Visit our page for current COVID-19 pandemic information for early intervention and preschool special education.
This checklist of recommended practices helps teachers provide an optimal environment and plan informed and meaningful observations for the DRDP (2015) for children with physical disabilities. The checklist corresponds with the Guidance for Using the DRDP (2015) with Children with Physical Disabilities.
DIF analysis is used to investigate whether measures on an assessment instrument functions differently for different groups of children. Examination of DIF is important to determine whether subgroups of children who possess comparable ability levels have equal (or different) likelihood of receiving the same ratings on the measures. This analysis provides evidence that the DRDP (2015) generally functions as intended for all children of the same ability level (i.e., no bias in a specific developmental area or skill). The two subgroups examined are children with disabilities (infants and toddlers with IFSPs and preschool children with IEPs) and children without disabilities.
This report outlines the technical properties of the Desired Results Developmental Profile (2015) which stem from the specifications that guided the development of the DRDP (2015) to produce a statewide early childhood assessment. The criteria for a high-quality early childhood assessment are presented within 10 indicators along with evidence for how the DRDP (2015) meets each criteria.
Guidance for assessing children with physical disabilities (PD) with the DRDP (2015).
