Students learn to give and interpret tests of intellectual development to assess language, play, and social/emotional functioning, and to write psychological assessment reports for infants, toddlers, and preschoolers. Prerequisite: graduate standing in school psychology and permission of instructor. Offered: Sp.
Prerequisites: Graduate standing in School Psychology or instructor permission. Students learn about early identification, early intervention, and prevention of learning disabilities in addition to the assessment of cognition, adaptive functioning, language, and social/emotional development of young children. Students will also learn how to conduct play-based and informal assessment. Students will be taught effective, evidence-based interventions and recommendations for parents and early childhood educators. Practical experience managing cases will be provided and students will collaborate upon psychological assessment reports.
Student learning goals
1. To define the role of a school psychologist within the early intervention team and to understand public law as it pertains to preschool assessment.
2. To learn to administer the most widely used cognitive, developmental, and screening assessments for infants, toddlers, and preschoolers in addition to alternative assessment techniques for gathering qualitative data.
3. To understand child development and intervention strategies.
4. To learn to assess young children from a variety of ethnic and socioeconomic backgrounds.
5. To select appropriate assessment measures based on presenting problems and desired outcomes and to identify preschool children at risk for developmental delay and/or disorder.
6. To write reports integrating information from clinical interviews, observation, and assessment results and provide clear feedback of assessment results to parents.
General method of instruction
Didactic instruction, group discussion, and practicum experience.
Class assignments and grading