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Data Driven Goal Setting

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.

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Data Driven Goal Setting

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  1. Data Driven Goal Setting With a Focus on ASQ3 Developmental Screening Presenter: Roberta Payne

  2. Part I : Overview • Part II : Recommended Tools • Part III : Referral Process • Part IV: Implementation Strategies • Part: V Data Driven Goal Setting

  3. Learning Objectives • 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

  4. Data on Detection RatesWithout Tools With Tools • 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) • 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)

  5. Early Brain Development

  6. Federal/Legal Requirements • Americans with Disabilities Act (ADA) 1990 • Individuals with Disabilities Education Act (IDEA) 1975 (Amended in 2004)

  7. What to Expect • 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

  8. What to Expect http://www.pedstest.com/test/peds_intro.html

  9. Data to Consider:Children • 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

  10. Parents/Caregivers • 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

  11. Preparing 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?

  12. Communicating Results • Focus on positives • Practice your language “Learning too slowly” “Delayed in some areas” “Needs some extra attention and support”

  13. 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

  14. Encouraging Next Steps • 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

  15. Encouraging Next Steps • The importance of information to parents: • Must explain situation to others • Language barriers • Logistics • “Demystify” the process

  16. Part I Summary Developmental Screening is: • Recommended by AAP • Beneficial to all children • Challenging but rewarding to implement • Provides critical data for planning and decision making

  17. Screening Test Features • Sensitivity • Specificity • Positive predictive value • Validity • Reliability

  18. Screening Test Features • Scoring • Training • Administration

  19. Ages & Stages™ Questionnaire • 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

  20. 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 

  21. 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

  22. Ages & Stages™ Questionnaire Refer or Follow-up

  23. Ages & Stages™ Questionnaire The specific answers to each item on the questionnaire can be recorded below on the summary chart.

  24. Autism Spectrum Disorders • 1 in 88 children • Age of diagnosis falling • Parent concern ~18 months of age • Early detection crucial

  25. 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

  26. Absolute Indications for Immediate Evaluation- Refer to Early Intervention System Autism Screening • 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

  27. Part II Summary

  28. Appropriate Screening Tools • *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.

  29. 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

  30. 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

  31. Referral Overview • Prevention Programs • at risk • Early Intervention • birth to age 3 • Suspected delay • qualifying condition • Special Education • Age 3 to 21

  32. 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

  33. 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

  34. 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

  35. Early Intervention • 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

  36. Early Intervention: Who 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

  37. 0-3: Early Intervention- Where First Steps • 15 Offices in State of Kentucky • Functions: • assist in screening/evaluation • determine eligibility • assess needs • plan for services • identify providers

  38. 0-3: Early Intervention- What • Nursing • Nutrition • Psychological services • Social Services • Developmental therapy • Transportation • Medical diagnostic services • Occupational therapy • Physical therapy • Speech/language therapy • Family training, counseling, support • Service coordination • Audiology • Vision services

  39. 3-5: Special Education • Other Health Impairment • Specific Learning Disability • Speech/Language Impairment • Traumatic Brain Injury • Visual Impairment • Autism • Deaf-Blindness • Deafness • Emotional Disturbance • Hearing Impairment • Mental Retardation • Multiple Disabilities • Orthopedic Impairment

  40. 3-5: Special Education- Referral Process • 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

  41. Identification Referral for Evaluation and Assessment (service coordinator assigned) Evaluation/Assessment EligibilityDetermined IFSP Developed IEP Developed Early Intervention: When 2 Working Days 45 Days For EI 60 Days For Spec Ed

  42. Incorporating Screening into Practice Using Data to Drive Goal Setting 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?

  43. Incorporating Screening into Practice ANSWER: • The Team Approach • Solves problems • Generates new ideas • Encourages participation • Requires training

  44. A Leader!

  45. Screening Administration Considerations 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

  46. Strategies and Roles- How it Might Work Front Line Staff • implement the system • score questionnaires • provide routine feedback • distribute parent education • maintain and update referral lists ProgramDirectors • establish the system • choose the tools • train staff • provide feedback to parents • advise parents on development and behavior

  47. Problem Solving Activity 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

  48. “ Goals are the fuel in the furnace of achievement” Brian Tracy Contact Information: robertapayne.ky@gmail.com Roberta Payne Breckinridge Grayson Programs Inc. 201 E Walnut Leitchfield, KY 42754 (270) 259-4054

  49. The End!Questions Anyone

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