This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by LeVan, R. R. Search for Related Content Social Bookmarking                         What's this?

Clinical Sampling in the Assessment of Young Children with Handicaps

Shopping for Skills

Sarah Reed Children's Center

Preschool children display patterns of development and behavior that frequently limit the use of formal and standardized evaluation procedures. Sensory and motoric impairments and speech/language disorders further compromise the utility of such measures. Based on direct experience, an alternative strategy for the assessment of young children with handicaps is proposed. Brief clinical sampling is used to document developmental skills. This information may be used as the basis for making structured judgments regarding development. In the context of skill hierarchies, this information is useful in designing programs for intervention. Principles and techniques of brief clinical sampling are described. Examples of the applications of brief clinical sampling with a young child with handicaps are given.

Topics in Early Childhood Special Education, Vol. 10, No. 3, 65-79 (1990)
DOI: 10.1177/027112149001000306


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. L. Myers, S. L. McBride, and C. A. Peterson Transdisciplinary, Play-Based Assessment in Early Childhood Special Education: An Examination of Social Validity Topics in Early Childhood Special Education, January 1, 1996; 16(1): 102 - 126. [Abstract] [PDF]