東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The utility of a criterion-reference...

Notari, Angela Rita.

Linked to FindBook

Google Book

Amazon

博客來

The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children./
Author:	Notari, Angela Rita.
Description:	234 p.
Notes:	Adviser: Diane Bricker.
Contained By:	Dissertation Abstracts International49-07A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8814193

The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children.
Notari, Angela Rita.

The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children. - 234 p.

Adviser: Diane Bricker.

Thesis (Ph.D.)--University of Oregon, 1988.

Recent federal legislation has extended the mandate to provide special education services to preschool population. In addition, incentives are provided for serving at-risk and handicapped infants under the age of 3. The passage of this legislation has led to an increased interest in the development of infant curriculum and in the programmatic qualities of infant assessment instruments.Subjects--Topical Terms:

1017530
Education, Early Childhood.

The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children.
LDR:03468nam 2200325 a 45 001 958591
005 20110704
008 110704s1988 ||||||||||||||||| ||eng d
035 $a (UMI)AAI8814193
035 $a AAI8814193
040 $a UMI $c UMI
100 1 $a Notari, Angela Rita. $3 1282049
245 1 4 $a The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children.
300 $a 234 p.
500 $a Adviser: Diane Bricker.
500 $a Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1767.
502 $a Thesis (Ph.D.)--University of Oregon, 1988.
520 $a Recent federal legislation has extended the mandate to provide special education services to preschool population. In addition, incentives are provided for serving at-risk and handicapped infants under the age of 3. The passage of this legislation has led to an increased interest in the development of infant curriculum and in the programmatic qualities of infant assessment instruments.
520 $a Despite the recent development of a number of curriculum-based assessments for infants and younger children, a concern has been expressed about the lack of empirical information on the psychometric and programmatic qualities of these instruments. The Evaluation and Programming System: Assessment Level I (EPS-I) is a criterion-referenced instrument intended for use with at-risk and handicapped infants and young children in the developmental range of 1 month to 3 years. The EPS-I was designed to provide a link between assessment and programming, by generating educationally relevant assessment information. The purpose of this study was to investigate the effectiveness of the EPS-I in developing quality educational goals.
520 $a The study used a mixed 2 factor design with 2 experimental and 1 comparison group. A total of 850 long range goals and short term training objectives from EPS-I and other test items were written by 48 early interventionists. The goals were rated and compared on qualities of educational relevance (functionality, generality, ease of integration within the instructional context, measurability, relation between long range goal and short term training objective). In addition, the effects of training on the use of the EPS-I for assessment and programming were compared to those of using the instrument without training.
520 $a Overall, the educational goals and objectives developed from the EPS-I received higher ratings than goals and objectives developed from other assessment instruments, regardless of whether training had been provided. The results from additional analyses suggest that the EPS-I presents particular advantages in generating long range goals that are functional, generic, easily integrated within daily activities, and measurable. The EPS-I also provides guidance in the identification of specific long term expectations for the child which are developmentally and educationally consistent with the short term training objectives. Training for interventionists in these areas is recommended. (Abstract shortened with permission of author.)
590 $a School code: 0171.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Special. $3 606639
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0518
690 $a 0529
690 $a 0632
710 2 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 49-07A.
790 $a 0171
790 1 0 $a Bricker, Diane, $e advisor
791 $a Ph.D.
792 $a 1988
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8814193