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This study examined the accuracy of a curriculum-based assessment for use during the eligibility process for Individuals with Disabilities Education Improvement Act (IDEA) services. The study extended a previous investigation in which performance scores of children without disabilities on the Assessment, Evaluation, and Programming System (AEPS) were used to set cutoff scores at 6-month age intervals. These cutoff scores were then tested for service eligibility classification accuracy. The present study specifies and examines cutoff scores at more specific age intervals and performance domains. Present study findings largely replicated results of the original study. The AEPS cutoff scores were found to accurately classify most eligible children but did overidentify some ineligible children. The data from these two studies suggest that, to the extent allowed by state criteria, early intervention/early childhood special education personnel may be able to use the AEPS test as a valid assessment tool while qualifying children for IDEA services. [ABSTRACT FROM AUTHOR]

The authors present a model of clinical supervision to guide preservice professionals embarking on a career in early intervention and early childhood special education. Established models of clinical supervision in the general education field are described, followed by a description of the clinical supervision model used by the University of Oregon Early Intervention Program. Priorities and methods for research are suggested. [ABSTRACT FROM AUTHOR]

Evidence supporting the internal structure of an assessment can provide support for its scoring mechanisms. A total of 1,691 young children in the United States were assessed by their parents using the 16-month questionnaire of the Ages and Stages Questionnaires, Third Edition (ASQ-3), and results were used to study the internal structure and dimensionality of the ASQ-3 using item response theory (IRT)/Rasch models. Data were analyzed using IRT including unidimensional and multidimensional Rasch Partial Credit Models to examine four theory-based internal structures. Results supported the hypothesis that the ASQ-3 measures a unidimensional construct—the overall development of children—while preference was given to a more precise multidimensional construct of five interrelated domains. However, concerns emerged regarding the extremely high correlations between items in the fine-motor and problem-solving domains. Findings provide implications for the test developers in terms of item refinement to improve measurement of underlying constructs. [ABSTRACT FROM AUTHOR]

Psychometric and utility studies on Social Emotional Assessment Measure (SEAM), an innovative tool for assessing and monitoring social-emotional and behavioral development in infants and toddlers with disabilities, were conducted. The Infant and Toddler SEAM intervals were the study focus, using mixed methods, including item response theory modeling and classical test theory. Results using a Rasch one-parameter logistic model indicated model fit statistics were consistent for age and item difficulty as well as for ability and item characteristics. Classical test theory analyses generally confirmed the developmental structure; mean scores increased with age and were significantly correlated across 6-month increments. Reliability studies indicated strong internal consistency and moderate interrater agreement between teachers. Test–retest reliability results completed by parents online indicated significant agreement. Overall, 90% of parents reported the SEAM asked appropriate questions and took less than 10 min to complete. [ABSTRACT FROM PUBLISHER]