Citation

Feil EG, Severson HH, Walker HM. Educ. Treat. Child. 1995; 18(3): 261-271.

Copyright

(Copyright © 1995, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The field of early intervention is predicated on the assumption that problems such as academic failure and behavior problems can be averted with early detection, prevention and intervention. In order to meet the needs of practitioners, an effective child-find screening system should be accurate, proactive, and cost-effective. In the assessment of young children, the indicators for problem behaviors are evident, but are significantly different from those of the school-age population. Critical factors in the assessment of young children with behavioral problems are: measuring the frequency and intensity of problem behaviors relative to a normative context (either local or national), delineating between externalizing (anti-social) and internalizing (withdrawn) behavioral patterns, utilizing multiple methods (e.g., ratings and direct observations) and gathering information from multiple sources (e.g., teachers and parents). This paper describes the need for and effectiveness of a functional screening and initial assessment system for behavior problems among preschool children aged three to five years: The Early Screening Project (ESP). Screening is an initial step in identifying those who exhibit a certain disorder for remediation. A functional assessment system has great potential for the early identification and proactive remediation of behavior problems.

Language: en