BOAS

behavior
the way a person acts, talks, performs
observation
part of the assessment process, one of several means of obtaining information through watching, listening and taking notes.
assessment
process of collecting data or information on what children can do indicating their strengths, needs and interests.
behavior
the way a person acts, talks, performs
observation
part of the assessment process, one of several means of obtaining information through watching, listening and taking notes.
assessment
process of collecting data or information on what children can do indicating their strengths, needs and interests.
initial assessment
beginning observation that takes into account not only developmental differences, but diversity in culture, economics status and home background.
ongoing assessment
because a single assessment is not an exact statement of a child’s abilities, but just an indicator of performance, regularly scheduled observations/assessments are used.
evaluation
interpretation/inferences/conclusions to explain why something happened; that is, the process of retrieving information and finding value in it. This process requires skill, knowledge, training and practice to analyze and interpret data. It may result in diagnosis and referrals in order to determine appropriate therapies, interventions and services for the child and family.
developmental task
behaviors, skills that a child should be exhibiting at a certain age in each domain (PIES).
developmental milestones
behaviors, skills that a child should be exhibiting at a certain age in each domain (PIES).
developmental norms
behaviors, skills that a child should be exhibiting at a certain age in each domain (PIES).
developmental delays
when a child does not exhibit characteristics and behaviors considered normal for children in specific age groups.
developmental screening
are standardized instruments designed to identify and monitor normal development, possible developmental delays, or children with special needs. (DIAL 3)
developmental assessment test
are standardized instruments designed to identify and monitor normal development, possible developmental delays, or children with special needs. (DIAL 3)
screening
are standardized instruments designed to identify and monitor normal development, possible developmental delays, or children with special needs. (DIAL 3)
diagnostic assessment
are standardized instruments designed to identify and monitor normal development, possible developmental delays, or children with special needs. (DIAL 3)
school readiness
test designed to assess a child’s level of preparedness for an academic program.
developmental scale
an assessment tool designed to record the presence or absence of specific traits or behaviors. Requires structuring, but is easy to use. Does not indicate how well a task was performed.
developmental checklist
an assessment tool designed to record the presence or absence of specific traits or behaviors. Requires structuring, but is easy to use. Does not indicate how well a task was performed.
frequency chart
an assessment tool that can be developed to gain information on specific aspects of children’s behavior. This tool can be tailored to record a child’s preferences for play or how long it takes for children to eat.
participation chart
an assessment tool that can be developed to gain information on specific aspects of children’s behavior. This tool can be tailored to record a child’s preferences for play or how long it takes for children to eat
rating scale
an assessment tool used to record the degree to which a quality or trait is present. This requires a judgment about behavior and only includes a fragment of action.
running record
an assessment tool that is the simplest form of direct observation of a specific incident.
narrative record
an assessment tool that is the simplest form of direct observation of a specific incident
anecdotal record
an assessment tool that is the simplest form of direct observation of a specific incident
portfolio
an assessment tool that is a collection of children’s work.
Objective
observation must pass two tests: 1) describe only observable actions and 2) be non-evaluative.
subjective
observation may include personal feelings or generalization about values, motives, feelings, and attitudes
confidentiality
keeping information learned private and using discretion when speaking.