Interface between Assessment and Intervention for Infants and Preschoolers with Disabilities

  • Kathleen Gradel
Part of the Perspectives in Developmental Psychology book series (PDPS)


A casual question such as “What can she do?” posed by a visitor to an infant program for children with disabilities is typically answered by a series of relatively precise, descriptive statements by the teacher, including: “She can say ‘hi’ by waving her hand and whispering, ‘HA’. She can stack three blocks; push a ball on the floor to a friend who is one foot away; put a circle in a three-piece formboard; imitate rocking a baby and hand-clapping ...” Informal, anecdotal skill profiles such as these offered by practitioners are impressive samples of both the range and the specificity of their knowledge about their charges. Coupled with the pool of information that they have on specific children over time, the breadth of their information base is difficult to synthesize and summarize (Gradel, Thompson, & Sheehan, 1981; Sheehan & Gallagher, 1984).


Task Analysis Skill Area Exceptional Child Invisible Displacement Survival Skill 
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Copyright information

© Springer Science+Business Media New York 1988

Authors and Affiliations

  • Kathleen Gradel
    • 1
  1. 1.Department of Special EducationUniversity of MarylandCollege ParkUSA

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