OBSERVATION AND SCREENING
CHILD CARE PROFESSIONALS OBSERVE AND SCREEN CHILDREN SO THE CAN FACILITATE THE GROWNTH AND DEVELOPMENT OF EVERYCHILD IN THEIR PROGRAM, DETECT EARLY SIGNS OF DEVELOPMENTAL DELAY OR DISABILITY AND IDENTIFY SIGNS OF CHILD ABUSE OR NEGLECT.OBSERVATION IS AN ONGOING PROCESS IN WHICH CHILD CARE PROFESSIONALS RECOGNIZED AND DOCUMENT IDENTIFICABLE DEVELOPMENTAL MILESTONES AS THEY APPEAR, USING TOOLS SUCH AS CHECKLISTS, ANECDOTAL RECORDS, AND RUNNINGS RECORDS.SCREENING IS AN ONGOING PROCESS IN WHICH CHILD CARE PROFESSIONALS USE SPECIALIZED OBSERVATION AND DOCUMENTATION TOOLS TO IDENTIFY, DOCUMENT, AND MONITOR TYPICAL DEVELOPMENT OF POSSIBLE DEVELOPMENTAL DELAY.
MAIN REASON CHILD CARE PROGRAM OBSERVE AND SCREENING CHILDREN
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PROCESS ARE USED TO
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REASONE
-OBSERVATION AND SCREENING FOSTER GROWTH AND DEVELOPMENT IN EVERY CHILD BY DETERMINING THE CHILD'S DEVELOPMENTAL-AGE LEVEL AND BY USING THE INFORMATION OBTAINED FROM OBSERVATION AND SCREENING TO DEVELOP:INSIDE AND OUTSIDE LEARNING SPACES.PERSONAL CARE ROUTINES.COMMUNICATION AND INTERACTION PRACTICES.LEARNING ACTIVITIES.PROGRAM POLICIES AND PROCEDURES.-OBSERVATION AND SCREENING CAN DETECT EARLY SIGNS OF DEVELOPMENTAL DELAY OR DISABILITY WHEN CHILD CARE STAFF MEMBERS ARE TRAINED TO IDENTIFY AND DOCUMENT SIGNS OF TYPICAL OR ATYPICAL GROWTH AND DEVELOPMENT.-OBSERVATION AND SCREENING CAN HELP CHILD CARE PROFESSIONALS IDENTIFY THE SIGNS OF CHILD ABUSE AND NEGLECT.-OBSERVATION AND SCREENING SUPPORT QUALITY CURRICULUM DEVELOPMENT BY FOCUSING LEARNING GOAL AND OBJECTIVES, LESSON PLANS, AND TEACHING STRATEGIES ON THE DEVELOPMENT AND IMPLEMENTATION OF ACTIVITIES THAT STRENGTHEN THE CHILD'S SKILLS.-OBSERVATION AND SCREENING CAN HELP PARENTS SUPPORT THEIR CHILD'S GROWTH AND DEVELOPMENT AT HOME BY INCREASING THE VOLUME AND QUALITY OF INFORMATION AVAILABLE TO THEM.-OBSERVATION AND SCREENING ALLOW SCREENING REFERRAL FOR INTERVENTION. THE EARLIER SIGNS OF DEVELOPMENTAL DELAY OR DISABILITY ARE IDENTIFIED THE BETTER THE OUTCOME FOR THE CHILD.
OVERVIEW
OBSERVATION AND SCREENING PROVIDE AN OPPORTUNITY FOR COMMUNICATION BETWEEN PARENTS, STAFF, AND CHILD DEVELOPMENT SPECIALISTS BECAUSE THEY INCLUDE WRITTEN EVIDENCE OF CHILD'S GROWTH AND DEVELOPMENT OVER TIME.
OBSERVATION
IS AN ONGOING PROCESS CONDUCTED BY CHILD CARE PROVIDERS AND OTHERS TO DOCUMENTS A CHILD'S GROWTH AND DEVELOPMENT.-DURING AN OBSERVATION SESSION, A TRAINED ADULT MONITORS A CHILD AS HE OR SHE DEMOSTRATES IDENTIFIED SKILLS OR ABILITIES WITHIN A DEVELOPMENTAL DOMAIN.-OBSERVATION SESSION SHOULD BE PERFORMED BY A FAMILIAR PERSON IN THE CHILD'S NATURAL ENVIROMENT AT A TIME WHEN HE OR SHE IS AT HIS ON HER BEST.-RESULT ARE CAREFULLY DOCUMENTED FOLLOWING SET GUIDELINES AND WRITTEN PROCEDURES.
BENEFITS OF OBSERVATION
FACILITATE CURRICULUM DEVELOPMENT.GUIDE DEVELOPMENTALLY APPROPIATE PRACTICE.ASSIST IN PROVIDING INDIVIDUALIZED CARE.HELP SHARE INFORMATION WITH PARENTS AND OTHERS.REVEAL SIGNS OF ABUSE AND NEGLECT.
DEVELOPMENTAL DOMAINS
CATEGORIZE CHILDREN'S SKILLS AND ABILITIES. THE INCLUDES PHYSICAL DEVELOPMENT, COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE, LANGUAGE AND COMMUNICATION, SOCIAL AND EMOTIONAL, AND APPROACHES TO LEARNING.
NATURAL ENVIROMENT
REFERES TO PLACES THE CHILD 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.
DEVELOPMENTALLY APPROPRIATE PRACTICE
IS A RESEARCH BASED FRAMEWORK BASED ON MEETING CHILDREN WHERE THEY ARE INDIVIDUALLY, CRONOLOGICALLY (AGE) AND CULTURALLY.
INDIVIDUALIZED CARE
REFERES TO ATTENTION PAID TO A CHILD WHICH RECOGNIZES AND ADAPTS TO HIS OR HER UNIQUE CHARACTER AND PHYSICAL, EMOTIONAL, AND COGNITIVE TRAITS.
SCREENING
IS AN ONGOING PROCESS CONDUCTED BY CHILD CARE PROVIDERS AND OTHERS TO VERIFY THAT A CHILD DEVELOPING TYPICALLY OR TO IDENTIFY EARLY SIGNS OF DELAY OR DISABILITY.
SCREENING MEASURE SPECIFIC
SKILL AND ABILITIES, AS INDICATED BY A SCREENING INSTRUMENT.
INSTRUMENT NEED TO BE
VALID, ACCURATE AND RELIABLE.
OBSERVATION SCREENING NEED TO BE
NATURAL ENVIROMENT, WITH FAMILIAR PEOPLE, AND BE PERFORMANCED WHEN HE OR SHE IS AT HIS OR HER BEST.
BENEFIT OF SCREENING
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ASSESSMENT
IS A PROCESS WHEREBY AN AGENCY OR ORGANIZATION GATHERS AND REVIEWS MULTIPLE SOURCES OF INFORMATION ABOUT A CHILD'S SUSPECTED OR CONFIRMED DEVELOPMENTAL DELAY OR DISABILITY, AND USES TO IMPROVE A CHILD'S OUTCOMES.
CHILD FIND
CHILD CARE PROFESSIONALS IN FLORIDA REFER FAMILIES TO THE FLORIDA DIAGNOSTIC AND LEARNING RESOURCE SYSTEM'S.
BENEFITS OF ASSESSMENT
-EMPOWER PARENTS TO HELP THEIR CHILD GROW AND DEVELOP.-IMPROVE A FAMILY'S ABILITY TO NAVIGATE A COMPLEX SYSTEM OF SERVICES.-RESULT IN A REFERRAL FOR EVALUATION SO ELEGIBLE CHILDREN MAY RECEIVE BENEFITS THEY ARE ENTITLED TO UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT OR IDEA.
ASSESSMENT (ACCORDING TO CMS)
ONGOING PROCEDURES USED BY APPROPRIATE QUALIFIED PERSONNEL THROUGHOUT THE PERIOD OF A CHILD'S ELEGIBILITY TO IDENTIFYCHILD'S UNIQUE STRENGTHS AND NEEDS AND THE SERVICES APPROPIATE TO MEET THOSE NEEDS.THE RESOURCES, PRIORITIES, AND CONCERNS OF THE FAMILY AND THE SUPPORT AND SERVICES NECESSARY TO ENHANCE THE FAMILY'S CAPACITY TO MEET THE DEVELOPMENTAL NEEDS OF THEIR INFANT OR TODDLER WITH DISABILITY.
EVALUATION
PROCEDURES USED BY APPROPIATE QUALIFIED PERSONNEL TO DETEIRMINE A CHILD'S INITIAL AND CONTINUING ELEGIBILITY FOR EARLY STEPS, CONSISTENT WITH THE DEFINITION OF "INFANTS AND TODDLERS WITH DISABILITIES".
ROLE AS A CHILD CARE PROFESSIONAL
OBSERVATIONSCREENINGREFERRALRESPONSABILITIES ARE DOCUMENT THE CHILD'S SKILLS AND ABILITIES FAIRLY, OBJECTIVELY, AND ACCURATELY, AND WORK WITH FAMILIES TO REFERE CHILDREN FOR FURTHER ASSESSMENT AND EVALUATION. REMEMBER, IF INFORMATION CAUSES YOU TO SUSPECT CHILD ABUSE OR NEGLECT, YOU MUST REPORT IT.
EVALUATION / SCENARIO
AFTER A CHILD'S FILE, A TRAINED ADULT ASKS THE CHILD TO PERFORM SPECIFIC TASK. THE ADULT CONFIRMS THE CHILD HAS A DEVELOPMENT DISABILITY AND THEREFORE QUALIFIES FOR PROGRAMS AND SERVICES BY FEDERAL LAW.
OBSERVATION/ SCENARIO
A TRAINED ADULT WATCHES AND CHILD FOR A HALF HOUR AS SHE INTERACTS WITH OTHER CHILDREN IN THE PROGRAM. THE ADULT DOCUMENTS THE CHILD'S TYPICAL GROWTH AND DEVELOPMENT IN THE SOCIAL-EMOTIONAL DEVELOPMENTAL DOMAIN IN THE CHILD'S FILE, WRITES AN NOTE TO THE PARENTS, AND USES THE INFORMATION TO PLAN FUTURE ACTIVITIES.
ASSESSMENT/ SCENARIO
AFTER READING A CHILD'S LIFE, A TRAINED ADULT ASK THE CHILD TO PERFOM SPECIFIC TASK. THE DATA INDICATES THE CHILD MAY HAVE A DEVELOPMENTAL DELAY OR DISABILITY, AND COULD BENEFIT FORM EARLY INTERVENTION. THE ADULT REFERS THE FAMILY TO A MEDICAL PROFESSIONAL FOR DIAGNOSIS.
SCREENING/ SCENARIO
A TRAINED ADULT WATCHES A CHILD FOR A HALF HOUR AS SHE INTERACTS WITH OTHER CHILDREN IN THE PROGRAM. THE ADULT DOCUMENTS THE CHILD'S ATYPICAL GROWTH AND DEVELOPMENT AS CALLED FOR IN A TOOL'S SOCIAL-EMOTIONAL DEVELOPMENTAL DOMAIN SECTION, AND MAKES PLANS TO SPEAK TO A SUPERVISOR ABOUT A POSSIBLE DEVELOPMENTAL DELAY OR DISABILITY IN THIS DOMAIN.
ROLE OF A CHILD CARE PROFESSIONAL
-NAME THE DEVELOPMENTAL DOMAINS AND CITE EXAMPLES OF RELATED SKILLS AND ABILITIES.-REFER FAMILIES TO THE FLORIDA DIAGNOSTIC AND LEARNING RESOURCES SYSTEM'S CHILD FIND.-PROVIDE DOCUMENTED EVIDENCE OF OBSERVATION AND SCREENING.-WORK WITH FAMILIES WHO RECEIVE BENEFITS UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATIONAL ACT.-PROVIDE A NATURAL ENVIROMENT.-USE DEVELOPMENTALLY APPROPRIATE PRACTICE FOR EVERY CHILD IN THE PROGRAM.-DELIVER INDIVIDUALIZED CARE.
FOUR GUIDELINE FOR OBSERVING AND SCREENERS
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BE INFORMED
EFFECTIVE CHILD CARE PROFESSIONAL KNOW THE TYPICAL AND ATYPICAL PATTERNS OF CHILD GROWTH AND DEVELOPMENT, ARE FAMILIAR WITH THE CHILD BERING OBSERVED OR SCREENED, AND UNDERSTAND THE PROGRAM'S OBSERVATION AND SCREENING POLICIES AND TOOLS.-REVIEW APPROPIEATE GENERAL DEVELOPMENTAL INFORMATION.-STUDY THE CHILD'S FILE.-COMPARE SPECIFIC INFORMATION ABOUT THE CHILD WITH THE GENERAL INFORMATION THEY JUST REVIEWED. CHILD CARE PROFESSIONAL NEVER USE THE INFORMATION TO HELP THEM CONFIRM A SUSPICION OF DELAY, DISABILITY, ABUSE OR NEGLECT.-THEY FOLLOW THE INSTRUCTIONS FOR THE OBSERVATION OR SCREENING TOOL.
OBSERVATION AND SCREENING TOOLS
ARE SPECIFIC ITEM THAT ARE USED TO GUIDE AN OBSERVATION AND SCREENING SESSION. THIS TERM MAY REFER TO DOCUMENTS, MATERIALS, AND EQUIPMENT, OR ANY COMBINATION OF THESE ITEMS. DEPENDING ON THE PURPOSE OF THE OBSERVATION OR SCREENING, TOOL MAY USED, PURCHASED, OR CREATED BY THE CHILD CARE PROGRAM.
BE INFORMED (REVIEW APPROPRIEATE)
-DEVELOPMENTAL DOMAIN AND MILESTONE.-INFORMATION ABOUT THE CHILD'S ABILITIES AND ****
BE INFORMED (STUDY THE CHILD)KEEP
-THE RESULT OF PREVIOUS OBSERVATION AND SCREENING SESSIONS.-NOTES RECORDED BY STAFF MEMBERS.-ALL DOCUMENTATION PROVIDED BY STAFF MEMBERS.-SAMPLES OF THE CHILD'S WORKS.USE DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP) WHEN OBSERVING AND SCREENING A CHILD TO: SHOW SENSITIVITY TOWARD CHRONOLOGICAL, INDIVIDUAL, SOCIAL, AND CULTURAL EXPERIENCES. HELP HIM/HER BEHAVE NATURALLY DURING AN OBSERVATION ON SCREENING SESSION.
BE INFORMED (KNOW HOW TO USE THE OBSERVATION)
-READ THE INSTRUCTIONS BEFORE THE SESSION BEGING.-ATTEND OBSERVATION AND SCREENING TRAINING OPPORTUNITIES.-KEEP UP WITH CHANGES IN POLICY AND PROCEDURE.-NEVER INTERRUPT A SCREENING SESSION TO READ AN INSTRUCTION OR ASK A QUESTION ABOUT THE TOOL.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.
BE OBJECTIVE AND ACCURANTE
EFFECTIVE CHILD CARE PROFESSIONAL CREATE DOCUMENTATION THAT CAN BE USED BY OTHERS TO HELP CHILDREN GROW AND DEVELOP TO THEIR FULL POTENTIONAL.-ENSURE OBSERVATION AND SCREENING RESULT ARE OBJECTIVE.-VERIFY RESULT TO NOT REFLECT SUBJECT FEELINGS.-SET ASIDE PERSONAL BELIEFS AND COSIDER ONLY FACTS.-DOCUMENT ALL RELEVANT INFORMATION.-MAKE SURE DOCUMENTATION IS CORRECT AND COMPLETE.OBJECTIVITY INVOLVES THE ABILITY TO SET ASIDE PERSONAL BELIEFS, VALUES, OPINIONS AND COSIDER ONLY FACTS.SUBJECTIVITY INVOLVES THE APPLICATION OF ONE'S POINT OF VIEW WHEN DETERMINING A COURSE OF THOUGHT OR ACTION.
BE OBJECTIVE AND ACCURATE (ENSURE OBSERVATION)
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BE OBJECTIVE AND ACCURATE (SET ASIDE PERSONAL BELIEFS)
USE DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP) FOR EACH CHILD, FOLLOW THE LAW, AND HONOR A PROFESSIONAL CODE OF ETHICS.
BE OBJECTIVE AND ACCURATE (DOCUMENTL ALL RELEVANT)
RELEVANCY IS DETERMINE BY THE OBSERVATION OR SCREENING TOOL. BEHAVIOR IS NOT RELEVANT TO THE CURRENT SESSION MAY BE DOCUMENTED LATER IN ANOTHER TYPE OF RECORDS.
BE OBJECTIVE AND ACCURATE (ENSURE DOCUMENTATION)
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BE HONEST AND FAIR
EFFECTIVE CHILD CARE PROFESSIONAL OBSERVE CHILDREN, CODUCT SCREENING, AND DOCUMENT ALL RELEVANT OBSERVATIONS IN GOOD FAITH.-DOCUMENT CHILDREN'S DEVELOPMENT OVER TIME.-OBSERVE OR SCREEN WHEN CHILDREN ARE AT THEIR BEST (MORNING).-CONDUCT SESSIONS IN THE CHILD'S NATURAL SETTING WITH FAMILIAR STAFF.-NEVER OBSERVE OR SCREEN WITH THE INTENTION OF CONFIRMING A SUSPICION.IN GOOD FAITH IS A MORAL CONCEPT. IT MEANS TO WORK WITH THE SINCERE INTENTION OF DOING THE RIGHT THING, WITH HONESTY AND INTEGRITY, AND TO PERFORM THE WORK AT HAND WITH THE BEST EFFORT POSSIBLE.
BE HONEST AND FAIR (DOCUMENT CHILDREN'S)
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BE HONEST AND FAIR (OBSERVE AND SCREEN)
THREE A'S HEALTH:-APPETITE-APPEARANCE-ACTIVITYSTANDS FOR H.A.L.T.:-HUNGRY-ANGRY/ANXIOUS-LONESOME-TIRED
BE HONEST AND FAIR (CONDUCT SESSION IN THE CHILD'S)
DEMOSTRATE THEIR SKILLS:-WITH THE PERSON THEY KNOW.-IN A FAMILIAR PLACE.-USING MATERIALS THEY HAVE SEEN BEFORE.NATURAL SETTING - REFER TO PLACES A CHILD KNOWS WELL, SUCH AS HOME, ROOMS USUALLY OCCUPIED BY CHILDREN AT THE PROGRAM, SCHOOL, A PLACE OF WORSHIP, OR THE HOME OF FAMILY AND FRIENDS.
BE HONEST AND FAIR (NEVER OBSERVE OR SCREEN WITH THE INTENT OF COMFIRMING)
-WATCH MILENSTONES.-DOCUMENT THEM AS INSTRUCTED.-TAKE ACTION REQUIRED BY THEIR PROGRAM'S WRITTEN POLICIES AND PROCEDURES.HONEST AND FAIR CHILD CARE PROFESSIONALS OBSERVE CHILDREN, CONDUCT SCREENINGS, AND DOCUMENT ALL RELEVANT OBSERVATIONS IN GOOD FAITH.
BE FOCUSED
EFFECTIVE CHILD CARE PROFESSIONAL DEDICATE THEMSELVE TO THE OBSERVATION OR SCREENING SESSION AND GIVE EACH CHILD THEIR FULL ATTENTION.-ALLOW ENOUGHT TIME TO PROPERLY CONDUCT A SESSION.-OBSERVE OR SCREEN ONE CHILD AT A TIME.-PAY ATTENTION TO SMALL DIFFERENCES AND DETAILS.-WORK METHODICALLY AND THOUGHFULLY.METHODICALLY MEANS IN AN ORGANIZED, SYSTEMATIC, AND DELIBERATE WAY.
BE FOCUSED (ALLOW ENOUGH TIME)
-REVIEW APPROPRIATE GENERAL INFORMATION.-STUDY THE CHILD'S FILE.- READ THE INSTRUCTIONS FOR THE OBSERVATION OR SCREENING TOOL.-GATHER MATERIALS.-ORGANIZE SPACE.-CONDUCT THE SESSION.-REVIEW THEIR NOTES.-PROPERLY DOCUMENT THE FILE.
BE FOCUSED (OBSERVE OR SCREEN ONE CHILD)
-SCHEDULE INDIVIDUAL SESSIONS FOR EACH CHILD.-DO NOT ALLOW ATTENTION TO BE DRAWN AWAY BY OTHER CHILDREN.-HAVE STAFF MEMBERS WORK TO ACCOMMODATE EACH CHILD'S SESSION.-MANAGE THE SCHEDULE TO ALLOW EACH SECCION TO BE CONDUCTED PROPERLY.
BE FOCUSED (PAY ATTENTION TO SMALL DIFFERENCES)
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BE FOCUSED (WORK METHODICALLY AND THOUGHFULLY)
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SELECTING SCREENING INSTRUMENTS
-EASY TO USE- WHEN SCREENING TOOL IS EASY TO USE, STAFF AND PARENTS UNDERSTAND IT AND THE RESULTS IT PRODUCES. THEY SHOULD BE ABLE TO READ THE MATERIALS IN THEIR PRIMARY LANGUAGE, FOLLOW THE INSTRUCTIONS WITHOUT MUCH GUIDANCE, USE FAMILIAR MATERIALS, AND CREATE USABLE DOCUMENTATION EFFICIENTLY.-ACCURATE-WHEN A SCREENING INSTRUMENT IS ACCURATE, ITS RESULT ARE PROVEN TO BE TRUE AND CORRECT. (ACCURATE IS STRONGLY CORRELATED TO A INSTRUMENT'S VALIDITY.)-AFFORTABLE- WHEN A PROGRAM IS THINKING ABOUT BUYING A SCREENING INSTRUMENT, IT SHOULD CONSIDER ITS PRICE.-AVAILABLE-A SCREENING INSTRUMENT SHOULD BE EASILY OBTAINED FROM ITS DEVELOPER OR MANUFACTURER, AGENCIES AND ORGANIZATIONS, AND PUBLISHERS OF EDUCATIONAL MATERIALS.-SENSITIVE-IN REGARDS TO ETHNICITY, CULTURE, AND LINGUISTICS.-RELIAVABLE- THEY ALWAYS PRODUCE THE SAME RESULT IN SIMILAR SITUATION.-COMPONENT- THESE USUALLY INCLUDE ITEM SUCH AS RECORD-KEEPING SYSTEM, DOCUMENT USED TO RECORD BASIC INFORMATION ABOUT CHILDREN AND THEIR FAMILIES, AND SCORING AND INTERPRETATION GUIDES FOR THE SCREENER.-ENDORSED-BY INDIVIDUALS, AGENCIES, AND ORGANIZATION THAT ARE RESPECTED WITHIN THE EARLY EDUCATION OR EARLY INTERVENTION COMMUNITIES,-TECHNOLOGY-SHOULD BE BE USER-FRIENDLY MEET ACCESSIBILITY REQUIREMENTS, AND FIT THE PROGRAM'S NEEDS.
QUESTION CHILD CARE PROFESSIONAL NEED TO USE:
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INVOLVING FAMILIES IN THE PROCESS PROVIDE IMPORTANT DOCUMENTATION
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FAMILIES SHARE INFORMATION COULD IMPACT SCREENING RESULT
-FAMILY DYNAMICS.-HEALTH ISSUES, INCLUDING PREMATURE BIRTH.-THE CHILD'S ROUTINES AND BEHAVIOR AT HOME.-ISSUES IMPACTING THE CHILD AND OTHER CONCERNS.- POSSIBLE STRATEGIES, IF FURTHER ACTION IS NECESSARY.
ROLE OF THE FAMILIES IN THE SCREENING PROCESS
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FAMILIES THROUGH ITS ONGOING/ PROGRAM SHOULD HAVE:
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QUALITY CHILD CARE PROGRAM HAVE WRITTEN POLICIES
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QUALITY CHILD CARE HAVE PLAN FOR ORIENTING
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AMERICAN ACADEMY OF PEDIATRIC RECOMMENDS
SCREENED AT 9,18 , 24 AND 30.
OBSERVATION METHODS
-CHEKLIST IS A LIST OF SKILLS AND ABILITIES TO BE OBSERVED (YES OR NO IN EXCELL) WHEN THE GOAL IS TO NOTE THE PRESENCE OR ABSENCE OF DEMOSTRATE SKILLS AND ABILITIES.-ANECDOTAL RECORD IS A NARRATIVE ACCOUNT OF AN EVENT WRITTEN SHORTLY AFTER IT OCCURED.TELL WHAT A CHILD DID, WHEN, HOW AND WHAT HAPPEN AFTERWARD.-RUNNING RECORD IS AN ACCOUNT OF WHAT A CHILD IS DOING AS IT IS HAPPENING. IS USED ALSO TO DOCUMENT HOW THE CHILDREN ARE RESPONDING.-FREQUENCY COUNT RECORDS HOW OFTEN A BEHAVIOR HAPPENS. IS USE FOR INVOLVEMENT OF HUMAN BEHAVIOR.-CONVERSATION ARE WORD S-FOR-WORDS ACCOUNTS OF WHAT CHILDREN SAID WHILE BEING INTERWIEWED BY A PROVIDER.-TIME SAMPLE RECORD THAT ACTIVITIES A CHILD CHOOSES TO DO DURING A GIVEN TIME PERIOD, WHICH HIS USUALLY A HALF AND HOUR.-STANDARDIZED TEST ARE USED TO DOCUMENT A CHILD'S ABILITY TO COMPARE AND CONTRAST, SOLVE A PROBLEM, CLASSIFY, PUT THINGS IN SEQUENTIAL ORDER, ARRIVE AT CONCLUSIONS, AND PERFORM OTHER SKILLS. -RATING SCALE IS USED TO MEASURE A BEHAVIOR, SKILL OR ABILITY BASED ON A SERIES OF QUALITY POINT OF A CONTINUUM. RAITING SCALES CAN ALSO BE USE TO RATE A ENVIROMENTS ON THEIR DEVELOPMENTAL APPROPRIATENESS.-WORK SAMPLE IS A PRODUCT CREATED BY A CHILD THAT BECOME DOCUMENTATION OF THE DEVELOPMENT OF A SKILL.-DOCUMENTATION REFERS TO EVERYTHING IN A CHILDS FILE, BUT THAT WORD CAN HAVE A SPECIAL MEANING WHEN IT IS USED IN REFERENCE TO CHILD OBSERVATION.
OBSERVATION SCREENING AT RISK CHILDREN
CHILD CARE PROFESSIONAL-DO NOT DIAGNOSE CHILDREN BASED UPON THESE SIGNS.-INDENTIFY AND DOCUMENT INDICATOR THAT THEY OBSERVE.-REPORT THEM AS REQUIRED BY LAW.-OBSERVE AND SCREEN REGULARLY.CHILD CARE PROFESSIONALS CAN PROVIDE OTHER PROFESSIONALS WITH INFORMATION THAT CAN HELP A CHILD AT RISK.PROFESSIONAL SPEAK AND WRITE IN WAYS THAT HELP THEM COMMUNICATE WITH OTHER PROFESSIONAL AND PARENT.
DIAGNOSIS FOR DISABILITY OR BEGING AN INVESTIGATION THE POSIBLE ABUSE
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AT RISK IS A PHRASE
USED AFTER A NOUN TO DESCRIBE A CONDITION OR SITUATION OF VULNERABILITY OR OF BEING IN DANGER.
AT RISK IS A ADJECTIVE
USED IMMEDIATELY BEFORE A NOUN ( A PERSON OR A THING) THAT IS VULNERABLE OR IN DANGER. (NOTE HYPHENTION).)
PEOPLE-FIRST LANGUAGE
IS A METHOD OF SENTENCES CONSTRUCTION THAT PLACES PEOPLE BEFORE ANY CONDITION THEY HAVE.
WHO IS AT RISK
ACCORDING TO THE CDC, THEY HIGHEST RISK ARE:-MALE-LIVING IN POVERTYGENETICS AND PHYSICAL ENVIROMENT PLAY A ROLE IN PUTTING CHILDREN AT RISK FOR A DEVELOPMENTAL DELAY OR DISABILITY.
RISK FACTOR (CHILDREN ABUSE AND NEGLECT)
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CHILDREN ABUSE AND NEGLECT TEND TO:
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EARLY SINGS OF DEVELOPMENTAL DELAY
THIS OCCURS WHEN A CHILD DOES NOT DISPLAY THE SKILL AND ABILITIES TYPICALLY SEEN IN PEERS IN THE SAME AGE RANGE.THE MOST COMMON DEVELOPMENTAL DOMAIN ARE:SOCIAL & ENVIROMENTAL.THE PROGRAM CHILD FIND IS A EARLY INTERVENTION SYSTEM.
EARLY SIGNS OF DEVELOPMENTAL DISABILITY
IS A CHRONIC CONDITION THAT IS DIAGNOSED IN CHILDHOOD AND SUBSTANTIALLY LIMITS MAJOR LIFE ACTIVITIES IN ADULTHOOD, AND IMPACT A CHILD'S ABILITIES TO PERFORM ACTIVITIES IN ONE OR MORE DEVELOPMENTAL DOMAIN.MOST COMMON DISABILITIES:-AUTISM SPECTRUM DISORDERS-DOWN SYNDROME-COGNITIVE/INTELLECTUAL
AUTISM SPECTRUM DISORDERS (ASD)
IS A GROUP OF NEURODEVELOPMENTAL DISORDERS CHARACTERIZED BY SOCIAL IMPAIRMENTS, COMMUNICATION DIFFICULTIES, AND RESTRICTED AND REPETITIVE PATTERNS OF BEHAVIOR.CASE OF INFANT (BIRTH TO 18 MONTHS)-MAY AVOID GAZING DIRECTLY INTO THE EYES OF THEIR PARENTS.-WHEN SPOKEN TO, MAY NOT BABLE IN RESPONSE.-MAY NOT SMILE IN RESPONSE TO A SMILE.CASE TODDLERS (18 TO 36 MONTHS)-MAY NOT POINT TO AN OBJECT OF INTEREST OR FOLLOW SOMEONE'S POINT.-MAY NOT LOOK TO A TRUSTED ADULT FOR HELP.-MAY FLAP OR WAVE THEIR ARMS.-MAY ROCK BACK AND FORTH.-MAY BECOME FIXATED ON AN ACTIVITY OR OBJECT.-CAN BE PRONE TO TANTRUMS.
NEURODEVELOPMENTAL DISORDERS
AFFECT THE GROWTH OF NERVES, NERVES TISSUE, AND THE CENTRAL NERVOUS SYSTEM.
DOWN SYNDROME
IS A GENETIC DISORDER CHARACTERIZED BY DISTINCT PHYSICAL TRAITS AND INTELLECTUAL IMPAIRMENT.CHILDREN WITH DOWN SYNDROME INCLUDING:-SMALL HEAD IN PROPORTION TO HIS OR HER BODY.-FLATTENED FACIAL FEATURES.-A SMALL MOUTH AND EARS.-EYES THAT SLANT UPWARD AND MAY BE ROUNDED.-BROAD HANDS, A SIGLE CREASE IN THEIR PALMS, AND SHORT FINGERS.-INTELLECTUAL IMPAIRMENTS.-STOMACH PROBLEMS.-PROBLEMS WITH MEMORY, CONCENTRATION, AND JUDGMENT.-HEARING PROMBLEMS.
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
A DISORDER CHARACTERIZED BY IMPULSIVITY AND INATTENTION, AND IN SOME CASES, HYPERACTIVITY.
BIPOLAR DISORDER
A DISORDER CHARACTERIZED BY EXTREME SHIFTS IN MOOD AND ENERGY.
CEREBRAL PALSY
A DISORDER THAT AFFECT BODY MOVEMENT AND MUSCLE COORDINATOR.
GENETIC DISORDERS
ARE CONDITIONS THAT ARE DUE TO AN ABNORMALLY IN THE WAY A BODY'S CELL ARE STRUCTURED. IF IS GENETIC, IT IS PRESENT AT BIRTH, EVEN IF IT IS NOT DIAGNOSED AT THAT TIME.
FETAL ALCOHOL SYNDROME
A SYNDROME CHARACTERIZED BY DEFORMITIES IN THE JOINTS, FINGERS, AND LIMBS; ATYPICAL BEHAVIOR, AND LEARNING DISORDERS; AND COGNITIVES IMPAIRMENT.
FRAGIL X SYNDROME`
A SYNDROME CHARACTERIZED BY INTELLECTUAL DISABILITY AND BEHAVIOR DISORDERS; IT IS MORE PREVALENT AND SEVERE MALES.
DISTINCT PHYSICAL
TRAITS REFERES TO THE SIMILAR FACIAL AND BODY FEATURES THAT ARE SHARE BY MANY PEOPLE WITH DOWN SYSNDROME.
INTELLECTUAL IMPAIRMENTS
MEANS THAT PEOPLE WITH DOWN SYNDROME MAY HAVE DIFFICULT TIME UNDERSTANDING AND PROCESSING INFORMATION.
COGNITIVE OR INTELLECTUAL DISABILITIES
MAY BE DIAGNOSED IN CHILDREN BASED ON THE WAY THEY PROCESS AND USE INFORMATION AND PERFORM SELF-HELP SKILLS.
CHILDREN WITH INTELLECTUAL DISABILITIES HAVE DIFFICULTIES:
-CARING FOR THEMSELVES.-UNDERSTANDING HEALTH AND SAFETY ISSUES.-COMMUNICATING WITH OTHERS.-LEARNING NECESSARY LIFE SKILLS (EATING, TOILETING, ETC).-DIRECTING THEIR OWN ACTIVITIES.
COGNITIVE ABILITIES
ARE INTELLECTUAL PROCESSES THAT CAN BE MEASURED ON STANDARDIZED TEST. ALSO KNOWN AS INTELLECTUAL FUNCTIONING.
SELF-HELP-SKILLS
ARE A WIDE VARIETY OF ABILITIES THAT ARE USEFUL IN EVERYDAY LIFE. ALSO KNOW AS ADAPTIVE BEHAVIOR OR ADAPTIVE SKILLS.
EARLY SIGNS OF ABUSE AND NEGLECT
ABUSE FALL INTO THREE CATEGORIES;-PHYSICAL-SEXUAL-EMOTIONALSIGNS OF CHILD ABUSE:-PHISICAL SINGS ARE OBSERVABLE IN THE APPEARANCE OF A CHILD. BRUISE,WELTS, BURNS, LACERATIONS, ABRASIONS, FRATURE, WOUNDS AND INJURIES. BE ALER FOR ONES THAT TEND TO OCCUR IN THE SAME PLACE OR REPEATEDLY, AND FOR WHICH THERE IS NO POSSIBLE EXPLANATION. -BEHAVIORAL SINGS ARE OBSERVABLE IN THE WAY A CHILD ACTS. NO WANTING TO GO HOME, WARINESS OF ADULTS, STRONG STARTLE RESPONSE, DEPRESSION, POOR MEMORY AND CONCENTRATION, AND BEHAVIORS THAT ARE NOT AGE APPROPIATE.
CHILD NEGLECT
SUCH AS ADEQUATE FOOD, CLOTHING, SHELTER, HEALTH CARE, HYGIENE, AND SUPERVISION . NEGLECT ALSO INCLUDES SITUATIONS IN WHICH THE CHILD IS DEPRIVED OF EMOTIONAL SUPPORT, LOVE AND ATTENTION, WHICH CAUSES A DISORDER CALLED FAILURE TO THRIVE.
HELPING CHILDREN WITH DISABILITIES
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ADA
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HELPING VICTIMS OF ABUSE OR NEGLECT
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SHARING RESULTS WITH PARENTS
WHEN THE RESULT OF SCREENING AND OBSERVATION SESSION SUGGEST ASSESSMENT OR EVALUATION MIGHT BENEFIT THE CHILD.-BEST PRACTICE #1 (PREPARE FOR THE MEETING CAREFULLY FOR THE MEETING) *SCHEDULE A SPECIFIC TIME TO DISCUSS RESULTS. SET UP A FACE TO FACE MEETING TO PROVIDE THE *RESULTS AS SOON AS POSSIBLE. *HOLD THE MEETING WHERE YOU CAN MAINTAIN CONFIDENTIALITY. *GATHER COPIES OF THE KEY DOCUMENTS. *JUST BEFORE THE MEETING, REVIEW THE MATERIALS. *REFLECT ON WHAT YOU NEED TO SAY AND THE BEST WAY TO SAY IT.-BEST PRACTICE #2 (BEGIN THE MEETING WITH A BRIEF OVERVIEW OF THE PROGRAM ) *DEFINE THE TERMS OBSERVATION AND SCREENING. *STATE THAT THESE ARE ROUTINE PROCESSES IN QUALITY PROGRAMS. *EXPLAIN WHY THE PROGRAM OBSERVES AND SCREENS ENROLLED CHILDREN. *TALK ABOUT WHEN AND HOW THE PROGRAM CONDUCTS OBSERVATION AND SCREENING SESSION. *DESCRIBE HOW THE PROGRAM USES THE INFORMATION TO HELP CHILDREN. *RESPOND TO QUESTIONS.-BEST PRACTICE #3 (PRESENT A BLANK SAMPLE OF THE SPECIFIC TOOL OR TOOLS THAT WERE USED. *EXPLAIN THE TOOL, THE SKILL AREAS IT ADDRESSED, AND ITS SCORING SYSTEM. *CLARIFY THAT THE INSTRUMENT IS NOT AN INTELLIGENCE TEST, NOR IS IT AN ASSESSMENT OR AN EVALUATION TOOL. *DESCRIBE WHEN AND HOW THE TOOL WAS USED WITH CHILD.-BEST PRACTICE #4 (PRESENT THE CHILD'S RESULT IN WRITING). *EMPHASIZE THE CHILD'S CURRENT STRENGTHS AND SKILLS. *EXPLAIN AREAS IN WHICH THE CHILD MIGHT FROM CLASSROOM INTERVENTIONS OR FUTHER ASSESSMENT. *TELL PARENTS THAT THE RESULTS OF SCREENING TOOLS USED BY ONLY ONE SCREENER CANNOT BE USED TO DETERMINED THE STATUS OF A CHILD'S DEVELOPMENT. *RELATE YOUR DESIRE AND WILLINGNESS TO ASSIST AND COLLABORATE WITH THE PARENTS IN DECIDING HOW TO PROCEED.-BEST PRACTICE #5 (BE AN ACTIVE LISTENER.) *LISTEN VERY CLOSELY TO WHAT PARENT SAY. *THINK BEFORE RESPONDING. *ENSURE EVERYONE HAS A CHANCE TO SPEAK WITHOUT INTERRUPTION. *ASK RESPECTFUL QUESTION. *CHECK FOR UNDERSTANDING. *WATCH FACIAL EXPRESSIONS AND NON-VERBAL RESPONSES.-BEST PRACTICE # 6 (KEEP THE MEETING POSITIVE.) *REMEMBER, THIS IS AN OPPORTUNITY TO SHARE INFORMATION. *FOCUS ON WHAT YOU KNOW IS TRUE, ACCORDING TO THE RESULTS. *BE CALM AN FOCUSED, AND HELP PARENTS TO DO THE SAME.-BEST PRACTICE #7 (TALK ABOUT THE PROGRAM'S ROLE). *RELATE THE PROGRAM'S RELATIONSHIP TO ORGANIZATIONS THAT PERFORM ASSESSMENT AND EVALUATION, AND EXPLAIN HOW THE PROGRAM PROVIDES VITAL INFORMATION TO THEM. *DESCRIBE IDEA PARTS B AND C, IF APPLICABLE, AND HOW THE PROGRAM MIGHT ASSIST A CHILD WHO QUALIFIES FOR BENEFITS.-BEST PRACTICE #8 (MAKE AN APPROPIATE REFERRAL AND PROVIDE INFORMATION). *ENCOURAGE THE PARENT TO MAKE THE FIRST CALL. *SHOW THEM HOW ALL OF THE INFORMATION THEY NEED HAS BEEN PROVIDED. *EXPLAIN THE BENEFITS OF THE FAMILY IN SEEKING SERVICES THEMSELVES. *CLARIFY HOW THE PROGRAM CAN BEST PARTICIPATE. *ASK PARENT TO SIGN A RELEASE OF INFORMATION FORM. *CHECK FOR UNDERSTANDING BEFORE CONTINUING.
RESOURCES
REFERRAL FORM CHILD CARE PROVIDERS:-FLORIDA DIAGNOSTIC AND LEARNING RESOURCES SYSTEM (FDLRS).-FLORIDA OFFICE OF EARLY LEARNING CHILD CARE RESOURCE & REFERRAL NETWORK (CCR&R).-CHILD FIND