Abstract
Conventional tests and testing practices are at odds with professional “best practice” standards in early childhood intervention. Moreover, conventional tests have been neither developed for nor field-validated on young children with disabilities for early intervention purposes. Dramatic changes are emerging in the assessment of young children, particularly those with developmental delays/disabilities. Interdisciplinary professionals must know and adhere to the professional practice standards for assessment in early childhood intervention. The National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) standards promote authentic assessment as the evidence-based alternative for young children to prevent the misrepresentation of young children with disabilities—the mismeasure of young children (Bagnato, Neisworth & Pretti-Frontczak, 2010).
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