Download or read book The Use of Play Observation Measures to Identify Kindergarten Children at Risk for Future Learning Disabilities microform written by Aimee L. (Aimee Louella) Wolanski and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2001 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Use of Play Observation Measures to Identify Kindergarten Children at Risk for Future Learning Disabilities written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developmental Play Assessment for Practitioners DPA P Guidebook and Training Website written by Karin Lifter and published by Routledge. This book was released on 2022-03-15 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play offers a comprehensive assessment of naturally occurring play activities for evaluating young children’s developmental progress accurately, so that useful interventions can take place as early as possible. It can be used by practitioners in a wide range of educational and therapeutic settings and is designed to support developmental progress through planning interventions in play, and using what we know about a child’s progress in play to plan play-based interventions in cognition, language, motor, social-emotional, and self-help skills. The guidebook and training website provide a comprehensive introduction to how to successfully use the assessment with infants, toddlers, and young children with disabilities or at risk for disabilities. The comprehensive guidebook offers an overview of the DPA-P and Project Play, defines play, discusses the background literature on play, and explains why this assessment is needed. Clear guidance helps practitioners and family members understand play, how to evaluate play, and how to use play for different purposes. The guidebook offers: an introduction to the comprehensive training website and how to use it understanding of the categories of play assessed and their definitions guidance on how to administer the assessment and prepare a summary evaluation of a child’s performance clear instructions for the coding sheets and scoring guidelines for constructing sets of toys guidance on taking the results of the DPA-P evaluation of a child’s progress in play to develop a plan of activities for intervention explanation of how you evaluate activities at the absence, basic, emergence, and mastery levels for developing a plan suggestions for assembling sets of toys for intervention, based on toys available in children’s homes and early childhood settings procedures for facilitating or teaching play activities to children who are developing more slowly than their peers technical aspects of the assessment To make the DPA-P as flexible as possible for all practitioners, it also offers guidance on adaptations for administering the test, in the coding sheets, with toys to enhance cultural appropriateness for gathering the observations, and for supporting interventions in play. The Developmental Play Assessment for Practitioners (DPA-P) can be used in natural settings and takes 30 minutes to complete. It is a valuable tool for all those who serve, or are training to serve, young children in early childhood settings, schools, service agencies, colleges, and universities. It will be of great benefit for early intervention personnel, speech-language pathologists, physical therapists, occupational therapists, and psychologists. Please visit https://www.routledge.com/Developmental-Play-Assessment-for-Practitioners-DPA-P-Coding-Sheets/Lifter-Mason-Cannarella-Cameron/p/book/9781032190310 to purchase sets of the Developmental Play Assessment for Practitioners (DPA-P) color-coded coding sheets.
Download or read book Universal Screening Through Play written by Kaitlin M. Richter and published by . This book was released on 2016 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project is to provide early childhood professionals with an evidence based, simple, and affordable universal screening measure to identify early risk-factors through observation of cognitive, social, language, and motor play behaviors. The Playful Learning Assessment of Young Children (PLAY) was created, based on a review of current research, to fulfill the need for such a screening measure. Play is an innate behavior in which young children engage to acquire new skills and enhance their knowledge of the world. Interactions through play teach children strategies for problem solving, mediating social interactions, and communicating needs. Play follows a typical developmental sequence that professionals can analyze in order to identify potentially abnormal behaviors that may require intervention and support. Irregular play behaviors have been proven to be associated with later cognitive and social deficits, and early intervention has the potential of alleviating preschool risk factors. Teachers, parents, and professionals use results from the PLAY screener to inform curriculum, offer targeted play opportunities, collaborate with families regarding potential play needs, and recommend community based referrals for children exhibiting severely delayed play skills.
Download or read book Evaluation of Childrens Play written by Serenella Besio and published by Sciendo Migration. This book was released on 2018-05-30 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comes as one of the outcomes of the COST Action "LUDI - Play for children with disabilities" (2014-2018), a multidisciplinary network including more than 32 countries and 100 researchers and practitioners from the humanistic and technological fields, devoted to study the topic of play for children with disabilities. The primary objective of this book, developed within the scientific activities of the Working Group no. 1, is to review the state of the art of knowledge on play evaluation and to present and discuss existing tools and methodologies for play assessment. Gathering all the existing knowledge in this area of study is urgent; moreover, this knowledge must be harnessed for an innovative goal, potentially disruptive in the overall conception of disability. In fact, it concerns the need to give children with disabilities the opportunity to play as they want, as they wish, in an autonomous way. Establishing the goal of respecting the play for the sake of play of children with disabilities means building an authoritative, appropriate and competent area in favour of these children's needs.
Download or read book Use of the Bracken Basic Concept Scale 3 written by Margaret Irene Hiss and published by . This book was released on 2011 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: In today's educational culture, children begin formal schooling with the expectation that they are ready to be active literacy and mathematics learners. Because such demands are being made earlier than ever before, it is critical that children who have potential learning problems be identified as soon as possible and be provided with interventions that could increase the likelihood of their acquiring needed foundational skills and experiencing future academic success. Years of research studies have provided substantial evidence of a relationship between early receptive language delays and later academic difficulties, thereby, providing a means of identifying young children exhibiting learning risk factors. The purpose of this non-experimental, exploratory study was to investigate the relationship between the BBCS-3: R, a receptive language measure, and the KABC-II, a cognitive and processing measure, in order to determine whether the BBCS-3: R can be used as a screener to identify children exhibiting potential learning risk factors. Results of Chi-square test analyses found significant relationships between the BBCS-3: R composite scores, the SRC and TC, and each scale of the KABC-II administered at the preschool level. Additional analyses examining relationships between the BBCS-3: R composite scores and the KABC-II global score, the MPI, also found significant relationships between the scores. These preliminary results suggest that the BBCS-3: R has the potential to be used as a screener to identify young children exhibiting risk factors associated with learning disabilities thereby providing school psychologists and other educational professionals with a means of identifying children who would benefit from targeted interventions and early, differentiated instruction.
Download or read book Helping build a brighter future written by Learning Disabilities Association of Canada and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preschool Screening written by Keith E. Barnes and published by Charles C. Thomas Publisher. This book was released on 1982 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Innovation Need Survey written by P. Shawn Irvin and published by . This book was released on 2016 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying and measuring indicators of learning difficulties among young children and implementing effective instructional approaches are complicated, particularly during the transition to kindergarten. Purposeful school-based transition policies and practices support teacher and school decision-making and, thus, can ease the preschool-to-kindergarten transition and improve student reading and mathematics outcomes early in children's schooling. In this technical report, the authors present results from a survey of educators, specialists, administrators, and coordinators, designed to learn more about the field's readiness to implement a tablet-based screening tool to support and improve teacher data-based decision making in preschool and kindergarten learning contexts. In particular, they sought professional opinions from Oregon stakeholders to help identify implementation strategies, including those related to obstacles to sustainable integration, as part of Project ICEBERG (Intensifying Cognition, Early literacy and Behavior for Exceptional Reading Growth), a project funded by the Office of Special Education Programs (OSEP). The primary purpose of Project ICEBERG is to develop strategies and resources to guide preschool and kindergarten teachers' instructional decisions and reduce children's risk for reading disabilities through the implementation of a newly developed web-based assessment tool and associated teacher support system. The authors targeted Oregon early learning and kindergarten stakeholders--preschool and kindergarten educators, specialists, administrators, coordinators, and parents--as respondents to the Innovation Need (IN) Survey developed and administered for this study. Findings included: (1) Early screening viewed as critical to identifying and meeting the learning needs of struggling preschool and kindergarten children; (2) 6 primary practice shortcomings (a) Gaps in screening and eligibility processes/policy; (b) Insufficient funding and resources; (c) Deficiencies in teacher assessment and instructional pedagogy; (d) Lack of parental awareness of screening and associated follow-up services and concerns about stigma attached to disability identification; (e) Poor alignment between preschool and kindergarten systems; and (f) Inequitable access to high-quality pre-schooling for at-risk populations; (3) Kindergarten teachers generally perceived as having greater knowledge and skills for identifying risk for early learning difficulties than early learning providers; and (4) Additional funding and ongoing professional development needs identified: (a) Improving teachers' early screening and instructional knowledge and skills; (b) Supporting integration of a tablet assessment for instruction tool into teaching practices to strengthen learning outcomes; and (c) Overcoming contextual obstacles unique to preschool and kindergarten settings. The Innovation Need Survey--Project ICEBERG--Fall 2015 is appended.
Download or read book The Windsor Early Identification Project Revisited written by K. G. O'Bryan and published by . This book was released on 1980 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of the Windsor (Ontario) Early Identification Project's (WEIP's) longitudinal results on 464 students who had been kindergarten participants in the original study (1975) is described. Attempts to test the WEIP for use with younger children revealed that the current assessment battery was unsuitable for this age group. Followup of original students through analysis of currently scored date, case study information, and interview and observational inventories indicated that the Windsor Project was performing effectively for kindergarten identification, with high program stability. Other results included that many Ss identified as at risk appeared to remain so throughout their early school career and that referral to special education was made at an early age, with the majority of referrals returning to the mainstream. Among appended material are the modified version of WEIP and a set of bibliographies on early identification. (CL)
Download or read book Transdisciplinary Play based Assessment written by Toni W. Linder and published by . This book was released on 1990 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: TPBA is used in early intervention and early childhood special education settings. It allows individualization for each child and a comprehensive look at the child through collective observations.
Download or read book Perspectives and Research on Play for Children with Disabilities written by Daniela Bulgarelli and published by Sciendo Migration. This book was released on 2022-09-27 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perspectives and research on play for children with disabilities. Collected Papers. This book includes eight chapters reflecting various approaches towards the theme of play for children with disabilities that characterised the work of the members of the COST Action TD1309 "LUDI-Play for Children with Disabilities" barriers and facilitators to play, guidelines on accessibility and usability of toys and technologies, literature reviews and parents' and studies on educators' perspectives on play are presented. Alongside these multifaceted points of view, some theoretical aspects emerged as a common background: the ICF-CY theoretical perspective, the vision of "play for the sake of play" and play as a fundamental right. ABSTRACTING & INDEXING Perspectives and research on play for children with disabilities is covered by the following services: Baidu Scholar Google Scholar Naviga (Softweco) Primo Central (ExLibris) ReadCube Semantic Scholar Summon (ProQuest) TDOne (TDNet) WorldCat (OCLC)
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book A Correlation Between the Quick Neurological Screening Test and a Scanning Instrument for the Identification of Potential Learning Disabilities for Screening Kindergarten Children written by Christine Oliver Graf and published by . This book was released on 1976 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Board Game Training Using a Least to Most Prompting Procedure to Increase Independent Performance of Preschool Children with Disabilities and Their Typically Developing Peers written by Janet M. Davis and published by . This book was released on 2001 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study was to evaluate the effects of a least to most prompting procedure on the independent performance of board game steps, on-task behaviors, and social interactions of children with special needs and their typically developing peers. Children were taught the steps of age appropriate board games using least to most prompting. The study was designed to demonstrate that children with special needs and their peer partners can increase their independent board game play when trained to play a game. A multiple baseline across subjects was used. Child behaviors included performance of board game steps, on-task behavior and social initiations and responses. Following each session, the children were observed using a partial interval 10s recording scheme to score on-task and off-task behaviors, teacher interactions, teacher prompts, teacher negatives, and the social interactions between the target child and his partner. In addition, the game steps were recorded throughout the ten-minute videotaped session. Interobserver agreement and procedural integrity measures were conducted. This study was conducted during free play. One 10-minute session per day was conducted for each child and his peer partner four days per week. The participants in the study were chosen based on observations prior to the study as well as by the early intervention teachers. The teachers were asked to identify the children who had deficits or delays in their social development and who would benefit from interacting with a peer, and who had good language skills. In addition, the teachers were asked to identify typical peers who were able to follow directions, play simple board games, and who were socially appropriate for their age. Results showed that the children's levels of independence and on-task behaviors did increase during game training and continued high levels of independence and on-task behavior occurred during post-game training. Total social interactions decreased during game training and returned to baseline levels or slightly increased during post-game training. The results also show that teacher prompts increased during game training and decreased as the children became more independent in playing the game and into the post-game training stage of the study. Future directions for research may include the use of multiple peers, large group game play, and adaptations of games for children with disabilities and their typically developing peers.
Download or read book Preschool and Kindergarten Behavior Scales written by Kenneth W. Merrell and published by Clinical Psychology Publishing Company. This book was released on 1994 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Preschool and Kindergarten Behavior Scales (PKBS) is a behavioral rating instrument for use in evaluating social skills and problem behavior patterns of preschool- and kindergarten-aged children, aged three through six. It is a norm-referenced, standardized instrument developed specifically for use in assessing young children in a variety of settings and by a variety of behavioral informants. The PKBS includes two major scales: social skills and problem behavior. In addition to an overview of the test, this manual contains chapters related to administering, scoring, and interpreting and PKBS; the technical properties, including reliability and validity, of the instrument; linking the assessment process to behavioral interventions; and information on its development and standardization. (Contains 58 references.) (SLD)
Download or read book Developing Assessment Capable Visible Learners Grades K 12 written by Nancy Frey and published by Corwin Press. This book was released on 2018-01-11 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: “When students know how to learn, they are able to become their own teachers.” —Nancy Frey, Douglas Fisher, and John Hattie Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year. This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.
