Remote Screening, Evaluation, and Assessment
Many assessment practices can be successfully implemented even when the practitioner cannot be in the same room with the child and family such as during the COVID-19 pandemic. The resources included here are designed to help states, programs, and local practitioners examine and answer difficult questions about remote screening, evaluation, and assessment.
High-Quality Assessment When Evaluating a Child's Eligibility for Services Remotely
The following links provide guidance, considerations, and resources for state staff and local practitioners who are determining eligibility remotely (e.g., using teleconference, videoconference, and sharing information and video synchronously and asynchronously). This information is intended to support the development of effective state policies, procedures, and practices designed to appropriately identify children eligible for early intervention or early childhood special education services remotely.
See related webinar: Applying Assessment Principles to Evaluation for Eligibility Remotely (Part C)
Determining a Child's Eligibility for Preschool Special Education Remotely (coming soon)
See related webinar: Applying Assessment Principles to Evaluation for Eligibility Remotely (Section 619)
Assessment Tools with Potential for Remote Administration
Below are three lists of tools compiled to help states, programs, and staff identify assessment tools for use when practitioners cannot be in the room with the child and family. Assessment serves many purposes in early intervention and preschool special education service delivery. The tables are grouped by the assessment purpose, including tools for screening to identify children that might require evaluation, tools for evaluation to assist with eligibility, and tools for assessment for progress monitoring and program planning.
Assessment tools that focus on naturally occurring behaviors tend to be more effective for remote administration because they rely on natural observations and information gathered from caregivers. Highly scripted tools that require practitioners to directly administer structured tasks to a child are unlikely to produce valid results remotely and are not included in the tables.
This table includes tools which provide information about whether a child's performance is consistent with age-expected functioning or needs further evaluation.
Norm-Referenced Assessment Tools for Children Birth to Age Five Years with Potential for Remote Administration for Eligibility Determination
This table includes standardized instruments which provide information on a child's performance relative to a norming group.
This table includes instruments that compare a child's performance against a set of standards or criteria that often reflect developmental sequences.