A comprehensive and additive system for child-focused assessment and evaluation in EI/ECSE

Diane Bricker, Jane Squires, Rebecca Frantz, Huichao Xie

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


One of the more serious problems facing the field of early intervention/early childhood special education is the disconnect between the community programs that offer screening, eligibility determination, curricular assessment (i.e., programmatic assessment), and progress monitoring services. First, we provide definitions of these service components to ensure clarity. Second, the substantial disconnect found between the screening, eligibility determination, curricular assessment, and progress monitoring components in most communities is discussed. Third, an alternative conceptual framework and its rationale are offered. This framework is designed to ensure that information collected is comprehensive, and that information/data gathered during each component serves as the platform for the next component. An example clarifies the application of the framework.

Original languageEnglish (US)
Pages (from-to)187-197
Number of pages11
JournalJournal of Intellectual Disability - Diagnosis and Treatment
Issue number4
StatePublished - 2016
Externally publishedYes


  • Assessment
  • Disconnect
  • Early intervention/early childhood special education
  • Eligibility determination
  • Programming
  • Progress monitoring
  • Screening
  • Systems framework

ASJC Scopus subject areas

  • Health(social science)
  • Developmental and Educational Psychology
  • Applied Psychology
  • Neurology
  • Clinical Neurology
  • Psychiatry and Mental health


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