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PSYC 502 Weekly Forum Student Responses.<\/strong><\/p>\n

Answer each response with a minimum of 250 words. Must list references used.<\/strong><\/p>\n

RESPONSE 1 (Cameron):<\/strong> Developmental assessment often begins in infancy and continues throughout childhood and adolescence, and is significant for a number of reasons. \u00a0Developmental assessment is important because it evaluates all areas of developmental functioning to make sure that a child is progressing normally specific to age, and to also help ensure that there are not any serious neurological problems affecting development. \u00a0There are numerous types of assessments that are designed to measure different areas of ability and different stages of development, as some assessments focus on early childhood development, while others are more aimed at screening for developmental learning problems that could greatly impact a child’s academic performance.<\/p>\n

Assessing children can be challenging for a number of reasons, so it is important to recognize some aspects that need to be considered when conducting an assessment. \u00a0As discussed by Slentz (2008), the age of the child can make assessment more challenging, as the younger the child is, the more difficult it can be to conduct an assessment. \u00a0For example, a young infant may fall asleep, or a toddler may have a fit and refuse to cooperate. \u00a0Other factors such as illness, fatigue, or hunger, could affect performance and thus, the overall assessment process, which would result in a failure to obtain a true measure of developmental abilities. \u00a0In addition, situational aspects such as setting, time of day, or particular assessment activities, may also pose a challenge to the overall assessment process. \u00a0Since all of these aspects present challenges in conducting assessments with children, flexibility and patience are recommended.<\/p>\n

As mentioned, there are a variety of different types of developmental assessments used for different purposes. \u00a0One type of commonly used assessment for development is The Brigance Screens, which is a series of assessment tools designed to measure a variety of skills at different ages. \u00a0For example, The Brigance Early Childhood-II Screen is used for ages 0-35 months, and evaluates gross-motor and fine-motor skills, social-emotional, self-help, and language skills, while The Brigance K & 1 Screen-II evaluates those same skills, in addition to general knowledge, comprehension, and reading\/writing skills among K-1st graders (Bedford, Walton, & Ahn, 2013). \u00a0While there are a number of advantages of The Brigance Screens, the primary benefits are that these tests are quick and easy to use, and are excellent for identifying developmental delays, and giftedness. \u00a0Moreover, The Brigance Screens are comparatively similar to the Bayley Scales for Infant and Toddler Development, in that they have relatively strong psychometric measures. \u00a0In my research, I found very few disadvantages with The Brigance Screens, however, these tests are mainly focused on academic performance and development, and as such, used more often in educational settings rather than health settings.<\/p>\n

Bedford, H., Walton, S., & Ahn, J. (2013). Measures of child development: A review. Retrieved from http:\/\/discovery.ucl.ac.uk\/1521166\/1\/Bedford_Measures_Child_Develpment.pdf<\/p>\n

Slentz, K.L. (2008). A guide to assessment in early childhood: Infancy to age eight. Retrieved from http:\/\/www.k12.wa.us\/EarlyLearning\/pubdocs\/assessment_print.pdf<\/p>\n

RESPONSE 2 (Robert): <\/strong>Assessing childhood development is very important. \u00a0Identifying possible issues and becoming aware of techniques that can aide in treating or intervene. \u00a0Recent estimates state that over 10% of children in America have behavioral or developmental disorders (Committee on Children With Disabilities, 2001). \u00a0Unfortunately, assessing infants and children comes with its own unique set of problems. \u00a0Young children and infants do not understand language (1) to a degree that they can effectively explain their state of mind, therefore assessments must find creative ways to identify abilities. \u00a0These challenges can leave a professionals providing little guidance to parents even when developmental signs arise. \u00a0For these reason and others periodic screenings are very important. \u00a0If issues are not detected from the initial screening, future screenings may identify the problem. \u00a0Screenings must be administered properly (2). \u00a0When conducted properly childhood screenings can be up to 70% accurate (Committee on Children With Disabilities, 2001). \u00a0Some screenings can be issued with a trained individual at the aide or assistant level. \u00a0It is vital that a psychologist or pediatrician enforces an adequate administrator that is capable of recording and relaying proper information. \u00a0A third area of concern (3) is the follow up of treatments and maintenance while the child is home. \u00a0When parents discover developmental problems with their child they usually become very stressed. \u00a0Parents must overcome their own emotional stress to provide their child with what they need to accelerate or alleviate their development concerns. \u00a0To overcome these issues pediatricians may request to study the child in an observation room, where a parent can observe from a window in another room. \u00a0A pediatrician must then be capable of prescribing or referring the proper treatment and therapy. \u00a0A referral for a home aide service may also be appropriate.<\/p>\n

The Denver Developmental Screening Test (DDST) was created to assess developmental problems in children up to age 6. \u00a0The DDST is meant to screen for four main \u00a0functions: Fine motor skills (can place objects into other objects), Personal-social (mimics gestures), Speech (word sequence), and gross motor skills (jumps). \u00a0In situations where the parents are not cooperative or lack communications skills needed to explain what their children are going through the DDST can identify which developmental difficulties a child may be having. \u00a0The test can be administered by trained pediatricians. \u00a0Some research has found the DDST is inaccurate with children with language delays (Frankenburg, W. & Dodds, J., 1967). \u00a0DDST came about in the 60s and is still used today. \u00a0There has been a plethora of studies that have verified its effectiveness as well as criticized its short comings. \u00a0Regardless, professionals agree that the DDST, when combined with parental reporting and other assessment methods, can be a interval part of a thorough screening process.<\/p>\n

Committee on Children With Disabilities, (2001). Developmental Surveillance and Screening of Infants and Young Children. American Academy of Pediatrics. Vol. 108, 192-196<\/em><\/p>\n

Frankenburg, W., & Dodds, J., (1967). The Denver Developmental Screening Test. The Journal of Pediatrics<\/em>. Vol. 71 (2), 181-191.<\/p>\n

RESPONSE 3 (Remington):<\/strong><\/p>\n

Diagnostic assessment is can determine whether a child \u00a0\u00a0belongs to a special needs program. This assessment seeks to identify the \u00a0\u00a0impairment of the child, the source of the impairment and is coupled with \u00a0\u00a0recommendations for the possible impairment. One of the most difficult issues \u00a0\u00a0in assessing children and infants is the identification of special needs \u00a0\u00a0because of an impairment (Bowman, 2000). Children are rapidly developing and \u00a0\u00a0may be contending with significant stressors in their home life. Significant \u00a0\u00a0stressors within home life can retard cognitive progress. Some assessments \u00a0\u00a0are used to determine whether a child is at risk for failing school. Some \u00a0\u00a0assessments run the risk providing extra resources to children in the short \u00a0\u00a0term: with long term consequences that could be detrimental to the child \u00a0\u00a0student. It is imperative that assessments consider the home environment of \u00a0\u00a0the potential special needs student. Incorrect assessment could effect the \u00a0\u00a0future educational programs the child is enrolled in. This could have \u00a0\u00a0long-term educational and professional ramifications when the child reaches \u00a0\u00a0adulthood.<\/p>\n

Secondly, the history of standardized tests has a dark \u00a0\u00a0history of misdiagnosis. Standardized tests may not be appropriate for all \u00a0\u00a0children and may only offer a myopic perspective of the child’s competencies. \u00a0\u00a0Cultural implications, socioeconomic status, home environment and other \u00a0\u00a0variables may unduly influence the child’s performance on any standardized \u00a0\u00a0test. Watching the child interact with their school peers and conducting a \u00a0\u00a0clinical interview are two additional measures that will give assessment a \u00a0\u00a0more three-dimensional state.<\/p>\n

Third, an assessor must be kept abreast of the scientific \u00a0\u00a0and technological tools available for assessment. The assessment is only as \u00a0\u00a0good as the assessor. If the assessor fails to take into account experiences, \u00a0\u00a0cultural backgrounds, language or home life, then the assessor may fail to \u00a0\u00a0appreciate the cognitive limitations or potential of any one child. \u00a0\u00a0Assessment is also subjective. There are various technique and goals within \u00a0\u00a0assessment models. For example, Vygotsky and Reuven are two theorists that \u00a0\u00a0consider the prior conceptions of the child to promote future cognitive \u00a0\u00a0growth. These two theorists have argued for an in depth assessment of \u00a0\u00a0children with a unique tailoring. These theorists have stressed the importance \u00a0\u00a0of knowing the cultural background, use of language, clinical interviews and \u00a0\u00a0natural observation. These theorists steer away from relying solely on \u00a0\u00a0standardized tests for cognitive assessment.<\/p>\n

Barbara T. Bowman, M. Suzanne Donovan, & \u00a0\u00a0M. Susan Burns. (2000). Appendix: Scientific Evidence. In Eager to \u00a0\u00a0Learn: Educating Our Preschoolers<\/em> (pp. 323\u2013332).<\/p>\n<\/div>\n<\/div>\n

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PSYC 502 Weekly Forum Student Responses. Answer each response with a minimum of 250 words. Must list references used. RESPONSE 1 (Cameron): Developmental assessment often begins in infancy and continues throughout childhood and adolescence, and is significant for a number of reasons. \u00a0Developmental assessment is important because it evaluates all areas of developmental functioning to […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_joinchat":[]},"categories":[],"tags":[],"yoast_head":"\nPSYC 502 Weekly Forum Student Responses - nursingwritersbureau<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/nursingwritersbureau.com\/psyc-502-weekly-forum-student-responses\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PSYC 502 Weekly Forum Student Responses - nursingwritersbureau\" \/>\n<meta property=\"og:description\" content=\"PSYC 502 Weekly Forum Student Responses. 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