Module 1: Lesson 2: Evaluation and Assessment

Evaluation and Assessment

The evaluation and assessment process builds on the concept of early intervention in everyday places, routines and activities introduced to the family during intake/first contacts. Evaluation and assessment must include opportunities to observe the child in typical routines in order to combine developmental information with functional application information. One team should conduct evaluation and assessment concurrently, whenever possible.

Evaluation and assessment are conducted for two different purposes as defined in the IDEA, Part C Regulations, 34 CFR, Section 303.322. The outcome of evaluation is to expeditiously confirm eligibility for early intervention services by determining the child's level of functioning in all the required developmental domains. The focus of assessment is on intervention planning that identifies the child's unique strengths and needs in terms of each of the developmental areas and the services appropriate to meet those needs.

Each evaluation/assessment team will conduct an arena assessment in which all members of the team are involved in planning based on information received from first contacts and other available information. Whenever possible, evaluation and assessment must be conducted concurrently as one encounter. An arena assessment is a planned observation process which typically involves a facilitator, who serves as the primary contact with the child and family during the assessment process, and at least one other team member who may serve as a coach to support the facilitator, provide cues for missed items, or reflect on what could be done to enhance the assessment. The arena assessment may also include one or more observers who serve as the multidisciplinary "eyes and ears" and contribute expertise from a variety of backgrounds and training. The family participates as additional evaluators, observers, and contributors (Berman & Shaw, 1996).

This approach allows all team members, including the family, to be involved in planning the assessment and observing the child in the assessment setting. The child interacts with just one adult rather than all members of the assessment team. Arena assessment allows for an interactive and integrated process across domains to get a holistic picture of the child.

Early Steps service areas must conduct evaluation and assessment activities concurrently in one single encounter with the family, whenever possible. The team of professionals who are likely to develop the IFSP and provide services must conduct the evaluation/assessment. The advantage of providing evaluation/assessment in one encounter is convenience to the family, thus eliminating the need for three encounters with Early Steps before services begin for their child. Additionally, one process allows sufficient time to complete all activities prior to the 45-day timeframe between referral and development of the Individualized Family Support Plan.

The Evaluation and Assessment Flow illustrates the evaluation and assessment process beginning with first contacts and continuing through IFSP development. To learn more about the Early Steps policies and team activities for evaluation and assessment click on the Conduct Norm Referenced Evaluation to Establish Eligibility box and the Conduct Developmental Assessment for Intervention Planning box in the flow chart. Please note that questions from the information in these documents may appear on the module exam or the final cumulative exam.

Additionally, Module Five: Introduction to Child Evaluation and Assessment in Early Intervention of this on-line training curriculum presents recommended practices for evaluation and assessment and the Early Steps Service Delivery Policy and Guidance document also provides further detail on Early Steps requirements for evaluation and assessment.

Click on 'previous' to return to the IFSP flow diagram.