Our knowledge of the cognitive and social-emotional functioning of
developmentally disabled infants and preschoolers derives, in large
part, from our assessment of such children. This book has been
developed to familiarize readers with the characteristics of
developmentally disabled children, and to introduce to readers
aspects of measurement that are of relevance to the assessment of
atypical infants and preschoolers. The book has been developed with
clinicians and prospective clinicians in mind. These are
individuals who are committed to the care and education of
developmentally disabled infants and preschoolers and the families
of those children. The book has thus been written to provide
support for the use of assessment data in planning early interven
tion programs. Of special note in the development of this edited
book is that it is divided into four major parts with interrelated
chapters in each part. The authors of chapters in Parts II and III
had access to the chapters in Part I before writing their chapters.
The summary chap ters found in Part IV were similarly written by
authors having access to all chapters in Parts I-III. This approach
to the development of an edited book was chosen as a way of
ensuring an integration of major concepts throughout the book. This
process is also a reflection of our belief that assessment is an
interdisciplinary process, involving the syn thesis of a number of
diverse interests."
General
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