S E A R C H
IFSP Tutorial - Evaluation and Assessment
References for the IFSP Evaluation and Assessment
Arter, J. & Spandel, V. (1991). Using portfolios of student work in instruction and assessment. Portland, OR: Northwest Regional Education Laboratory.
Bailey, D. (1989). Assessment and its importance in early intervention. Columbus, OH: Charles E. Merrill.
Bricker, D. (1998). An activity-based approach to early intervention. Baltimore: Paul H Brookes Publishing.
Bronfenbrenner, U. (1979). Ecology of human development. Cambridge, MA: Harvard University Press.
Darling-Hammond, L., Ancess, J. & Falk, B. (1993). Authentic assessment in action: studies of schools and students at work. New York: Teachers College Press.
Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural learning opportunities for infants, toddlers, and preschoolers. Young Exceptional Children, 4(3), 18-25.
Forman, G., & Fyfe, B. (1998). Negotiated learning through design, documentation and discourse. Stamford, CT: Ablex Publishing Co.
Goodman, J. & Pollack, E. (1993). An analysis of the core cognitive curriculum in early intervention programs. Early Education and Development, 4, 193-203.
Greenspan, S. & Meisels, S. (1996). Toward a new vision for the developmental
assessment of infants and young children. Washington DC: Zero to Three,
National Center for Infants, Toddlers, and Families.
Hanft, B. (1991). Identification of family resources, concerns and priorities within the IFSP process. Baltimore: Maryland Infants and Toddlers Program.
Harry, B., Rueda, R. & Kalyanpur, M. (1999). Cultural reciprocity in sociocultural perspectives: adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.
Klein, P. & Alony, S. (1993). Immediate and sustained effects of maternal mediating behaviors on young children. Journal of Early Intervention, 12, 177-193.
Leung, B. (1996). Quality assessment practices in a diverse society. Teaching Exceptional Children, 28(3), 42-45.
Linder, T. (1993). Transdisciplinary play-based assessment. Baltimore, MD: Brookes Publishing.
Losardo, A. & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Brookes Publishing Co.
Maryland Infants and Toddlers Program (2001). Maryland individualized family service plan process and document. Baltimore: Maryland State Department of Education.
Meisels, S. & Atkins-Burnett, S. (2000). The elements of early childhood assessment. New York: Cambridge University Press.
Meisels, S. & Fenichel, E. (1996). New visions for the developmental assessment of infants and young children. Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families
Meisels, S. (1996). Charting the continuum of assessment and intervention.
Washington DC: Zero to Three, National Center for Infants, Toddlers, and
Miller, L., & Hanft, B. (1998). Building positive alliances: partnerships
with families as the cornerstone of developmental assessment. Infants and
Young Children, 11(1), 49-60.
Rainforth, B. & York-Barr, J. (1997). Collaborative teams for students with severe disabilities. Baltimore, MD: Paul H. Brookes.
Reschly, Tilly, & Grimes. (1998). Functional noncategorical identification and intervention in special education. Des Moines, IA: Iowa State Dept of Education.
Silliman, E., Wilkinson, L., & Hoffman, L. (1993). Documenting authentic progress in language and literacy learning: collaborative assessment in classrooms. Topics in Language Disorders, 11(3), 58-71.
Wachs, T. (2000). Necessary but not sufficient: the respective roles of single and multiple influences on individual development. Washington, DC: American Psychological Association.
Weston, D. Ivins, B. Heffron, M. & Sweet, N. (1997). Formulating the centrality of relationships in early intervention: An organizational perspective. Infants and Young Children, (9)3, 1-12.