Reviews
: Journal of Psychoeducational Assessment - September 1, 2013
"A clear strength of the book is the wealth of information provided in a concise format about each of the 87 assessment tools reviewed and available for use by early childhood intervention professionals. The information in this book will help all professionals engaged in psychoeducational assessment to make better judgments about children’s competencies and practical recommendations about intervention strategies."
: Focus on Autism and Other Developmental Disabilities - March 1, 2013
"This is a book meant to be opened frequently, rather than read and put up on a shelf. It should be required reading for policy makers and district- and state-level personnel who select the assessments that will be utilized to determine young children's eligibility for special education services."
Nan Vendegna, Director, Results Matter - Colorado - July 12, 2010
"The vision and standard set out by LINKing Authentic Assessment and Early Intervention will positively influence providers in their day-to-day practices and will also serve as a message to the field about the continuing need for research about existing assessment instruments and ongoing development of authentic, practical measures that help us evaluate and plan for the needs of all children."
Jim Ysseldyke, Birkmaier Professor of Educational Psychology, University of Minnesota - July 12, 2010
"The traditional focus of assessment is on identification of within-child deficits, dysfuntions, disorders, or disabilities. This practice of "dising" children has led to much mismeasurement and to inappropriate assignment of children to non-evidence-based treatments or interventions that far too frequently have not worked. This book is a refreshing move away from such mismeasurement. It provides clear, coherent, practical, usable, and data-based best practices in matching early childhood assessments to instructional and behavioral interventions."
Glen Aylward, Professor, Pediatrics & Psychiatry, Director, Division of Developmental-Behavioral Pediatrics/Psychology, Southern Illinois University School of Medicine - July 2, 2010
"By linking authentic assessment and intervention, the authors convincingly present the best practice of identifying where the child is at developmentally in the context of where he needs to go, steps to get there, and who is to help . . . An excellent reference standard!"
Mary McLean, Kellner Professor of Early Childhood Education Professor, Department of Exceptional Education, University of Wisconsin-Milwaukee - July 2, 2010
"An essential and valuable resource for all of us who must make decisions at the local, state, or national level about selecting the best possible measures for assessing young children . . . A "must have" resource that will not sit on the shelf. The authors provide a solid foundation, a ringing endorsement, and also a road map for the use of authentic, appropriate, and useful assessment for young children."
Susan Sandall, Associate Professor, Special Education, University of Washington - July 2, 2010
"A call to action to discard inappropriate and tired practices and rather, to use authentic assessment practices that give a truer and more useful representation of the child . . . Professionals will be thrilled by the assessment reviews . . . [The book] capture[s] what it takes for early childhood intervention teams to make more reasoned selections of assessment instruments for their programs and districts"
Jane Squires, Professor, College of Education, Director, Center on Human Development, Director, Early Intervention Program, University of Oregon - July 2, 2010
"Maintains the authors' high standards for thoughtful and thorough analysis of assessment practices for young children . . . include[s] invaluable information on professional standards, evidence-based practices, authentic assessments, and summaries of critical information on available curriculum based measures."
Marci Hanson, Professor, Department of Special Education, Director, SFSU Joint Doctoral Program in Special Education with UC Berkeley; San Francisco State University - July 2, 2010
"Early childhood professionals across disciplines will find this review and analysis of assessment tools highly useful in their practice."
Virginia Buysse, Senior Scientist, FPG Child Development Institute, University of North Carolina at Chapel Hill - July 2, 2010
"A reliable and exhaustive source on the developmentally appropriate alternative to testing—the why, the how, and the who of authentic assessment."
Samuel Meisels, President, Erikson Institute, Chicago, IL - July 2, 2010
"The most comprehensive account available of how authentic assessment instruments can be used in early childhood intervention. It is a terrific resource and encourages the field to adopt more meaningful ways of evaluating childhood development."
Mark Innocenti, Utah State University, Human Services Research Center, Center for Persons with Disabilities - July 2, 2010
"Concrete guidelines combined with recommendations for specific tools make the information immediately useable. This book would be excellent for preservice training and for programs seeking to improve the linkage between assessment and intervention. I strongly recommend this book."