Carlena Lowell 1

Competency #4 Reflection

Prior to this graduate program, my skills and knowledge of the fourth competency area,
Assessment, were minimal. I had experience in formal and informal data collection which
included the Creative Curriculum data collection methods, and marginal knowledge of a few
standardized evaluation instruments. The courses in this program have enabled me to gain
experience with and learn about many evaluation tools. The products selected to reflect this
competency area are: 1.) research and review of five formal assessments; 2.) documentation and
reflection of the administration of the Assessment, Evaluation, and Programming System
(AEPS); 3.) documentation and reflection of the completion of a Routines-Based Interview
(RBI); and 4.) documentation and reflection of the administration of the Denver Developmental
Screening-II.
For the first product chosen for this assignment, I researched and reviewed five formal
assessments including: the Creative Curriculum Developmental Continuum for Ages 3-5; the
AEPS for Infants and Children, 2
nd
Edition; the Battelle Developmental Inventory, 2
nd
Edition
(BDI-II); the SCERTS Model; and the Vineland Social Emotional Early Childhood Scales. By
researching and reviewing these assessment tools, I was able to better understand the instruments
in terms of background, domains assessed, validity, and reliability. It was particularly helpful to
review the BDI-II as I began implementing it with preschool-aged children shortly after
completing this assignment. This product reflects sub-competency 4.4 Knowledge of
measurement concepts and principles used in the construction of assessment instruments.
The second product is the report written after an administration of the AEPS evaluation
instrument. The report includes background information; methods/setting; behavioral
observations; family resources, concerns, and priorities; and the summary and recommendations.
This was an early graduate school experience of assessment and report writing for me. Through
Carlena Lowell 2
Competency #4 Reflection

this assignment, I was able to learn about many components of report writing, as well as gain
experience in a commonly used assessment tool. This product supports sub-competency 4.9
Ability to select and administer assessment instruments in compliance with established criteria.
The next products for this competency area are the documentation and reflection of RBIs
(McWilliam, 2010) completed three families. I have completed RBIs for two separate courses;
the documentation for the two assignments looks different, although the RBI Checklist is a
commonality. Similar to the ecomap, the RBI is a component of Dr. McWilliams Routines-
Based Early Intervention we are beginning to implement in Maine; therefore, the first time I
conducted the RBI, I was provided with a jump start on practice of this interview. The second
two interviews, which are in one assignment write-up, were two RBIs I conducted as a
professional requirement. By reflecting on them for this assignment, I gained a greater
understanding of areas I feel confident in and areas that continue to need improvement. The
implementation of the RBIs addressed sub-competency 4.10 Ability to involve families and to
integrate their priorities and concerns in the assessment process.
The final product for this competency area is the documentation and reflection of the
administration of the Denver Developmental Screening-II. This was another assignment I found
beneficial both academically and professionally. This screening is a tool I complete with some
infants and toddlers newly referred to CDS as part of my professional responsibilities. I was able
to create this as an activity for myself in an individualized practicum in order to reflect on my
abilities to administer it with a young child. This is representative of sub-competency 4.12
Ability to use a variety of materials, contexts, and strategies to maintain the interest of infants
and young children in the assessment process.
Carlena Lowell 3
Competency #4 Reflection

Reference
McWilliam, R. A. (2010). Routines-Based Early Intervention. Baltimore, MD: Paul H.
Brookes Publishing Co., Inc.