馬薩諸塞州早期介入系統工作。她在威洛克學院獲得兒童生活與家庭中心照護的碩士學位，並在薩福克大學獲得公共行政碩士學位。她於2001年完成神經發展障礙領導教育（LEND）獎學金。
