Why should we understand the linked system?
- Many early childhood professionals have not received adequate preparation on topics such as assessment, nor on effective methods to link assessment, goal/outcome development, teaching/intervention, and progress monitoring.
- Professional literature seldom offers descriptions of linked system. Descriptions may focus on one element and fail to address the importance of linkage at the theoretical level or to provide practical ideas.
- Many standardized norm-referenced instruments yield results that are not helpful in program planning and teaching young children.
Processes of the Linked System
The linked system is composed of 4 basic processes: Assessment, Goal/outcome development, teaching/intervention, and progress monitoring.
Assessment
The process of establishing a baseline, or entry level, measurement of the child’s skills and desired family outcomes.
Goal/Outcome Development
The process of selecting or targeting the skills and behaviors that will direct teaching/intervention activities.
Teaching/Intervention
The process of arranging and individualizing the physical and social environment to produce the desired growth and development specified in a plan for intervention formulated for the child and family.
Progress Monitoring
The process of comparing the child’s performance on selected developmental or learning objectives both before and after teaching/intervention, as well as the family’s progress toward selected family outcomes.
