Question Description

Respond to a peer and share with them at least one more way they could use screeners with young children that was not shared in their initial post. In addition, provide them with at least two ideas for how they can involve the child’s family in the screening process. 5 sentences or more.

Explain the relationship between observations and screeners in the assessment of young children. Include at least two specific examples of how they are connected.

“Screening devices are brief, easy-to-administer assessments that evaluate a vast array of cognitive, social, emotional, behavioral, motor, language, and other behaviors and skills” (Howard & Aiken, 2015, Section 5.1). These assessments are shorter than deeper assessments. Screening methods include written surveys or interviews with caregivers or the children themselves but do not yield actual diagnosis of anything. They are strictly used as a preliminary method of checking a child’s development. Howard and Aiken (2015) state, “Screening results are only indicators that say “pay attention,” and should not be made to make any important decisions regarding diagnosis or services” (Section 5.1). Screening and observations are connected. Observation is a part of the screening process where professionals log what they observe the child doing/saying throughout the day with purposeful intention to recognize developments (or lack thereof). Observations are important prior to and after screening so a more extensive assessment can be administered and false negatives and false positives are not produced. Observations allow teachers and parents to see the child behave in their natural environment. “Purposeful observation evidence might include taking anecdotal notes, using informal skills checklists, reviewing student work samples, or making video recordings that add support to a student’s formal screenings and evaluations” (Howard & Aiken, 2015, Section 5.2).

For instance, if a teacher has given a child’s parent or caregiver The Ages and Stages Questionnaires-Third Edition (the screening method) and the child scores below the cutoff score, than educators may look to purposefully observe the child to better meet their learning needs in the future. It could, eventually, lead to recommendations for other interventions if necessary.

Also, if after an educational professional gives a child a screening and the child’s score comes in right above the cutoff score, the educator may then purposefully observe the child for the next few months. Perhaps, after their observation they find nothing further alarming and that the child is catching up rather well with his classmates – no intervention would be needed and the child would not be a product of a false positive (or worry).

Discuss how the information shared in the video does or does not align with the screening process shared in the case study in the introduction section of Chapter 5 of the course text. Include at least two specific examples to support your thinking.

The video information aligns with the screening process shared in the case study of the textbook because they both followed certain steps when making an assessment. They first observed a child’s behavior, then set up a meeting with the parent to discuss assessment options; after which, they made the assessment and then set up a meeting with all professionals involved to discuss the results and what other needs the child may have.

However, a difference I noticed in the video compared to the case study was that the video talked about bringing in other professionals, such health care workers and phycologists, to assist with the assessment – whereas, the case study only spoke of the teaching team completing its own general screening.

Based on your understanding of the purposes of screeners, how will you use screening in your current or future work with young children? Make sure to include specific examples that are connected to the purposes of assessment shared in the video and the course text.

If I were going into Early Childhood Education I would like to use screening on all the children, which can be considered a universal screening, just to be aware of where all my students stand. I would also like to set up a screening that has a score range rather than a “pass” or “fail.” I don’t believe everything is so black and white. Although I feel asking parents and caregivers questions for the screening process is very important and I would use those from time to time, I would like to screen my students directly to gain an understanding of their cognitive, language, and social skills and abilities.

Howard, V. F., & Aiken, E. (2015). Assessing learning and development in young children. San Diego, CA: Bridgepoint Education

Respond to a peer and share with them at least one more way they could use screeners with young children that was not shared in their initial post. In addition, provide them with at least two ideas for how they can involve the child’s family in the screening process. 5 sentences or more.Explain the relationship between observations and screeners in the assessment of young children. Include at least two specific examples of how they are connected.“Screening devices are brief, easy-to-administer assessments that evaluate a vast array of cognitive, social, emotional, behavioral, motor, language, and other behaviors and skills” (Howard & Aiken, 2015, Section 5.1). These assessments are shorter than deeper assessments. Screening methods include written surveys or interviews with caregivers or the children themselves but do not yield actual diagnosis of anything. They are strictly used as a preliminary method of checking a child’s development. Howard and Aiken (2015) state, “Screening results are only indicators that say “pay attention,” and should not be made to make any important decisions regarding diagnosis or services” (Section 5.1). Screening and observations are connected. Observation is a part of the screening process where professionals log what they observe the child doing/saying throughout the day with purposeful intention to recognize developments (or lack thereof). Observations are important prior to and after screening so a more extensive assessment can be administered and false negatives and false positives are not produced. Observations allow teachers and parents to see the child behave in their natural environment. “Purposeful observation evidence might include taking anecdotal notes, using informal skills checklists, reviewing student work samples, or making video recordings that add support to a student’s formal screenings and evaluations” (Howard & Aiken, 2015, Section 5.2).For instance, if a teacher has given a child’s parent or caregiver The Ages and Stages Questionnaires-Third Edition (the screening method) and the child scores below the cutoff score, than educators may look to purposefully observe the child to better meet their learning needs in the future. It could, eventually, lead to recommendations for other interventions if necessary. Also, if after an educational professional gives a child a screening and the child’s score comes in right above the cutoff score, the educator may then purposefully observe the child for the next few months. Perhaps, after their observation they find nothing further alarming and that the child is catching up rather well with his classmates – no intervention would be needed and the child would not be a product of a false positive (or worry). Discuss how the information shared in the video does or does not align with the screening process shared in the case study in the introduction section of Chapter 5 of the course text. Include at least two specific examples to support your thinking.The video information aligns with the screening process shared in the case study of the textbook because they both followed certain steps when making an assessment. They first observed a child’s behavior, then set up a meeting with the parent to discuss assessment options; after which, they made the assessment and then set up a meeting with all professionals involved to discuss the results and what other needs the child may have.However, a difference I noticed in the video compared to the case study was that the video talked about bringing in other professionals, such health care workers and phycologists, to assist with the assessment – whereas, the case study only spoke of the teaching team completing its own general screening. Based on your understanding of the purposes of screeners, how will you use screening in your current or future work with young children? Make sure to include specific examples that are connected to the purposes of assessment shared in the video and the course text.If I were going into Early Childhood Education I would like to use screening on all the children, which can be considered a universal screening, just to be aware of where all my students stand. I would also like to set up a screening that has a score range rather than a “pass” or “fail.” I don’t believe everything is so black and white. Although I feel asking parents and caregivers questions for the screening process is very important and I would use those from time to time, I would like to screen my students directly to gain an understanding of their cognitive, language, and social skills and abilities. Howard, V. F., & Aiken, E. (2015). Assessing learning and development in young children. San Diego, CA: Bridgepoint Education