Chapter 3 Assessing Children’s Health

1. Chapter 3Assessing Children’s Health

2. Learning Objectives After studying this chapter, you should be able to: • Discuss how teachers can use information in health records to promote children’s development and well-being. • Describe five screening procedures and common disorders they can be used to detect. • Explain why it is important to follow-up with families after making an initial referral.

3. Health Records • Information about a child’s health is available in many forms and from a variety of sources. https://youtu.be/lUsea3JV7Vk

4. Health Records (continued) • This information can be used to: • assess and monitor a child’s health over time • identify developmental problems • formulate intervention plans • make referrals and work with service providers • evaluate a child’s progress

5. Child Health Histories Information that families provide on health history forms can be useful for understanding the child’s: Current developmental progress Special health conditions or needs Daily habits and preferences, such as eating and sleeping patterns and words used to express personal needs Concept of family

6. Medical and Dental Records A complete physical form and immunization record are required for admission to early childhood and public school programs in most states. Height, weight and BMI measurements provide reliable information about a child’s growth and well-being.

7. Evaluation of the Sensory System Young children learn primarily through their sensory organs – eyes, ears, nose, hands, mouth. Teachers see children functioning in a variety of situations and can observe behaviors that may indicate a sensory problem.

8. Vision What behaviors suggest that an infant or toddler may be experiencing a potential vision problem? (See Table 3-1) What behaviors might be observed in an older child? (See Table 3-2) What evaluation procedures can be used to determine if a referral is necessary?

9. Common Vision Disorders Amblyopia– commonly reffered to as “lazy eye”; vision gradually becomes blurred or distorted due to unequal balance of the eye muscles. Strabismus – a condition of the eyes in which one or both eyes appear to be turned inward (crossed) or outward. Myopia– nearsightedness; child may appear clumsy and ‘accident-prone’

10. Hearing What behaviors might indicate a potential hearing problem in an infant or toddler? (See Teacher Checklist 3-4) What behaviors might be observed in an older child? (Teacher Checklist 3-3) What formal testing may be used to confirm or rule out a hearing disorder?

11. Common Hearing Disorders Conductive loss – interferes with the ability to hear and distinguish quiet sounds (p. 66) Sensorineural and mixed hearing loss– interfere with the child’s ability to hear and/or interpret sound (p. 66).

12. Hearing Disorders….. What modifications and instructional methods can teachers implement in the classroom to help children who have a hearing impairment?

13. Speech and Language Developmental milestones provide a functional measure for evaluating a child’s speech and language progress. (Table 3-3) A hearing test should be a first step in assessing a child who may have a speech impairment or delay. Referral for professional evaluation should be made if there are any concerns.

14. Nutritional Status/Assessment BMI, appearance and behavior provide initial indicators of nutritional health. Additional assessment tools include dietary/nutrient analysis, measurements compared to norms (e.g. BMI, head circumference), and laboratory tests.

15. Common Nutrition Disorders Malnutrition– lack of sufficient food or essential nutrients. May be caused by limited access to food or unhealthy food choices (see Table 3-4). Obesity – commonly due to a combination of excess food and calorie intake and sedentary lifestyle.

16. Childhood Obesity In what ways does obesity challenge children’s health? What can be done to avoid obesity and improve children’s weight management?

17. Referrals….. Identifying children’s health impairments requires a comprehensive evaluation. The evaluation process must take the child’s family and home environment into consideration. Teachers should refer families to appropriate health professionals and support their efforts to follow through.