This is a preview of subscription content, log in via an institution to check access.
REFERENCES
Bagnato, S., Neisworth, J., & Munson, S. (1997). Linking assessment and early intervention: An authentic curriculum based approach. Baltimore: Paul H. Brookes.
Barnett, D., Bell, S., Gilkey, C., Lentz, F., Graden, J., Stone, C., & Smith, J. (2000). The promise of meaningful eligibility determination: Functional intervention-based multifactorial preschool evaluation. Journal of Special Education, 33(2), 112–124.
Bredekamp, S., & Rosegrant, T. (1992). Reaching potentials: Appropriate curriculum and assessment for young children (vol. 1). Washington, DC: National Association for the Education of Young Children.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 1–15.
Hawkins, R. P. (1979). The functions of assessment: Implications for selection and development of devices for assessing repertoires in clinical, educational, and other settings. Journal of Applied Behavior Analysis, 12, 501–516.
Hodgkinson, H. L. (1995). What should we call people? Race, class and the census for 2000. Phi Delta Kappan, 77, 173–179.
Jenkins, J. R., Jewell, M., Leceister, N., Jenkins, L., & Troutner, N. (1990). Development of a school building model for educating handicapped and at risk students in general education classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Johnson, L. J., & Noga, J. E. (1998). Key collaborative skills. In L. J. Johnson, M. J. LaMontagne, P. M. Elgas, & A. M. Bauer, Early childhood education: Blending theory, blending practice (pp. 19–43). Baltimore: Paul H. Brookes.
Johnson, L. J., Ruiz, D. M., LaMontagne, M. J., & George, E. (1998). The history of collaboration: Its importance to blending early childhood education and early childhood special education practices. In L. J. Johnson, M. J. LaMontagne, P. M. Elgas, & A. M. Bauer, Early childhood education: Blending theory, blending practice (pp. 1–18). Baltimore: Paul H. Brookes.
Joint Committee on the Standards for Educational and Psychological Testing (1999). Standards of Educational and Psychological Testing. Washingotn, DC: American Educational Research Association/American Psychological Association/National Council on Measurement in Education.
Lyon, G. R. (1998). Why reading is not a natural process. Education Leadership, 55(6), 14–17.
McMillan, James H. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research & Evaluation, 7(8). Available online: http://ericae.net/pare/getvn.asp?v=7≢8.
Meisels, S. (1989). High stakes testing in kindergarten. Education Leadership, 49(7), 16–22.
Meisels, S., & Fenichel, E. (1997). New visions for the developmental assessment of infants and young children (2nd ed.). Washington, DC: Zero to Three/National Center for Infants, Toddlers, and Families.
Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of individualized education plan (IEP) goals and objectives. Journal of Early Intervention, 23(2), 92–104.
Spencer, P. E., & Coye, R. W. (1988). Project BRIDGE: A team approach to decision-making for early services. Infants and Young Children, 1, 82–92.
Stanovich, K. (1993). Romance and reality. The Reading Teacher, 47(4), 280–289.
Wachs, T. D., & Sheehan, R. (1988). Issues in the linkage of assessment to intervention. In T. D. Wachs & R. Sheehan (Eds.), Assessment of young disabled children (pp. 367–406). New York: Plenum.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Malone, D.M., Denno, D. Decision Making in Early Childhood Intervention. Early Childhood Education Journal 30, 265–273 (2003). https://doi.org/10.1023/A:1023347926597
Issue Date:
DOI: https://doi.org/10.1023/A:1023347926597