Aims to foster scrupulous use of the "at-risk" label for young children by advocating clarification of the term. Proposes caveats educators should consider before applying the label. Among these are (1) risk is not static; (2) standardized test scores are not effective predictors of risk for young children; and (3) children develop in an…

This combined text and manual presents the basic educational viewpoint of the Gesell Institute, that children should be entered in school (and consequently grouped and promoted) on the basis of their developmental or behavioral age, not on the basis of their chronological age or IQ. The introduction describes the research in which the Institute…

There are three parts to this bibliography of tests for children aged two to six. First is an alphabetical index of the 89 tests with a graphic display to indicate which tests measure which of the following functions: (1) intellectual functions or attained skills; (2) oral language communication; (3) self-concept, personality, sociability,…

Problems concerning the misuse of tests by teachers and administrators are discussed. Two common misconceptions of the basic function of tests are: (1) the test as an incentive for study; and (2) the test as a learning experience. Rather, a test should be conceived of as a measuring instrument. More appropriate conceptions of tests are: (1) tests…

Prekindergarten Head Start teachers were trained to administer the Learning Accomplishment Profile (LAP), an objective check list of development in seven areas: gross motor, fine motor manipulation and writing, social, self help, cognitive, and language skills. Data were collected from separate groups of 3, 4, and 5-year old children to ascertain…

Findings of two studies which examined the identification of prekindergarteners with potential learning problems are presented. The first was a pilot study, in which a short screening device and a parent questionnaire were administered to a large, randomly-selected sample. In the second study, these instruments were validated against extensive…

As a preschool screening instrument, the Preschool Preposition Test (PPT) can play an important role in the early identification of cognitive delay. PPT scores increase appropriately with chronological age. Cognitive data demonstrate impressive correlations with recognized intelligence tests (the Stanford-Binet and the Peabody Picture Vocabulary…

The fourth of eight related documents, this monograph describes the prekindergarten identification and readiness phase of the Reading Instruction and Pupil Personnel Services (RIPPS) program. The document describes the four major components of this phase: (1) a comprehensive registration, (2) parent information presentation, (3) health screening,…

The revised annotated bibliography describes 29 standardized tests appropriate for use with American Indians from preschool through high school levels, furnishing authors, copyright date, appropriate age level, physical format (microfiche), and publisher. A separate listing provides names, addresses, and telephone numbers of 11 major U.S.…

Results of the research reported in this paper suggest that the development of mentally handicapped preschool children may not be measurable in distinct cognitive, social/emotional, physical motor, and language areas. This research further indicates that a testing instrument designed to measure the generalized factors of intelligence and social…

More than three hundred assessment tools applicable for the evaluation of children and adults with specific learning disabilities in terms of age applicability, time to administer, and salient characteristics are briefly described. They are grouped into ten categories: Intelligence Tests, Preschool Readiness Tests, Motor, Sensory, and Language…

This check list provides a method for observing and recording the development of children aged 1 to 6 and handicapped children in six categories of skills: gross motor development, fine motor development, social, self help, cognitive, and language. The scoring system is designed to provide information on the rate of development in each category;…

This manual describes the Learning Accomplishment Profile (LAP), a check list, and tells how it is administered, scored, and used to evaluate children's skill development and rate of development. The items were drawn from a number of well-known assessment tools, and measure skills appropriate for normal children aged 1-6 and handicapped children.…

The major objectives of the research reported here were: to develop a phonological analysis to be used in determining the basic language problems of disadvantaged Spanish-speaking children; to develop an effective test for assessing the oral English of these children that could be used by a classroom teacher after only a brief training period; and…

This second volume of the Assessment, Evaluation, and Programming System (AEPS) Test and its associated curriculum, begins with an overview of the test and a discussion on the purpose and value of the assessment and evaluation of young children. Chapter 3 describes the target population for the AEPS Test and the use of the test with children with…