Issues in Assessing Development

Flapan, Dorothy; Neubauer, Peter

doi:10.1016/s0002-7138(09)61712-x

Journal of the American Academy of Child Psychiatry

1970

DOI: 10.1016/s0002-7138(09)61712-x

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Issues in Assessing Development

Dorothy Flapan

Peter Neubauer

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1972

1981

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Cited by 10 publications

(2 citation statements)

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“…Several authors have emphasized that inconsistencies in the behavior of infants and preschool-aged children often compromise test reliability, making it essential to interpret the results cautiously (Flapan & Neubauer, 1970;Keogh, 1970). Murphy (1956) describes in cynical terms the young child as changing significantly from "hour to hour."…”

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The challenge of providing psychological services for young handicapped children.

Ulrey¹

1981

Professional Psychology

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There is a nationwide need for psychologists to provide services for young (birth to 6 years) handicapped children. The challenge is for psychologists to ensure adequate and appropriate assessment and intervention for children who have developmental disabilities including emotional, cognitive, sensory, and physical handicaps. This article addresses three problem areas: First, who should provide these services? second, what clinical procedures are most appropriate? and third, how can adequate training be obtained? A recently developed training program is described.There has been a dramatic increase in early childhood programs and infant stimulation services during the past decade. A major reason for the proliferation of such new programs has been public recognition of the importance of identifying, educating, and treating developmentally handicapped children as early as possible. The increased public recognition of the need for early intervention for handicapped children has resulted in changes in federal legislation, the most significant of which has been the Education for all Handicapped Children Act of 1975 (P.L. 94-142). Significantly, for younger developmentally disabled children, P.L. 94-142 requires Child Find for all children from 3 to 6 years of age (some states, e.g., California and Michigan, also require coverage of children from birth to 3 years). Child Find mandates the provision of "related services" for assessment, placement, and preparation of individualized educational or treatment plans.The law specifies that nondiscriminatory evaluations and appropriate individualized educational plans be provided for every child identified as handicapped. Under the law, developmental handicaps include emotional disturbance, mental retardation, physical disabilities, and hearing and visual impairments. As Mowder (1979) has pointed out, one critical aspect on which the success of P.L. 94-142 depends is that valid assessments be performed by appropriately trained professionals.The role of the psychologist is to ensure that appropriate assessments of handicapped children are done and that the children's treatment programs meet their needs (Schaar, 1979). The problem is that very few psychologists have the clinical skills or training to assess children under 6 years of age who have the full range of disabilities. Several surveys have suggested a nationwide need for training psychologists to fulfill the service mandates of P.L. 94-142 (Bardon & Wenger, 1976;Mowder & Demartino, 1979; Ulrey & White, Note 1).The challenge for professional psychology is how to meet the increased demand and provide appropriate services for handicapped young children. Three major issues should be considered in addressing this challenge. The first is who should be responsible within the profession? Since there currently is no clearly defined specialty group within professional psychology that addresses the needs of young children with the full range of developmental disabilities, should those responsible be school psychologists, counselin...

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The challenge of providing psychological services for young handicapped children.

Ulrey¹

1981

Professional Psychology

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“…and "it is difficult to obtain reliability or agreement among clinicians" (Flapan and Neubauer, 1970).…”

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Aspects of the Distinction between Gross and Less Serious Psychiatric Disorders in Children and Adolescents

Eisen¹

1972

Aust N Z J Psychiatry

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SYNOPSISThe clinician's role in the diagnostic process, and more particularly, his functioning as a diagnostic instrument, is examined in the setting of the initial screening of psychologically disturbed children and adolescents. The clinician's functioning as an observer of patients as well as of himself is discussed. The screening method adopted distinguishes between gross and less serious psychiatric disorders. This distinction is defined, and four significant factors underlying the process are described. The method of screening is briefly outlined. Details of a clinical study of 112 children and adolescents assessed by this method are presented.

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Issues in the psychological assessment of preschool children

Lidz

1977

Journal of School Psychology

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Issues in Assessing Development

Cited by 10 publications

References 11 publications

The challenge of providing psychological services for young handicapped children.

The challenge of providing psychological services for young handicapped children.

Aspects of the Distinction between Gross and Less Serious Psychiatric Disorders in Children and Adolescents

Issues in the psychological assessment of preschool children

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