Parents quickly learn the degree to which the assessor is really listening to what is being said. The wise assessor works at being a good listener and communicates to the parents in a variety of ways that what they have to say is important to the entire assessment process. It is important that the caregivers feel they are co-workers in the assessment process. This feeling is more easily accomplished if the assessor communicates interest and concern during the interview. In some instances the assessor may set a less-than-optimal tone early in the interactions with the parents. This can be difficult to overcome in later interactions.
The major portion of the … interview is concerned with gaining information about the child’s history. This is accomplished by the assessor asking direct questions regarding important aspects of the [child]. Perhaps the best way to initiate the interview is to ask the caregivers why they are seeking assessment services. The actual reasons may be obvious; however, it is instructive to hear the caregiver’s response to that initial question. Although a variety of formats exist, the … interview should cover at least five major areas concerning the child’s past history. Questions should be directed toward:
1) the history of the suspected developmental problem,
2) the child’s developmental history,
3) the medical history,
4) the social-family history,
5) the educational history
The degree to which each of these areas is explored will depend on a variety of factors. These include the child’s age, the presenting problem, the referring source, and the information obtained during the initial part of the interview. The experienced interviewer is able to determine which areas need in-depth exploration as the interview progresses. For example, if in response to questions concerning the child’s medical history it becomes known that the child has a history of seizure activity, the interviewer will explore the medications and interventions taken to control the seizures. In essence, what transpires is a process in which the interviewer takes information during each stage of the interview and uses that information to determine the specific areas that require more detailed exploration. In is imperative that the interviewer be able to use information obtained during the interview to direct later interview questions. The ability to do so is enhanced through experiences and practice as well as through observation of established interviewers.
Excerpted from:
Rosetti, L.M. (1990). Infant-toddler assessment: An interdisciplinary approach. Pro-Ed: Austin, Tx.