Adapting assessments of child engagement to develop an early childhood consultation model

Amanda P. Williford, Rebecca Bulotsky-Shearer, Krystal Bichay, Shannon Reilly, Jason T. Downer

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


This study examines the psychometric properties and utility of the Individualized Classroom Assessment Scoring System (inCLASS) and the Adjustment Scales for Preschool Intervention (ASPI) after they were adapted for use by consultants and teachers as part of the development of a new early childhood consultation model called Learning to Objectively Observe Kids (LOOK). Pilot data examined whether the adapted inCLASS and ASPI scales retained aspects of reliability and validity comparable to the research-validated scales. Data provided evidence that consultants used the inCLASS and ASPI scales to guide their consultation. Findings from two consultants, 22 Head Start teachers, and 71 preschool children indicated that the inCLASS and ASPI scales evidenced adequate reliability and validity as compared to the research scales. Findings suggested that LOOK consultants used data to individualize the consultation sequence. Results provide support for the promise of applying research measures of child engagement to practice in teacher consultation models.

Original languageEnglish (US)
Pages (from-to)67-78
Number of pages12
JournalJournal of Applied Developmental Psychology
StatePublished - May 2018

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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