Assessment of Development and Educational Contexts

Code:

P820

Acronym:

ADCE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2011/2012 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	12	Official Curricular Structure 2007/2008	4	-	6	-

Teaching language

Portuguese

Objectives

1.Students will acquire an understanding of the relation between theoretical constructs in child development and practical orientations in developmental assessment of children.

2.Students will acquire an understanding of child developmental assessment as a crucial component for the habilitation and inclusion processes of children presenting limitations of activity and restrictions in participation.

3. Students will acquire skills to participate as active members in transdisciplinary developmental assessment teams.

4. Students will acquire problem-solving skills related to the planning and the implementation of developmental assessment of children.

Program

1. The main paradigms in developmental assessment of children and of their educational contexts.
1.1. The medical paradigm. Characteristics and criticisms.
1.2. The social model. Characteristics and criticisms.
The biopsychossocial model. Definitions and theoretical foundations. Class of variables assigned for assessment


2. Assessment/intervention processes in developmental risk prevention.
2.1. Prevention at the universal, selected, and indicated levels. Child-find systems. Screening and assessment. The assessment/intervention loop.
2.2. Issues in translating assessment results into intervention plans. Delineating developmental structures and organizations: Intrapersonal interpersonal and ecological dimensions in developmental assessment of children. Activity, participation, environmental barriers and facilitators.
2.3. Implications for assessment and intervention: The individual, the family, and the participation scenarios of the child.


3. The complexity of human development and the transdisciplinary approach to the developmental assessment/intervention process.
3.1. Multidisciplinary, interdisciplinary and transdisciplinary team approach to developmental assessment and intervention.
3.2. Transdisciplinary play-based assessment and intervention: Linder’s model.


4. Assessing cognitive development.
4.1. Intrapersonal interpersonal and ecological dimensions of cognitive developmental processes.
4.2. Structures and organizations in human cognitive development.
4.3. Translating assessment information into intervention goals.


5. Assessing motor skills development.
5.1. Intrapersonal interpersonal and ecological dimensions of motor skills developmental processes.
5.2. Domain contents of motor assessments. Neuromotor disorders: An overview
5.3. Translating assessment information into intervention goals.


6. Assessing communication and language development.
6.1. Intrapersonal interpersonal and ecological dimensions of communication and language developmental processes.
6.2. Domain contents of assessment. Communication and language disabilities: An overview.
6.4. Issues in translating assessment information into intervention goals.


7. Socio-emotional development.
7.1. Intrapersonal, interpersonal, and ecological dimensions of socio-emotional developmental processes.
7.2. Domain contents of assessment.
7.3. Intervention issues.

Mandatory literature

Linder Toni 340; Transdisciplinary play-based assessment. ISBN: 978-1-55766-871-4
Linder Toni; Transdiciplinary play-based intervention. ISBN: 978-1-55766-872-1
Mary McLean, Mark Wolery, & Donald B. Bayley Jr.; Assessing Infants and Preschoolers with Special Needs, Merrill Prentice Hall, 2004. ISBN: 0-13-o98662-3

Teaching methods and learning activities

Classes will follow an exposition methodology, including case studies preparation of field work to be carried out by students. Assessment exercises on video materials will be performed

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	52,00
	Total:	-	0,00

Eligibility for exams

To be admitted students must, at least, attend 75% of the total number of the classes

Calculation formula of final grade

The final classification results from the presentation of an assessment report made on materials presented by video regarding a child with developmental disabilities.

Special assessment (TE, DA, ...)

According to legal prescriptions.

Classification improvement

Students may require improvement of the obtained classification, submitting another report of a child developmental assessment in the subsequent evaluation term. The final classification will be the higher one.