Developmental Diagnostic Reports: Reliable and Effective Alternatives To Guide Individualized Intervention:
Citations
22 citations
Cites background from "Developmental Diagnostic Reports: R..."
...School psychology applied to early childhood settings is gaining increasing prominence (Bagnato & Neisworth, 1981; Barnett, 1986; Guidubaldi, 1982; Paget, 1986). This discipline is a recent development, although specific references to such a specialization have been proposed previously. Caldwell and Elardo (1972), for example, conceptualized school psychology as having early childhood applications in both educational and noneducational settings. Coupled with this view, other specialists stressed the need for incorporating a greater developmental perspective in the broad work of school psychologists (Bardon, 1972; Kohlberg, 1972). Despite these precursors, the field of school psychology has provided no definition or detail for the preschool subspecialty. Hodges and Lapides (1977) co-edited a special issue of the Journal of School Psychology that presented broad assessment and treatment issues for the school psychologist in early education. Their work, however, did little to differentiate the specialized perspectives and practices of preschool psychology from mainstream school psychology. Bagnato and Neisworth (1981) focused upon the school psychologist's lack of preparation and experience in serving young exceptional children....
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...The DSP is often a valuable ally in meeting such new demands on programs (Neisworth, Willoughby-Herb, Bagnato, Cartwright, & Laub, 1980). The strategies employed by the DSP to meet these challenging and diverse needs are consistent with those advocated by Conoley and Gut kin (1986), who stressed the necessity of using an indirect model to broaden the delivery and impact of school psychological services....
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...School psychology applied to early childhood settings is gaining increasing prominence (Bagnato & Neisworth, 1981; Barnett, 1986; Guidubaldi, 1982; Paget, 1986). This discipline is a recent development, although specific references to such a specialization have been proposed previously. Caldwell and Elardo (1972), for example, conceptualized school psychology as having early childhood applications in both educational and noneducational settings. Coupled with this view, other specialists stressed the need for incorporating a greater developmental perspective in the broad work of school psychologists (Bardon, 1972; Kohlberg, 1972). Despite these precursors, the field of school psychology has provided no definition or detail for the preschool subspecialty. Hodges and Lapides (1977) co-edited a special issue of the Journal of School Psychology that presented broad assessment and treatment issues for the school psychologist in early education. Their work, however, did little to differentiate the specialized perspectives and practices of preschool psychology from mainstream school psychology. Bagnato and Neisworth (1981) focused upon the school psychologist's lack of preparation and experience in serving young exceptional children. However, they emphasized the school psychologist's potential in early intervention and the need to link developmental assessment and curriculum planning, to translate diagnostic reports, and to design, monitor, and evaluate intervention plans for young children. Guidubaldi (1982) presented the first tentative label and definition for the preschool subspeciality—" early childhood school psychology....
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...The DSP is often a valuable ally in meeting such new demands on programs (Neisworth, Willoughby-Herb, Bagnato, Cartwright, & Laub, 1980)....
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...School psychology applied to early childhood settings is gaining increasing prominence (Bagnato & Neisworth, 1981; Barnett, 1986; Guidubaldi, 1982; Paget, 1986). This discipline is a recent development, although specific references to such a specialization have been proposed previously. Caldwell and Elardo (1972), for example, conceptualized school psychology as having early childhood applications in both educational and noneducational settings. Coupled with this view, other specialists stressed the need for incorporating a greater developmental perspective in the broad work of school psychologists (Bardon, 1972; Kohlberg, 1972). Despite these precursors, the field of school psychology has provided no definition or detail for the preschool subspecialty. Hodges and Lapides (1977) co-edited a special issue of the Journal of School Psychology that presented broad assessment and treatment issues for the school psychologist in early education....
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13 citations
Cites background from "Developmental Diagnostic Reports: R..."
...Moreover, when matched with developmentally sequenced curricula and used as criterion-based measures, the scales generate results that form effective "target-links" to initial curriculum goal planning (Gordon, 1975; Meier, 1976; Bagnato & Neisworth, 1979; Bagnato, 1981)....
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...Despite frequent calls for assessmentcurriculum linkages in preschool IEP construction (Kamii & Elliott, 1971; Chase, 1975; Bagnato & Neisworth, 1979; Bagnato, 1981),...
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7 citations
Cites background or result from "Developmental Diagnostic Reports: R..."
...…the translation of reports into teaching and learning practices were similar to those in previous research, such as the need for recommendations to be practical and relevant (Bagnato, 1981; Wiener, 1985), and concerns regarding the over-use of jargon and technical language (Pelco et al., 2009)....
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...These findings contrast with much of the existing literature that suggests teachers have a preference for specific ather than general recommendations (Bagnato, 1981; Wiener, 1985)....
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...The factors influencing the translation of reports into teaching and learning practices were similar to those in previous research, such as the need for recommendations to be practical and relevant (Bagnato, 1981; Wiener, 1985), and concerns regarding the over-use of jargon and technical language (Pelco et al....
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...Overall, teachers find reports with excessive technical language and professional jargon difficult to read and understand (Bagnato, 1981; Brandt & Giebink, 1968; Pelco et al., 2009; Wiener, 1987), and dislike recommendations that are too general, impractical, or have little relevance to their day-to-day work (Bagnato, 1981; Borghese & Cole, 1994; Hagborg & Aiello-Coultier, 1994; Salvagno & Teglasi, 1987; Wiener, 1985)....
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..., 2009; Wiener, 1987), and dislike recommendations that are too general, impractical, or have little relevance to their day-to-day work (Bagnato, 1981; Borghese & Cole, 1994; Hagborg & Aiello-Coultier, 1994; Salvagno & Teglasi, 1987; Wiener, 1985)....
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5 citations
References
491 citations
"Developmental Diagnostic Reports: R..." refers background in this paper
...Broad-range discussions of methods for modifying reports have been presented elsewhere (Sattler, 1974; Tallent, 1975)....
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57 citations
"Developmental Diagnostic Reports: R..." refers background in this paper
...Nevertheless, teachers and other interdisciplinary personnel tend to view reports most positively when they are written in clear, behavioral terms; facilitate the decision-making process about the child; and, especially, suggest practical recommendations that can be directly translated into goals for programming (Bagnato, 1977; Baker, 1965; Brandt & Giebink, 1968; Erwin & Cannon, 1973; Hartlage & Merck, 1971; Mussman, 1964; Rucker, 1967). Erwin and Cannon (1973) have suggested that much of the difficulty with diagnostic reports involves the synthesis, organization, format, and style of how data are communicated....
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...Nevertheless, teachers and other interdisciplinary personnel tend to view reports most positively when they are written in clear, behavioral terms; facilitate the decision-making process about the child; and, especially, suggest practical recommendations that can be directly translated into goals for programming (Bagnato, 1977; Baker, 1965; Brandt & Giebink, 1968; Erwin & Cannon, 1973; Hartlage & Merck, 1971; Mussman, 1964; Rucker, 1967). Erwin and Cannon (1973) have suggested that much of the difficulty with diagnostic reports involves the synthesis, organization, format, and style of how data are communicated. Moreover, Bagnato and Neisworth (1979) assert that...
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...Nevertheless, teachers and other interdisciplinary personnel tend to view reports most positively when they are written in clear, behavioral terms; facilitate the decision-making process about the child; and, especially, suggest practical recommendations that can be directly translated into goals for programming (Bagnato, 1977; Baker, 1965; Brandt & Giebink, 1968; Erwin & Cannon, 1973; Hartlage & Merck, 1971; Mussman, 1964; Rucker, 1967)....
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42 citations
38 citations