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Assessment for Effective Intervention
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Assessment of the Severely Handicapped Preschool-Aged Child

Cordelia C. Robinson

Meyer Children's Rehabilitation Institute, University of Nebraska Medical Center, Omaha, NE 68105

Susan C. Hupp

Meyer Children's Rehabilitation Institute, University of Nebraska Medical Center, Omaha

Issues in the assessment of preschool-aged children who have severe to profound handicapping conditions are considered in the context of characteristics of the population and purposes of assessment. Specifically, the utility of standardized assessment of infants and pre-schoolers for the purpose of program planning is examined. The process of assessment is discussed and a model is proposed for analyzing underlying cognitive requirements of assessment tasks and for using the results of such an analysis for program planning.

Assessment for Effective Intervention, Vol. 11, No. 3-4, 180-192 (1986)
DOI: 10.1177/073724778601100304
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