The use of authentic assessment in eligibility determination for early childhood intervention programs.

Abstract

The purpose of this study was to survey Part C Coordinators of early intervention programs across the United States and its territories to determine the actual use of authentic assessment methods to determine eligibility for services. The hypotheses were that authentic assessment is not widely used, that elements of authentic assessment are used, and that agencies that use an educational model use more authentic assessment than agencies that use a medical model. This was a descriptive study using quantitative methods designed to determine usage rates of authentic assessment for eligibility determination for early intervention services and any relationships between agency philosophy and the use of authentic assessment. Survey invitations were emailed to Part C Coordinators and results were analyzed to determine usage rates and statistical differences between agencies. No significant differences between the lead agencies and their usage of authentic assessment was discovered. A detailed summary of usage of elements of authentic assessment is included in the study results. It is hoped that this study will increase the focus on authentic assessment to determine eligibility for early intervention services and increase its use, thereby providing better, more individualized services for children with disabilities.