Essentials of Bayley-4 Assessment

Vincent C. Alfonso, Joseph R. Engler, Andrea D. Turner

• Editorial: Wiley
• Año: 2021
• ISBN:
  9781119696032
• Edición: 1
• Categoría: Psychology
• Categoría: Clinical Psychology

Administer and apply the Bayley-4 Scales of Infant and Toddler Development with confidence In Essentials of Bayley 4 Assessment, a distinguished team of authors delivers state-of-the-art guidelines for the application of the new Bayley 4 test of infant and toddler development. The resource offers a comprehensive guide to administering, scoring, interpreting, and applying the test. The resource provides key updates made since the publication of the previous version of the test, such as:

• Updated administration and scoring guideance, content updates, new norms and clinical studies, and shortened administration time
• Instruction on a Digital Delivery Option of the Bayley 4 (i.e., Q-interactive)
• New illustrative case studies and examples of Bayley 4 reports.

Written for developmental practitioners, school and clinical psychologists, pediatricians, pediatric neuropsychologists, speech-language pathologists, occupational therapists, and physical therapists, Essentials of Bayley 4 is also an indispensable resource for university professors and students in training in assessment related fields.

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OVERVIEW OF THE BAYLEY–4

Vincent C. Alfonso, Joseph R. Engler, and Andrea D. Turner

Gonzaga University and Pearson Assessments

ASSESSING INFANT AND TODDLER DEVELOPMENT

It is important to have a context from which to understand the main focus of this volume, which, of course, is the Bayley Scales of Infant and Toddler Development–Fourth Edition (Bayley–4; Bayley & Aylward, 2019a). As such, we begin with a brief history of infant and toddler development by using several sources of information including Black and Matula (2000), Goodman (1990), and Kelley and Surbeck (2007). Additionally, Sattler (2018a) has a very useful summary of the historical milestones on intellectual and developmental assessment. The interested reader is encouraged to review these sources as well as others to gain a thorough understanding of the history of infant and toddler assessment. Next, we highlight the importance of infant and toddler assessment, state the purposes of early childhood assessment, and list the typical developmental domains assessed. Finally, we provide a summary list of nearly 200 infant and toddler assessments as a resource; that summary list is found in the Appendix.

Brief History of Infant and Toddler Assessment¹

Many practitioners, especially those new to the assessment of infants and toddlers, may believe practitioners have been assessing young children for a long time, yet the history of early childhood assessment including infants, toddlers, and preschoolers is only about 200 years old (Kelley & Surbeck, 2007). Influences on early childhood assessment include dozens of individuals, but a few in particular are worth mentioning. For example, the precursor to early childhood assessment and developmental psychology may be attributed to the naturalistic observations of Johann Heinrich Pestalozzi in the 18th century and G. Stanley Hall, who is regarded as the father of developmental psychology and was the first president of the American Psychological Association (APA; Black & Matula, 2000). In the latter part of the 19th century, Sir Francis Galton, a cousin to Charles Darwin, constructed “tests of memory, motor, and sensory functions to differentiate between high and low achievers” (Kelley & Surbeck, 2007, p. 4). As a result, Galton became known as the father of mental testing. Perhaps the most famous early contributor to the practice of early childhood assessment, especially the assessment of mental ability or intelligence, was Alfred Binet, who, with Theodore Simon, created the Binet–Simon Scale for measuring the intelligence of school children (Binet & Simon, 1905). It was translated into English from French by Henry Goddard (a student of G. Stanley Hall) who also believed in the importance of early diagnosis, systematic testing, and special placements for school-aged students who evidenced learning difficulties (Kelley & Surbeck, 2007). The Binet–Simon Scale became the template for most, if not all, intelligence and cognitive batteries to the present day.

The child study movement of the early 1900s, that saw a proliferation of funding, studies, and assessments of school-aged children focusing on intelligence, memory, perception, emotion, personality, and motivation, influenced early childhood psychologists to begin paying attention to infants, toddlers, and preschoolers (Black & Matula, 2000; Kelley & Surbeck, 2007). Among the most famous and influential early childhood (infant) psychologists was Arnold Gesell who was also a pediatrician by training. Some refer to him as the grandfather of infant assessment (Goodman, 1990). According to Black and Matula (2000), Gesell, who was greatly influenced by Charles Darwin, “compiled a schedule of tasks for infants ages 4, 6, 9, 12, and 18 months of age and 2, 3, 4, and 5 years of age” (Gesell, 1925a, p. 3). These Developmental Schedul...