This study evaluated the appropriateness of scoring the Behavior Rating Inventory of Executive Function--Preschool (BRIEF-P) using age-equivalent scores generated from multiple measures of cognition and language among school-age children with Down syndrome (DS). Subscale T scores for 95 children with DS were contrasted using standard scoring on…

The Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition: Canadian (WPPSI-IVCDN; Wechsler, 2012), published by NCS Pearson, is a newly updated, individually administered measure of cognitive intelligence for children aged 2:6 through 7:7. Suitable for educational, clinical, and research settings, the purposes of the WPPSI-IVCDN are…

The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the synthesized Cattell-Horn-Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different…

Long-term follow-up information on children who have participated in early childhood special education (ECSE) has seldom been available. In the present study, the cognitive and academic performance of 171 thirteen-year-old graduates of 2 ECSE curricula is examined. Although preschool cognitive measures continued to predict later performance…

Curriculum-based assessment (CBA) provides the most direct means for assessing and monitoring child program progress. Five areas of research in preschool assessment and four major qualities for assessment batteries are summarized. The interrelatedness of direct instruction, behavior technology, program accountability, and curriculum-based…

The McCarthy Scales, which were designed to assess general intellectual abilities in the 2 1/2 to 8 1/2 age-range, are described and criticized on the basis of substantial experience in their use as a research instrument. It is concluded that they are particularly useful for the assessment of the preschooler. (Author)

The integration of neuropsychological (NP) methods into the comprehensive assessment of preschool children is examined. It is concluded that NP assessment serves as a powerful tool for individual case planning only when used in combination with information gathered in other settings. (Author/LMO)

The need for an ecological approach to cognitive assessment of preschool-aged children is discussed. Purposes of and popular approaches for cognitive assessment are presented. Tests and techniques are reviewed, and implications for the practice of psychology in the schools are discussed. (Author/LMO)

In Louisiana, the Early Childhood Evaluation Project undertook to study the feasibility of screening preschool children for potential handicaps in rural and urban areas using relatively untrained university students and to evaluate the cost effectiveness of different screening instruments. Findings showed that the largest number of children were…

Since 1975, the Chicago public schools have been conducting ongoing research and development related to the identification and remediation of prekindergarten children with potential learning problems. The present study describes initial efforts toward the creation of a longitudinal data base aimed at determining (1) prekindergarten-age…

Vision assessments were provided to 297 preschoolers in nine Head Start programs in New York State. The protocol used provided a thorough evaluation and required only seven minutes per child. Sixty-three children (21.2%) were referred for further evaluation. Visual deficits detected included decreased acuity, strabismus, astigmatism, and…

The impact of the Stanford Binet Fourth Edition was compared with the Stanford Binet L-M on the identification of gifted children for a university affiliated preschool. The fourth edition test composite identified fewer preschool age children as gifted when the criterion was set at 1.5 standard deviations above the mean. (Author/JDD)

To help physicians select appropriate screening tests for early childhood identification of developmental disabilities, 19 screening tests were administered by a pediatrician and rated by a panel of pediatricians and a special educator. Five of the tests were identified that approached standards for educational and psychological tests. (TJH)

Extra-year programs for children in kindergarten and first grade are not cost effective and have a tendency to keep children out of school. What does work is a developmentally appropriate curriculum for the primary grades that emphasizes integrated learning across the curriculum, small group instruction, and mixed-age grouping. (MLF)

High quality preschool programs that bring long-term benefits for children can be achieved by cooperation with the community to determine what is appropriate for local children. Existing programs must be evaluated for information and to avoid similar problems and children's "burn out" from tightly structured approaches. (CJH)