Understanding Fidelity of Implementation of Assessment in Early Intervention Programs

• In Event: 34.072 - Special Education Research SIG Paper Session 6: Issues Related to Early Intervention

Abstract

The identification of children for special education services is a complex and high stakes process for young children and their families (NAEYC, 2009). One key aspect of proper identification is the developmentally appropriate administration of formal assessments for determining special education services; however, there are few studies examining how assessments are administered in Early Intervention (EI). Therefore, this study set out to investigate the Fidelity of Implementation of Assessment (FOI-A) of the Battelle Developmental Inventory – Second Edition (BDI-2) in Early Intervention across one New England State. Results indicated that adherence to test guidelines and administration widely varied. Recommendations for pre-service EI programs, ongoing professional development for providers, and coaching by EI directors will be made.

Authors

• Lianna Pizzo, University of Massachusetts - Boston

• Angela Stone-MacDonald, University of Massachusetts - Boston