Noah Feldman

Using Checklists to Support Early Intervention Directors and Teams

This chapter further discusses the implications of a study on the Fidelity of Implementation of Assessment (FOI-A) for the Battelle Developmental Inventory—Second Edition (BDI-2) across one New England state. Based on the findings of this research, the content of this chapter focuses on how checklists can be used to improve assessment practices by supporting reflective assessment practices in the field. Specifically, it presents checklists that can be used directly by EI professionals to support the administration process of the BDI-2 in goal setting, improvement in their assessment practices, and accountability. It also provides examples of how checklists support individuals and teams who administer the BDI-2 in self-reflection processes. This chapter will also discuss how directors to coaches can use observation protocols and data collection spreadsheets to support Early Intervention professionals in high-quality implementation of the BDI-2 through ongoing coaching. Finally, checklist that supports FOI-A specifically for the BDI-2 is included at the end of this chapter.

Using Checklists to Improve the Fidelity of Implementation of Standardized Tests

This chapter discusses how checklists can be used to support professionals in their work and address the many complexities of assessment, including early childhood educators. Inspired by the work of Atul Gawande and his book The Checklist Manifesto, this chapter introduces the framework for using checklists to support Fidelity of Implementation of Assessment (FOI-A) through self-monitoring and reflection. Based on the findings of this research, these checklists have been designed to combat the specific errors that occurred frequently during test administration. In addition to addressing frequent administration errors, the checklists also address global testing considerations, including the testing environment, building rapport, and communicating with families. Checklists are provided to address common errors and concerns before the assessment, during the test session, and after the assessment. These checklists can be used in both preservice education and inservice professional development. A general checklist that supports FOI-A for most standardized tests is provided. Finally, considerations for creating checklists that are specific to a particular test are discussed.

Assessment in Early Intervention: Using the Battelle Developmental Inventory, Second Edition

In this chapter, the use of standardized tests in the process of determining eligibility for special education services is discussed. Common tests used with infants and toddlers for the purpose of informing the eligibility process are presented. The decision of one New England state to adopt the Battelle Developmental Inventory—Second Edition (BDI-2) as the preferred test for this purpose is described in detail. As such, an overview of the BDI-2 is provided, including specific implementation considerations that are unique to this specific standardized test. This chapter discusses the benefits and challenges to implementing the BDI-2 across an entire state as a major component of all Early Intervention assessments. Based on the reported challenges in the field, the decision to conduct a more formal examination into the current administration practices of Early Intervention professionals is presented. Finally, the authors’ describe their journey in creating a partnership between the Department of Public Health and the University toward the goal of studying and supporting implementation in the field.

Working with Families

In this chapter, the findings of a study examining the Fidelity of Implementation of Assessment (FOI-A) for the Battelle Developmental Inventory—Second Edition (BDI-2) across one New England state are used to provide recommendations for working with families through the comprehensive assessment process. First, the authors share information about communicating with families before the assessment process to ensure the families understand their rights and responsibilities. Next, the authors provide concrete strategies for engaging in family-centered assessment practices that can be employed during the test session to make family members feel at ease, gather valid and reliable information about the child, and build a strong professional relationship with families. This chapter also shares information about how to share assessment results and include families in the decision-making and educational planning processes for their child after the assessment has been completed. Finally, specific behaviors that can build rapport, value families, and support communication are highlighted.

Using Checklists to Train Preservice Early Childhood Professionals for Fidelity of Implementation of Assessment

In this chapter, the findings of a study examining the Fidelity of Implementation of Assessment (FOI-A) for the Battelle Developmental Inventory—Second Edition (BDI-2) across one New England state are used to provide recommendations for training within preservice programs. Programs for early childhood educators, Early Intervention professionals, and school psychologists would benefit from the inclusion of checklists, as they can support preservice professionals in remembering key steps to setup, implementation, and documentation of data. The focus of this chapter is on supporting professionals through their early experiences learning standardized tests. From their first administration of a standardized test through their graduation, this chapter will demonstrate how to use these checklists in practical ways to support early implementations of standardized tests through coursework, clinical assignments, and field experiences. By infusing these reflective practices associated with checklists from the beginning of their programs, high levels of FOI-A can be promoted from the earliest training experiences.

Providing Feedback to Early Interventionists and Other Professionals on Fidelity of Implementation of Assessment

In this chapter, research on the Fidelity of Implementation of Assessment (FOI-A) for the Battelle Developmental Inventory—Second Edition (BDI-2) across one New England state is used to provide guidance for supervisors and coaches on issues of FOI-A and how specifically to give feedback on the fidelity checklists and how early childhood professionals can use the feedback to improve their practice. Examples of feedback used in the study are provided. The authors share processes and procedures for feedback and coaching of professionals about their FOI-A. This chapter will present an interactive model for directors and team members to collaborate and improve FOI-A for themselves and their teams. Utilizing a reflective supervision model that includes observations protocols and checklists, supervisors and coaches are provided with helpful strategies for providing direct feedback to examiners of the Battelle Developmental Inventory—Second Edition (BDI-2). Positive frameworks and strengths-based approaches are leveraged to improve FOI-A in a nonjudgmental and collaborative learning environment. Finally, specific examples of FOI-A feedback for the BDI-2 that are based on fidelity checklists and fidelity observation protocols are shared.

Fidelity of Implementation of the BDI-2: A Case Study

In this chapter, a case study on the Fidelity of Implementation of Assessment for the Battelle Developmental Inventory—Second Edition (BDI-2) across one New England state is presented. Methods for collecting data about assessment implementation are shared including detailed information on how to leverage technology, specifically Microsoft Excel, for capturing implementation successes and errors in real time. The findings of the study, including in-depth examination of 20 assessment administrations, will be presented and discussed. This chapter shares the quantitative analysis regarding the adherence to test protocols across domains, subtests, and formats of test questions. The quantitative analysis highlights key trends in the administration of the BDI-2 that are useful for planning initial and ongoing training of Early Intervention professionals. This chapter also presents qualitative analyses of the contextual factors observed during the test session and global considerations for the administration of the BDI-2. These qualitative analyses call attention to the use of developmentally appropriate practices in assessment of young children in order to achieve the most valid and reliable results possible.

Introduction to Assessment in Early Childhood Education

In the first chapter of this book on Fidelity of Implementation of Assessment, historical and contemporary factors influencing the current state of early childhood assessment practices are provided. The history of assessment in early childhood includes the curricular and scientific influences that helped to shape assessment practices in Europe and the United States over the course of the late nineteenth and twentieth centuries. When addressing contemporary assessment practices, the four purposes of assessment are introduced with emphasis on the types of assessment practice typically conducted to meet each specific purpose. Policy and political influences such as federal and state laws are also connected to various assessment purposes. This chapter also discusses the issues of inequity in assessment and problems in assessment of young children, particularly from culturally and linguistically diverse backgrounds. Finally, the context for this book is provided including an overview of the content to be covered within each chapter of this book.

Conclusions: Recommendation for Practice and Future Research

In the final chapter of this book, on overview of a case study examining the Fidelity of Implementation of Assessment (FOI-A) for the Battelle Developmental Inventory—Second Edition (BDI-2) across one New England state is presented. Frameworks for understanding and improving the quality of assessment practices in early childhood special education, with an emphasis on Early Intervention, are provided. Led by the findings of this research study, the authors reflect on this work and its implications for improving educational outcomes for children and their families. Approaches to education and training that can support high-quality assessment practices for young children are discussed for both preservice and inservice professionals. The authors reflect on the use of checklists and observation protocols to support implementation of assessments. Based on the research, key practices to improve FOI-A are presented. In order to increase the amount of scientifically based understandings about FOI-A, recommendations for future research on this topic are shared. The chapter concludes with future research directions.

What Is Fidelity of Implementation of Assessment and Why Is It Important

Chapter 2 begins by discussing the positive benefits of appropriate assessment practices on learning and the potential high-stake consequences of inadequate assessment implementation on children’s access to educational services and family supports. The authors present the key reasons why giving tests well is important and why early childhood educators should care about the quality of assessment. This chapter presents the case for focusing on the administration of standardized tests within the context of the assessment process. Fidelity of Implementation of Assessment is defined, and the major components of high-quality implementation are addressed. The major components of the administration process, including the typical formats for test items aimed at infants and toddlers, testing accommodations, and common errors in administration are presented. The authors show connections between common errors and the scoring process, including a discussion of the potential negative impacts of specific errors on a child’s scores. Finally, key takeaways regarding the education, professional development, and provision of field experiences for preservice and inservice professionals are provided.