Peer micronorms in the assessment of young children: Methodological reviewand examples

Results from norm-referenced instruments have been the standard for making important decisions in the lives of young children. However, serious concer ns have surrounded the use of discrepancy scores to determine developmental delays and their utility for goal setting and intervention development. In response to these concerns, a number of assessment models have proposed th e use of local or classroom norms for goal development, instructional desig n, progress monitoring, and eligibility determination. We outline the ratio nale, critical dimensions, and techniques for using peer micronorms and dis cuss technical adequacy considerations. Case examples of the use of peer mi cronorms with preschool children, supplemented with hypothetical data, are used to illustrate the technique.