Clinical Sampling in the Assessment of Young Children with Handicaps

Abstract

Preschool children display patterns of development and behavior that frequently limit the use of formal and standardized evaluation procedures. Sensory and motoric impairments and speech/language disorders further compromise the utility of such measures. Based on direct experience, an alternative strategy for the assessment of young children with handicaps is proposed. Brief clinical sampling is used to document developmental skills. This information may be used as the basis for making structured judgments regarding development. In the context of skill hierarchies, this information is useful in designing programs for intervention. Principles and techniques of brief clinical sampling are described. Examples of the applications of brief clinical sampling with a young child with handicaps are given.

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