Infant Assessment

Roles and responsibilities of school psychologists have changed and expanded to serving not only school-aged children, but also children younger than age five years. This change has come about as scholars in the field recognize that time-efficient assessments and precise diagnoses can be the basis for early intervention before deviations in development become maladaptive patterns of functioning (Zero to Three, National Center for Infants, Toddlers, and Families, 1994). Research on early brain development and its relationship to learning, literacy, school readiness, emotional regulation, and resilience has also been highly publicized. Renowned scholar Jerome Bruner (1980) states, “The importance of early childhood for the intellectual, social, and emotional growth of human beings is probably… one of the most revolutionary discoveries of modern times… where emotional and mental growth are concerned; well begun is indeed half done” (p. 3). Additionally, federal law addressing early intervention for infants and young children with special needs has had a major impact on the expansion of the roles and responsibilities of school psychologists. In 1976, the United States Congress passed the Education of All Handicapped Children Act (P.L. 94–142). This law ensured a free and appropriate public education and related services to all students ages 6 to 21 years. The Act was amended in 1986 (P.L. 99–457) and again in 1990 (P.L. 101–476). These amended education laws mandated that a free and appropriate public education be provided for all children from birth to age 21.

As a result of both the federal law and the developing research about the link between early development and later learning, infant assessment has received increased attention. Assessment of infants is different in many ways from the assessment of schoolaged children. School psychologists need to understand early development, disabilities in infants and young children, and assessment methods and tools for this age group. In addition, school psychologists have been expected to skillfully interpret assessment information and make recommendations for educating children ages birth to five years.