Maricopa Community Colleges  EED280   20074-20082 
Official Course Description: MCCCD Approval: 04/24/07
EED280 20074-20082 LEC 3 Credit(s) 3 Period(s)
Observation and Assessment of Typical and Atypical Behaviors
Observation and assessment of typical and atypical behaviors, overview of standards, observation and assessment methodologies for typical and atypical young children. Includes ethics, referral and reporting procedures, and collaboration with families and other professionals.
Prerequisites: CFS/ECH176 or CFS205 or permission of Instructor.
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MCCCD Official Course Competencies:
 
EED280   20074-20082 Observation and Assessment of Typical and Atypical Behaviors
1. Describe and examine historical foundations and contemporary issues related to standards and assessment in Early Care and Education. (I)
2. Define and use relevant terminology. (I)
3. Explain how historical influences shape current issues and practices. (I)
4. Examine the ethical and legal ramifications of standards, observation, identification, inclusion and assessment. (I)
5. Compare and contrast Early Education standards and ongoing assessment procedures within varied program types. (II)
6. Identify the multiple purposes of observation and assessment in relation to specific job responsibilities. (III)
7. Demonstrate the ability to utilize formal and informal, direct and indirect, methods of observation. (III)
8. Explain the roles of screening and assessment of typical and atypical behaviors. (IV)
9. Identify criteria for selection of appropriate assessment instruments. (IV)
10. Describe the roles, responsibility and functions of a team approach within the context of assessment. (V)
11. Formulate a communication plan for reporting of ongoing assessment within the educational team. (V)
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MCCCD Official Course Outline:
 
EED280   20074-20082 Observation and Assessment of Typical and Atypical Behaviors
    I. Historical Foundations and Contemporary Issues
        A. Terminology
        B. Historical influences on contemporary issues and practices
        C. Contemporary issues
          1. Federal, state, and local involvement and expectations of Early Education
          2. Involvement of the profession
          3. Standards movement and accountability
          4. Theoretical implications versus pragmatic issues
        D. Legal and ethical responsibilities and implications
          1. Confidentiality of assessment information
          2. Uses of assessment information
      II. Standards in the Early Education Field
          A. Program types
          B. Standard types
            1. Best practice standards
            2. Program quality standards
            3. Professional performance standards
            4. Developmental milestones standards
            5. Environmental settings and application of standards
        III. Purposes, Skills and Techniques of Observing Children
            A. Purposes and application
            B. Formal
              1. Standard-based instruments
              2. Criterion-referenced instruments
            C. Informal
              1. Needs based methods
              2. Program specific
            D. Documentation methods
            E. Direct data collection
            F. Indirect data collection
          IV. Screening and Assessing of Typical and Atypical Behaviors
              A. Definitions and purpose
              B. Developmental history data collection
              C. Developmental domains
                1. Cognitive
                2. Motor
                3. Communication/language
                4. Social/play
                5. Self-help/adaptive
              D. Analysis and consideration of programmatic needs
              E. Selection and application of instruments
                1. Formal
                2. Informal
              F. Referral responsibilities and procedures
            V. Assessment Teams
                A. Roles
                B. Responsibilities
                C. Functions
                D. Communication within an Early Educational team
                  1. Parents/Guardians
                  2. Paraprofessionals
                  3. Professionals
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