Author ORCID Identifier
Date Available
12-6-2018
Year of Publication
2018
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Jennifer Grisham-Brown
Abstract
Information collected from multiple domain child developmental assessments, known as five area assessments, are being used in early intervention for high stakes purposes such as program monitoring. As a result, it is important to examine variables that may affect test administration fidelity and its impact on obtaining valid data. The purpose of this study was to survey early intervention service providers in the state of Kentucky to determine possible independent variables that may affect their comfort level in administering five-domain tests. Surveys were made available to all early intervention service providers within the Kentucky First Steps early intervention program. Data were analyzed to determine the effect of independent variables such as: amount and format of training in administering assessments, amount and format of training in child development, years of experience, educational degree level, certification in interdisciplinary early childhood education, and discipline area on a provider’s comfort level in administering five area assessments. The results of the study indicated a statistically significant positive relationship between the amount of assessment training a provider received and their self-perceived comfort level in administering assessments.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2018.451
Recommended Citation
Burks, Carrie C., "ASSESSMENT IN EARLY CHILDHOOD INTERVENTION: THE IMPORTANCE OF TRAINING" (2018). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 68.
https://uknowledge.uky.edu/edsrc_etds/68
