data driven goal setting
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Data Driven Goal Setting. With a Focus on ASQ3 Developmental Screening Presenter: Roberta Payne. Part I : Overview Part II : Recommended Tools Part III : Referral Process Part IV: Implementation Strategies Part: V Data Driven Goal Setting. Learning Objectives. - PowerPoint PPT PresentationTRANSCRIPT
Data Driven Goal Setting
With a Focus on ASQ3 Developmental ScreeningPresenter: Roberta Payne
Part I : OverviewPart II : Recommended ToolsPart III : Referral ProcessPart IV: Implementation Strategies
Part: V Data Driven Goal Setting
• Identify developmental screening and early intervention as a valuable CECC goal
• Learn how tools to screen for developmental delays might be used
• How programs may Implement referral procedures for children who fail or pass but exhibit potential developmental concerns to expedite Early Intervention
• Employ parent/caregiver education materials as a strategy
Learning Objectives
20% of mental health problems identified
(Lavigne et al. Pediatr. 1993; 91:649-655)
30% of developmental disabilities identified
(Palfrey et al. JPEDS. 1994; 111:651-655)
80-90% with mental health problems identified
(Sturner, JDBP 1991; 12:51-64)
70-80% with developmental disabilities correctly identified
(Squires et al., JDBP 1996; 17:420-427)
Data on Detection RatesWithout Tools With Tools
Early Brain Development
• Americans with Disabilities Act (ADA) 1990
• Individuals with Disabilities Education Act (IDEA) 1975 (Amended in 2004)
Federal/Legal Requirements
Developmental or Behavioral Disorders◦ Speech and language issues ◦ Mental retardation ◦ Learning problems◦ Attentional disorders◦ Other behavioral difficulties
only ½ of children with these problems identified prior to school entrance
What to Expect
What to Expect
http://www.pedstest.com/test/peds_intro.html
Development exists on a continuum Children manifest skills variably,
inconsistently Latent period Developmental problems increase with
age◦ 2-3% of 0-18 month olds◦ 10% of 24-72 month olds◦ 16% of 0-21 year olds
Data to Consider: Children
Parents are reservoirs of rich information Screening structures observations,
reports, and communication about child development
Screening becomes a teaching tool for parents and child care professionals
Screening improves relationships
Parents/Caregivers
Explain tool and purpose to parents Discourage assumption of a “problem”
◦ addressing behavioral and developmental issues is an important part of your service
Assess ability to complete tool properly◦ with assistance?◦ in center or at home?
Preparing Parents/Caregivers
Focus on positivesPractice your language
“Learning too slowly”“Delayed in some areas”“Needs some extra attention and support”
Communicating Results
Stress the need for further evaluation and follow-up
Offer parents activities they can do right away
Help the parent to inform others
Communicating Results
Acknowledge parent’s fear Avoid judging parents Encourage communication, particularly
when recommendations are not followed Provide parent with information on the
referral Set a follow-up
Encouraging Next Steps
The importance of information to parents:◦Must explain situation to others◦Language barriers◦Logistics
“Demystify” the process
Encouraging Next Steps
Developmental Screening is:Recommended by AAPBeneficial to all childrenChallenging but rewarding to implement
Provides critical data for planning and decision making
Part I Summary
SensitivitySpecificityPositive predictive valueValidityReliability
Screening Test Features
ScoringTrainingAdministration
Screening Test Features
Parent report tool with exercises, 30-35 items Covers 5 skill/developmental areas Written at a 6th grade level Available in Spanish, English, and French Choices of responses (yes, sometimes, not
yet) Requires 10-15 minutes to complete, 5
minutes to score 21 color-coded age-appropriate
questionnaires and score sheets
Ages & Stages™ Questionnaire
Ages & Stages™ Questionnaire
Using the shapes below to look at, does your child copy at least three shapes onto a large piece of paper using a pencil or crayon, without tracing? Your child’s drawings should look similar to the design of the shapes below, but they may be different in size.
Yes Sometimes Not Yet
Ages & Stages™ Questionnaire
• Use ASQ Information Summary sheet to score and for child’s permanent record
• Ensure test is complete • Convert responses to point values: yes
(10), sometimes (5), not yet (0)• Add item scores by developmental area
and record totals• Use ratio scoring procedure for unfinished
sections
Ages & Stages™ Questionnaire
Refer or Follow-up
Ages & Stages™ Questionnaire
The specific answers to each item on the questionnaire can be recorded below on the summary chart.
1 in 88 childrenAge of diagnosis fallingParent concern ~18 months of age
Early detection crucial
Autism Spectrum Disorders
Distinguishing characteristics of children with autism at mental age of 12-24 months:
◦ Lack of joint attention◦ Lack of eye gaze to determine others’ intentions◦ Lack of proto-declarative pointing◦ Using another person’s body as a tool◦ Failure to “show objects” to adults◦ Lack of initiation◦ Lack of symbolic play
Autism Spectrum Disorders
Autism ScreeningAbsolute Indications for Immediate Evaluation-
Refer to Early Intervention System
• 12 months: No babbling, pointing, or other gestures
• 16 months: No single words• 24 months: No 2-word, spontaneous
phrases (not echolalic)• Any age: Any loss of any language or
social skills
Part II Summary
*Ages and Stages Questionnaire, Third Edition (ASQ-3), Brookes Publishing
Ages and Stages Questionnaire - Social Emotional, (ASQ:SE) Brookes Publishing
*Batelle Developmental Inventory 2, Screening Test (2005) Riverside Publishing
*Brigance Infant & Toddler Screen, Curriculum Associates, Inc.
*Brigance Early Preschool Screen II, Curriculum Associates, Inc.
Appropriate Screening Tools
*Brigance Preschool Screen II, Curriculum Associates, Inc.
*Denver II, Denver Developmental Materials, Inc.
*Developmental Observation Checklist System (DOCS), PRO-ED
*Developmental Indicators for the Assessment of Learning (DIAL) III, Pearson
Learning Group
Appropriate Screening Tools
*Early Screening Inventory – Revised (ESI-R), Pearson Learning Group
*Early Screening Profile, Pearson Learning Group
Learning Accomplishment Profile (LAP - D) Screen, Kaplan Early Learning Co.
* Assesses all 5 domains: Adaptive, Cognitive, Communication, Motor, and Social / Emotional
Appropriate Screening Tools
Prevention Programs◦ at risk
Early Intervention◦ birth to age 3◦ Suspected delay◦ qualifying condition
Special Education ◦ Age 3 to 21
Referral Overview
Early Head Start and Head Start ◦ serves birth-3 and 3-5 year olds◦ comprehensive health and education
services◦ low income families
Prevention Programs & Resources
Early Head Start and Head Start ◦ serves birth-3 and 3-5 year olds◦ comprehensive health and education
services◦ low income families
HANDS◦ serves birth-up to age 3, first time parents◦ voluntary, home visitation program
Prevention Programs & Resources
Early Head Start and Head Start ◦ serves birth-3 and 3-5 year olds◦ comprehensive health and education
services◦ low income families ◦ serves birth-2, serves first time parents◦ voluntary, home visitation program
Child Care Resource and Referral◦ connect to child care services and
subsidies◦ Training for child care professionals
Prevention Programs & Resources
Who you should be referring to EI (First Steps) When to refer - timeline for evaluation/services Where to refer What specific services the EI system provides
Early Intervention
Children Aged 0-3 with a Developmental Delay
Cognitive abilities Physical abilities - including vision and
hearing Language/speech/communication Social-emotional abilities Adaptive self-help skills
◦ At risk of substantial developmental delay
Early Intervention: Who
First Steps 15 Offices in State of Kentucky Functions:
◦ assist in screening/evaluation ◦ determine eligibility◦ assess needs◦ plan for services◦ identify providers
0-3: Early Intervention- Where
Occupational therapy
Physical therapy Speech/language
therapy Family training,
counseling, support Service coordination Audiology Vision services
Nursing Nutrition Psychological
services Social Services Developmental
therapy Transportation Medical diagnostic
services
0-3: Early Intervention- What
Autism Deaf-Blindness Deafness Emotional
Disturbance Hearing
Impairment Mental Retardation Multiple Disabilities Orthopedic
Impairment
Other Health Impairment
Specific Learning Disability
Speech/Language Impairment
Traumatic Brain Injury
Visual Impairment
3-5: Special Education
Designate steps for making a referral Designate person(s) to whom a referral may
be made Identify information to be provided Provide assistance necessary to meet
requirements Identify process for providing parents with
notice of their rights
3-5: Special Education- Referral Process
Early Intervention: When2 Working
Days
45 DaysFor EI
Identification
Referral for Evaluation and Assessment
(service coordinator assigned)
Evaluation/Assessment
Eligibility Determined
IFSP Developed
IEP Developed
60 DaysFor Spec Ed
QUESTIONS: Which tools at what intervals? How do Programs make time for screening? Who administers the screening, scores the
tests, and communicates results and documents data outcomes?
Incorporating Screening into Practice Using Data to Drive Goal Setting
ANSWER: The Team Approach
◦ Solves problems◦ Generates new ideas◦ Encourages participation◦ Requires training
Incorporating Screening into Practice
A Leader!
Tools can be: Distributed at designated times to be
completed and brought back Completed at enrollment or entry to
program Completed by phone interview Completed through a community
screening event
Screening Administration Considerations
Program Directors establish the
system choose the tools train staff provide feedback
to parents advise parents on
development and behavior
Front Line Staff implement the
system score
questionnaires provide routine
feedback distribute parent
education maintain and
update referral lists
Strategies and Roles- How it Might Work
Insuring Every Child is Ready to Grow, Ready to Learn and Ready to Succeed in
School
Establishing a Goal for Implementing a Screening and Referral Program in You
Community
Problem Solving Activity
“ Goals are the fuel in the furnace of achievement”
Brian Tracy
Contact Information:[email protected] Roberta PayneBreckinridge Grayson Programs Inc.201 E WalnutLeitchfield, KY 42754(270) 259-4054
The End!Questions Anyone