Family-Friendly Communication via Authentic Assessment for Early Childhood Intervention Programs

Autor/inn/en	Macy, Marisa; Bagnato, Stephen J.; Weiszhaupt, Krisztina
Titel	Family-Friendly Communication via Authentic Assessment for Early Childhood Intervention Programs
Quelle	In: ZERO TO THREE, 40 (2019) 2, S.45-51 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Early Intervention; Evaluation Methods; Performance Based Assessment; Special Needs Students; Students with Disabilities; Parent Role; Individualized Family Service Plans; At Risk Persons; Interpersonal Communication; Family Involvement; Student Needs; Core Curriculum; Planning; Teamwork; Parent Participation; Cooperative Planning; Developmentally Appropriate Practices; Goal Orientation; Individualized Education Programs; Confidentiality + Suchen Sie Ihr Suchwort? Leistungsermittlung; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parental role; Elternrolle; Risikogruppe; Interpersonale Kommunikation; Kerncurriculum; Ablaufplanung; Planungsprozess; Elternmitwirkung; Entwicklungsbezogene Bildung; Zielorientierung; Zielvorstellung; Individualized education program; Individualisierendes Lernen
Abstract	The Division for Early Childhood (DEC) lists 11 recommended practices for assessment, including "Practitioners report assessment results so they are understandable and useful to families" (DEC, 2014, p. 8). This article examines high-impact practices designed to make meaningful and understandable assessment reports to facilitate goal-planning and creating individualized interventions for children and their families. The authors share professional strategies for facilitating effective communication of the assessment process and of results with families of young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01