Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Summer 2019

Document Type

Thesis

Degree Name

Educational Specialist (EdS)

Department

Department of Graduate Psychology

Advisor(s)

Tiffany Hornsby

Tammy Gilligan

Deborah Kipps-Vaughan

Abstract

The present study investigated the current practices and perceptions in the field of early childhood assessment. There appears to be a disconnect between what is required by law, what is recommended as best practice, and what school psychologists are doing in the field. The results of the present study revealed the most influential tool in determining special education eligibility was the child’s score on a standardized assessment. Participants also reported conventional assessments as the most frequently used technique. However, when asked their opinions on how valid assessments tools are in reflecting a child’s true ability, less than half reported they somewhat agree that conventional assessments truly reflect a preschool age child’s ability. Results of the present study also revealed a wide range of training experiences in preschool assessment. No statistically significant relationship was found between participants’ training experiences and their current practices. Additionally, no statistically significant relationship was found between participants’ graduation date and their current practices. Implications for practice and future research are discussed.

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