The MisMeasure of Young Children

Neisworth, John T.; Bagnato, Stephen J.

doi:10.1097/00001163-200407000-00002

Cited by 130 publications

(41 citation statements)

References 5 publications

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“…Also for these skills it is argued that observations in naturally occurring situations give the most authentic portrayal of children's behaviors (Neisworth & Bagnato, 2004). Therefore, the current study observed children's level of social integration and positive mood during the same naturalistic play situation.…”

Section: The Current Studymentioning

confidence: 82%

“…To capture the most authentic portrayal of children's behaviors (Neisworth & Bagnato, 2004), we observed behavioral self-regulation, social integration, and positive mood within a naturalistic play situation. We hypothesized that children low on behavioral self-regulation would be more strongly influenced by ECE quality than children high on self-regulation, as children low on behavioral self-regulation may rely more heavily on the external regulation of their behaviors (Crockenberg, 2003;Rothbart & Bates, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…In this way, we captured not only children's level of behavioral self-regulation but also their ability to implement these skills in a real-life situation with known adults and peers. A similar observation procedure was used for children's level of social integration and positive mood to capture the most authentic portrayal of children's social and emotional skills (Neisworth & Bagnato, 2004). Moreover, we want to reiterate that classroom emotional and behavioral support, children's behavioral self-regulation, and children's social integration and positive mood were scored by independent raters, which reduces the possibility that the identified associations can be explained by shared method variance.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Broekhuizen

Slot

Aken

et al. 2016

Early Education and Development

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Section: The Current Studymentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Broekhuizen

Slot

Aken

et al. 2016

Early Education and Development

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“…Some have questioned the appropriateness of traditional tests with young children (Neisworth & Bagnato, 2004). Reasons cited for young children being "untestable" include behavior that is at odds with test requirements, lack of language, poor motor skills, and a lack of attention and other self-control behaviors.…”

Section: Discussionmentioning

confidence: 99%

Use of the Mullen Scales of Early Learning for the Assessment of Young Children with Autism Spectrum Disorders

Akshoomoff

2006

Child Neuropsychology

175

134

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The psychological assessment is an important component of the diagnostic evaluation in young children suspected of having an autism spectrum disorder but can be hampered by behavioral difficulties. Overt behaviors during administration of the Mullen Scales of Early Learning were coded in 22 preschoolers with an autism spectrum disorder and 20 age-matched typically developing children. Children in the autism spectrum disorder group required less time to complete the assessment but spent proportionally more time exhibiting off task behaviors and less time engaged with the assessment. Scores obtained on the Mullen Scales were positively correlated with level of engagement and negatively correlated with off task behaviors.Assessing young children can be difficult, particularly when one considers the type of test behavior required for a psychological evaluation (Culbertson & Willis, 1993). Young children who are referred for a developmental evaluation because they appear to have features of autism can be particularly challenging, given their limited social interaction and communication skills (Marcus, Lansing, & Schopler, 1993; National Research Council, 2001). Many features and behavior problems can further interfere with the accurate assessment of a young child's cognitive abilities, including difficulty maintaining attention, overactivity, sensory issues, and poor compliance, particularly in an unfamiliar setting. Young children with autism can be easily frustrated, and may not appear "eager to please" due to their social difficulties or limited understanding of what is being asked of them.It is critical to identify cognitive strengths and weaknesses and developmental delays in the young child suspected of an autism spectrum disorder (ASD) as part of the initial diagnostic workup and to assist with treatment planning. With preschoolers, IQ scores are more limited in their predictive value. It is therefore important to consider what skills may be "emerging" and that the child may be more capable than they are able to demonstrate during the assessment session. However, it is often this inconsistency in behavior that interferes with the learning process in these children. The process of administering a standardized psychological test can therefore give the clinician a great deal of information about the child's abilities as well as their behavioral difficulties.While experienced clinicians can identify the behaviors associated with an autism spectrum disorder in very young children, it is more difficult to make distinctions between a diagnosis of Autistic Disorder or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) (Lord & Risi, 1998; National Research Council, 2001). A proportion of the children identified with ASD before age three may not meet criteria for DSM-IV Autistic Disorder at later follow-up but are highly likely to meet criteria for PDD-NOS, a less severe form of autism (Cox et al., 1999;Lord, 1995;Stone et al., 1999 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ...

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“…Instead, more authentic assessment is needed to collect information about both the behaviors and emotions of preschoolers as they naturally occur in their daily routines (Neisworth & Bagnato, 2004). This can be accomplished through multimethod, multisource, and multiconstruct assessment that includes direct assessment, such as observation (Bracken et al, 1998;Denham, 2006;Neisworth & Bagnato, 2004;Thomas et al, 2011).…”

mentioning

confidence: 99%

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions

Johnson

Finlon

Izard

2016

Early Education and Development

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The MisMeasure of Young Children

Cited by 130 publications

References 5 publications

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Use of the Mullen Scales of Early Learning for the Assessment of Young Children with Autism Spectrum Disorders

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions

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