Behavioral Observation and Screening in Child Care. Module 1: Introduction and Overview

Transcription

1 Behavioral Observation and Screening in Child Care Module 1: Introduction and Overview 1

2 Icons This icon represents a new topic in the text. This is a visual cue for you to answer any questions about the previous section before moving along to the next one. This icon is used to identify an exercise that involves in-class practice and feedback. This icon is used to identify a specially designed activity that requires active class participation. This icon is used to identify a section that is accompanied by a video. 2

3 Icons This icon is used to identify a section where the participants should add items to their Do s and Don ts list. This icon is used to identify an exercise that involves a role-playing scenario. This icon is used to identify the use of a transparency related to the material in this section. This icon is used to identify a key point in the material. 3

4 Observation & Screening p.2 Child care professionals observe and screen children so they can facilitate the growth and development of every child in their program, detect early signs of developmental delay or disability, and identify signs of child abuse and neglect. Observation is when a child care worker recognizes and notes an identifiable performance or behavior and uses instruments such as checklists, anecdotal records and running records. The instruments are used to measure progress against a standard and to share results with assessment experts. Screening means an instrument intended to identify and monitor normal development or possible developmental delay. Screening programs are not diagnostic, and are not based on whether a child has passed a certain curriculum. 4

5 Page 3 early signs every curriculum parents early intervention basis for interaction 5

6 Early interventions is a system of services that helps children who have a developmental disability or delay. 6

7 Page 3 determining personal learning 7

8 identify document 8

9 Page 4 identify document 9

10 Page 4 *Atypical means the same thing as not typical or not expected. 10

11 Mandatory reporters 11

12 Key Point The three main reasons child care programs observe and screen children are to foster growth and development in evert child, detect early signs of developmental delay or disability and identify signs of child abuse and neglect. 12

13 strengthen quality timely earlier better Page 5 13

14 Page 6 evidence 14

15 Key Point Observation and screening provide an opportunity for communication between parents, staff, and child development specialists because they include written evidence of a child s growth and development over time. 15

16 document developmental domain natural environment procedures guidelines Page 7 16

17 Developmental domains categories children s skills and abilities. They include physical health and motor development, cognitive development and general knowledge, language and communication, social and emotional and approaches to learning. 17

18 Natural environment refers to places the hild would typically be, such as home, the child care program, school, a place of worship, or the homes of family and friends rather than a director s office, doctor/therapist s office, or similar places. 18

19 curriculum developmentally appropriate practices (DAP) individualized care parents reveal Page 7 19

20 20

21 Key Point Observation guides developmentally appropriate practice, facilitates individualized care, helps the program share important information with parents and others, and may help reveal signs of abuse and neglect. 21

22 typically identify skills abilities valid reliable accurate active natural environment 22

23 concern assessment evaluation referral make decisions necessary ongoing Page 9 23

24 Key Point Screening determines if children are developing typically, identifies early signs of delay or disability, and provides a basis for referral. 24

25 multiple uses data central directory Child Find 25

26 empower parents services evaluation IDEA Page 10 26

27 27

28 Key Point 28

29 assessment evaluation determines 29

30 Key Point 30

31 Key Point 31

32 observation screening referral document refer suspect Page 13 32

33 solicit responses to allow reflection, and then allow participants time to record their thoughts. solicit responses to allow reflection, and then allow participants time to record their thoughts. 33

34 children with special needs will not get the help they need, thus they will not have the chance to reach their full potential. it is very important for parents to know about their child s condition as early as possible. It is critical for the child to be observed, screened, and referred as seen as possible Page 14 34

35 Key Point 35

36 X X X X Page 15 36

37 Key Point 37

38 X X X X X X X X X X X X X Page 16 38

39 Key Point Child care programs should be support families by observing and screening children through an ongoing systematic process. 39

40 Behavioral Observation and Screening in Child Care Module 2: The Principles of Observation and Screening 40

41 41

42 informed objective honest focused accurate fair Page 19 42

43 informed child s general read Page 20 43

44 44

45 general domains abilities unique needs Page 20 45

46 file notes work DAP Page 21 46

47 Good Fine Motor skills Subjected to putting puzzles together Found success in doing puzzles Fine Motor Skills not developed yet Never had the opportunity to put puzzles together Frustrated with lack of success Page 22 47

48 before read never Page 22 48

49 Key Point Effective child care professionals know the typical and atypical patterns of child growth and development. They are familiar with the child and understand the program s observation and screening policies and tools. 49

50 accurate objective all 50

51 51

52 X X X X X X Page 23 52

53 personal facts Page 24 53

54 54

55 Halo law ethics DAP facts relevant Page 24 55

56 correct complete Page 25 56

57 Key Point Objective, accurate child care professionals create documentation coworkers and other professionals can use to help children grow and develop to their full potential. Page 25 57

58 fair honest best 58

59 59

60 time best Appetite Activity H.A.L.T. Appearance Page 26 60

61 61

62 natural person place materials Page 27 62

63 never watch document required Page 27 63

64 Key Point Honest and fair child care professionals observe children, conduct screenings, and document all relevant observations in good faith. Page 27 64

65 focused one 65

66 66

67 time Page 28 67

68 frustrated upset discouraged Page 29 68

69 one each manage small * Page 29 69

70 organized identify document Page 30 70

71 noise level in the classroom child not actively involved child tired, frustrated, or upset Page 31 71

72 Key Point Focused child care professionals dedicate themselves to the observation or screening session, and give each child their full attention. Page 31 72

73 ongoing help guide other professionals actions Page 34 73

74 will this assessment provide help for my child? will my child be more successful and improve? what as a parent, can I do to help? very important As a parent, I m looking for help with my child. Page 34 74

75 easy to use primary familiar accurate correlated validity replicated Page 35 75

76 Page 35 76

77 affordable goals priorities Page 36 77

78 78

79 available Agencies publishers 79

80 sensitive * Page 36 80

81 reliable component scoring endorsed Page 37 81

82 technology ADA skill level screeners Page 37 82

83 ask Page 38 83

84 change the screening instruments that I am nw using talk to my superior and vent my concerns about the instrument being used Page 38 84

85 Key Point Child care professionals select screening tools based on specific quality considerations to ensure they will meet the needs of the children, their families, and the program. Page 38 85

86 86

87 1. Screening, assessment, and evaluation should be viewed as services- as part of the intervention- and not only as means of identification and measurement. 2. Processes, procedures, and instruments intended for screening, assessment, and evaluation should only be used for their specific purposes. 3. Multiple sources of information should be included in screening, assessment and evaluation. 4. Developmental screening, assessment, and evaluation should take place on a recurrent or periodic basis. 5. Screening should be viewed as only one path to further assessment or evaluation. 6. Screening, assessment, and evaluation procedures should be reliable and valid. 7. Family members should be an integral part of screening, assessment, and evaluation process. 8. Screening, assessment, and evaluation should be conducted in natural, nonthreatening setting and involve tasks that are relevant to the child and family. 9. As tools, procedures, and processes intend for screening, assessment, and evaluation must be culturally sensitive. 10. Those who screen, assess and evaluate young children should be well trained. Page 39 87

88 Key Point Child care professionals follow guidelines and best practices during observation and screening sessions so results will be usable. Page 39 88

89 * permission * premature Page 40 89

90 written consent policies schedule Page 40 90

91 confidentiality referrals Page 41 91

92 the reasons monitors ask answer Page 41 92

93 Key Point Child care professionals think of families as partners in the observation and screening processes. Page 42 93

94 Consistency for the child when family and child professionals work together. The family and child care professionals can compare notes to see what works best for the child. The more people involved with the child should benefit the child greatly. Page 42 Page 42 94

95 Page 43 95

96 list demonstrated Page 46 96

97 after event Page 48 97

98 doing Page 48 98

99 how often Page 49 99

100 word-for-word Page

101 101

102 activities 102

103 ability Page

104 104

105 points Page

106 product Page

107 suspicion Page

108 Page

109 Key Point Child care professionals choose their methods of observation based upon the data type they need to collect. Page

110 During the observation the child manipulated the clay by rolling it into small balls and then rolled it around the table. The child then made the clay into a long tube shaped and rolled it around the table. The child then pounded the ball of clay using one hand and then both hands. Page

111 Yes 2/5 right hand dominant Yes 2/5 Yes 2/5 No 2/5 Do not observe the child squeezing clay. No 2/5 Did not observe the child pulling clay. Yes 2/5 child made the clay into long tubes or snake shapes Page

112 Key Point Child care professionals conduct the observations in an informed, objective, honest, fair and focused manner. Page

113 Key Point Child care professionals use the internet to find information about observation methods and tools used to perform observations. Page

114 Behavioral Observation and Screening Module 5: Children at Risk 114

115 Not Identify Report regularly Page

116 Be sure to report cases of child abuse and neglect in order to protect children. Be supportive of a child who is in a stressful situation. Stability is important at this point. Observe the child and document the information that would be beneficial to a professional. Page

117 Key Point Child care professionals can provide other professionals with information that can help a child at risk. Page

118 investigation people-first diagnosis Page

119 Page

120 Page

121 People-first Language At Risk Evaluation Assessment DAP Early Intervention Observation Screening Individuals with Disabilities Act (IDEA) Atypical **Continued on next slide Page

122 Developmental Milestones Mandatory Reporter Individualized Care Confidentiality Natural Environment Documented Evidence Observation and Screening Tools Developmental Domains In Good Faith Page

123 Are they helpful? Are they looking out for the child? Are they factual? Is their attitude positive? Page

124 Opinionated Lacks professionalism Dislikes children Organized Child oriented Well informed Page

125 Key Point Child care professionals use terms related to their profession to at-risk children expertly and when creating documentation, they carefully construct concisely-written sentences. Page

126 poverty physical environment supportive undesirable acceptance Page

127 Language and Communication Social and emotional assessment Central Directory Child Find Page

128 Key Point A developmental delay occurs when a child does not display the skills and abilities typically seen in peers in the same age group. Page

129 Key Point Child care professionals in Florida refer families to the Children s Forum s Central Directory and the Florida Diagnostic and Learning Resource System s Child Find when they feel intervention may benefit the child. Page

130 chronic substantially group Page

131 genetic Page

132 Page

133 process and use self-help Page

134 Cognitive Disabilities Phenylketonuna (PKU) Bipolar disorder ADHD Cerebral Palsy Down Syndrome Autism Spectrum Disorder Fragile X Syndrome Fetal Alcohol Syndrome Page

135 Key Point It is important for child care professionals to be familiar with common developmental disabilities that may affect children s in their care. Page

136 sexual Physical Behavioral physical emotional Physical Behavioral Page

137 Key Point Child abuse can be physical, sexual, emotional and children may display physical and behavioral indicators of such maltreatment. Page

138 sustain life physical Page

139 behavioral Page

140 Key Point Child neglect is the failure to provide things necessary to sustain life, and children may display physical and behavioral indicators of such maltreatment. Page

141 suspected Page

142 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Page

143 Key Point Child care professionals know and must report the physical and behavioral signs of child abuse and neglect. Page

144 screen Watch Document Refer reasonable Page

145 intervention Page

146 Key Point Child care professionals improve the outcomes for children receiving benefits under the ADA and IDEA by sharing their screening results, preferably in person. Page

147 Watch Document mimic Page

148 Key Point Observation is the best way to identify the earliest signs of abuse and neglect. Page

149 Behavioral Observation and Screening in Child Care Module 6: Referral Process and Resources 149

150 Prepare Page

151 Page

152 overview specific in writing Page

153 active positive role information Page

154 Key Point When the results of screening and observation sessions suggest a referral for assessment or evaluation might benefit a child, the program s role is to supply appropriate information, resources, and support to the families while continuing to provide individualized care. Page

155 Try not to take the conversation personal Keep a positive attitude Remember that you are looking out for a child what is best for them? Page

156 Key Point If parents display a strong emotion when results are shared, the best way to support them is to stay calm, focus on the facts, and be compassionate. Page

157 individualized Page

158 Key Point As families move through the assessment or evaluation processes, adjust the child s learning experiences as new information emerges, and be willing to share your expertise (as long as you have written parental consent). Page

159 search Page

160 Key Point Child care professionals rely on local, state, and federal agencies and professional organizations to help them assist parents appropriately and responsibly. Page

161 X X X X X Page

162 Key Point After reviewing screening results, a child care professional may encourage the family to refer a child, report suspicions of abuse or neglect, or do neither of these. Page