Conventional Tests and Testing for Early Intervention Eligibility

Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays

“…One clear area for improvement would be strengthening the connections between the local EI programs and medical providers. However, Bodenheimer et al, (2002) into question the validity of using conventional assessments to determine EI eligibility for infants and toddlers (Macy, Bagnato, Macy, & Salaway, 2015). Given these challenges, addressing LBW/prematurity as a chronic health condition requiring communication and collaboration between health systems, EI programs, and families is a reasonable approach.…”

Re-Conceptualizing Developmental Areas of Assessment for Screening, Eligibility Determination and Program Planning in Early Intervention

“…EI assessors can apply the EF research and current tools identified above, converge the resulting findings with other supporting documentation, to guide the use of one's judgement in making informed eligibility decisions. This can occur while recognizing that research is still needed on the best authentic tools and processes, already designed or needed to be developed, to inform eligibility decisions that consider EF [5].…”

“…Children actually apply their competencies across domains as they express what they know and can do in everyday life. Therefore, the field recommends focusing on these functional abilities that are meaningful to everyday participation and learning [4,5]. In 2003, the U.S. Office of Special Education Programs funded the Early Childhood Outcomes (ECO) Center, charged partly with identifying expected outcomes, or intended results of child and family participation in EI and preschool special education programs [60].…”

“…Although domain-based skills and abilities reflect an essential component of child development, neglecting or minimizing the role approaches-to-learning have on child functioning can result in an incomplete developmental profile obtained during assessment procedures. Pediatricians (as referral sources) and EI evaluators such as therapists and infant specialists *Address correspondence to this author at the Hunter College, City University of New York, 695 Park Avenue, 929 West Building, New York, NY 10065, USA; Tel: 212-772-4709; Fax: 212-650-3542; E-mail: bkeilty@hunter.cuny.edu often utilize developmental tests on young children that can miss developmental needs due to the lack of specificity inherent in early childhood instruments [4,5]. Thus, decisions around EI referral, eligibility, and program planning are made with inadequate data.…”

The Relationship between Children’s Developmental Functioning and Participation in Social Activities in Portuguese Inclusive Preschool Settings

“…In this study, the option to use this authentic-assessment measure relies on the fact the most recent approaches in ECE and care including the ICF-CY approach, highlight the importance of functioning in daily contexts for assessment-intervention processes in SE or ECI (e.g., Simeonsson et al, 2003;World Health Organization, 2007;Bagnato et al, 2010;Majnemer, 2012;de Sam Lazaro, 2017); In addition, several authors underline that traditional norm-reference developmental assessments are inadequate for children whose development is not following the normative path, highlighting that such norm-referenced assessments tend not to be sensitive to children disability characteristics (Bagnato, 2007;Macy et al, 2015). Based on these assets, and on the ICF framework we considered that using a norm-reference development assessment would not allow to capture differences in children's functioning in preschool, regardless of their diagnosis.…”