This book presents an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children. Chapters model collaborations between clinicians, family, and daycare and school personnel, address diagnostic and classification issues, and conceptualize assessment as flexible, ongoing, and, as necessary, leading to coordinated services. The book gives practitioners and researchers critical tools toward establishing best practices in an increasingly complex and important area, leading to better prevention and intervention outcomes. Included in the coverage:

• Standardized assessment of cognitive development.
• Authentic and performance-based assessment.
• The use of Response to Intervention (RTI) in early childhood.Collaboration in school and child care settings.Anxiety disorders, PTSD, OCD, and depression in young children.Sleeping, feeding/eating, and attachment problems in early childhood.Early Childhood Assessment in School and Clinical Child Psychology is an essential resource for clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology.

Autorentext
Adrienne Garro, Ph.D, is an Associate Professor in the Department of Advanced Studies in Psychology at Kean University. She also serves as the Coordinator for the School Psychology Professional Diploma Program at Kean. Her clinical and research experiences include early childhood assessment and intervention with children with developmental disabilities and chronic health conditions.

Inhalt
Chapter 1. Early Childhood Assessment: An Integrative Framework; Adrienne Garro.- Chapter 2. Standardized Assessment of Cognitive Development: Instruments and Issues; Kirsten M. Ellingsen.- Chapter 3. Defining and Measuring Early Academic Development to Promote Student Outcomes; Robin L. Hojnoski and Kristen Missall. - Chapter 4. The Use of Response to Intervention in Early Childhood; Maura Wechsler Linas and Gabriela Guerrero.- Chapter 5. Early Childhood Authentic and Performance-based Assessment; Karen Riley, Gloria E. Miller, and Carly Sorenson.- Chapter 6. Assessment of Behavior Problems and the Use of Functional Behavioral Assessment During Early Childhood; Laura Lee McIntyre and Nandita Golya.- Chapter 7. Assessment and Collaboration in School and Child Care Settings; Andrea R. Burch and Nancy J. Evangelista.- Chapter 8. Assessment and Collaboration in Family, Home and Cultural Contexts; Amanda Clinton and Korah La Serna Guilar.- Chapter 9. Considering Individual Differences and Environmental Influences in the Assessment of Temperament, Self-regulation, and Social Skill Development in Young Children: A Framework for Practitioners*; Marie C. McGrath, S. Kenneth Thurman, M. Meghan Raisch, and Erin M. Lucey.-* Chapter 10. Assessment Related to Developmental Disabilities and Psychological Disorders During Early Childhood*; Kirsten Ellingsen, Dianna Boone, and Lacy Chavis.-* Chapter 11. Assessment of Anxiety Disorders, PTSD, OCD and Depression in Young Children*; Adrienne Garro.-* Chapter 12. Assessment of Sleeping, Feeding/Eating and Attachment Problems in Early Childhood*; Adrienne Garro.*