Instrument Crosswalks
Crosswalks cross-reference the functional skills assessed by various published instruments with the three child outcomes required by OSEP for Part C and Part B, Section 619 programs to assess the degree to which these instruments measure the required outcomes.
Crosswalks
Crosswalks are listed in alphabetical order:
- Assessment, Evaluation, and Programming System for Infants and Children—Third Edition (AEPS-3)
- The Battelle Developmental Inventory—Third Edition (BDI-3)
- Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III)
- Birth to Three Assessment and Intervention System—Second Edition (BTAIS–2)
- Brigance Inventory of Early Development III (IED-III)
- Carolina Curriculum for Infants and Toddlers with Special Needs—Third Edition (CCITSN)
- Carolina Curriculum for Preschoolers with Special Needs—Second Edition (CCPSN)
- Child Development Review
- COR Advantage
- Desired Results Developmental Profile
- Developmental Assessment of Young Children (DAYC-2)
- Developmental Profile—Fourth Edition (DP-4)
- Early Childhood Development Chart—Third Edition
- Early Learning Accomplishment Profile—Third Edition (E-LAP)
- Early Learning Scale
- Hawaii Early Learning Profile (HELP Birth–3)
- Infant Developmental Inventory for Children from Birth—21 months
- Learning Accomplishment Profile 3—Third Edition (LAP-3)
- Measure of Engagement, Independence, and Social Relationships (MEISR™)
- The Ounce Scale
- Preschool Language Scales—Fifth Edition (PLS-5)
- The Rossetti Infant-Toddler Language Scale
- Teaching Strategies GOLD (TS GOLD)
- Work Sampling System—Fifth Edition (WSS-5)
ECTA Center hosts ongoing learning groups for users of the BDI and TS GOLD, but does not endorse the use of any specific assessment instrument.
For more information about crosswalk content or specific instruments, contact ECTA Center's Child Outcomes Measurement topic specialist.
Using these Crosswalks
Gathering and age-anchoring information about child functioning requires multiple sources of information. Observation and family input provide information about children's functioning across situations and settings. Data from assessment tools compares a child's skills and behaviors to those of same-age peers.
Most such tools are organized around developmental domains, with items separated into discrete areas of development. Common developmental domains include expressive language, receptive language, cognitive, gross motor, and fine motor.
Some tools use standardized assessment items administered in a setting other than the child's natural environment, making it difficult to use the information to determine whether a child uses this skill in everyday life.
The presence of an isolated skill or behavior gives limited information about a child's functioning. The three child outcomes are functional: they reflect a child's ability to take meaningful action in the context of everyday living. They cross developmental domains, emphasizing the integration of skills and behaviors across domains for meaningful action. For example, a child's natural use of pointing to indicate what they need or want reflects their functioning better than the pointing to an object when asked during an assessment.
- Crosswalks are not a checklist or scoresheet for measuring child outcomes. They are generated for instruments based on the frequency of informal requests from states.
- Criterion-referenced or curriculum-based assessment tools are typically crosswalked at the subdomain level.
- Norm-referenced tests always are crosswalked at the lowest level the developers recommend valid interpretation of the data.
- Double-classifying items is generally avoided, but is sometimes unavoidable. This is just the interrelated nature of development in young children.
- Precursor skills are not functional in and of themselves, but can lead to functional behaviors. For example, a child's ability to use a pincer grasp might lead to his ability to feed himself or hold a pencil. Some precursor skills for functional behaviors skills aren't appropriate or expected for children with certain disabilities (for example, skills that rely on sight are not appropriate to measure outcomes for a blind child, because it is not expected they will develop those particular skills).
- Items that do not map to the three child outcomes are omitted.