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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 1
Service Coordination &
Family Assessment – Setting the Stage for Functional IFSP
Development
DAY 2
EITP at the University of Illinois
LEAVE YOUR WORRIES AT THE DOOR
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Our Linked Series 5 Day Overview
• Principles of Early Intervention & Family Assessment
• Linked Process
• Critical Interview Skills & Behaviors
• Digging Deeper into the Ecomap, ASQ‐SE 2 & Routines Based Interview
• In Between Activities & Opportunities for Practice
Day 2 Objectives
• Identify the behavioral areas for infants and toddlers as defined in the ASQ:SE‐2.
• Individualize next steps based on developmental screening results.
Today’s Agenda
• Reflect on Day 1 Key Point & Ecomaps
• Identify the behavioral areas for infants and toddlers as defined in the ASQ:SE‐2.
• Understand how to interpret and individualize next steps based on developmental screening results.
• Compare & contrast the ASQ‐SE2 & RBI
• Practice identifying & interpreting with Vidar & Family
The 5‐Component Model for Early Intervention in Natural Environments
Understanding the family ecology
Functional Family‐
Centered Needs Assessment
Participation‐Based Child Outcomes
Integrated Services
Support‐Based Home Visits
R. A. McWilliam
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 2
Principles of Early Intervention
• Support– families to promote their
child’s optimal development
• Facilitate– child’s participation in family
and community activities
• Encourage– active family participation
• Collaborate– with families and teams
• Develop, implement, monitor and modify– plans
• Build plans
– around family routines
• Embed strategies
– into daily routines
WALK ABOUTKey Points from Last Time
The Ecomap
ReflectionHow did it go?
What did you feel good about?
Critical Communication
Behaviors
Linked Process Approach
Intervention Monitoring of progress
Eligibility Determination/ IFSP Planning
Referral/ Intake
Functional IFSP Development
IntakeEcomapASQ‐SERBI
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 3
ASQ‐SE2
Video Resource
https://uofi.box.com/s/ad7ep3snckw8469ok6qbbftkq0yq4z04
Clock Partners
Find a person from a different table to be your 12:00 pm partner & write their name at 12:00
• Find a person from a different table to be your 3:00 pm partner & write their name at 3:00
• Find a person from a different table to be your 6:00 pm partner & write their name at 6:00
• Find a person from a different table to be your 9:00 pm partner & write their name at 9:00
Strengths & Needs
What are you feeling good about in your facilitation of the ASQ‐SE2?
What would you like to feel more confident
about in your facilitation of the ASQ‐SE2?
The Ages & Stages Questionnaires
ASQ 3
5 Developmental Areas
Problem Solving
Gross Motor
Fine Motor
Communication Personal/Social
ASQ:SE‐2
7 Behavioral Areas
Self‐regulation
Compliance
Communication
Adaptive Functioning, Autonomy
Affect
Interaction with People
Head Start &IDEA Part C Early Intervention call for 6 areas to be considered. The ASQ‐3 addresses 5 of the 6. The ASQ:SE‐2 addressed the 6th area.
Features of the ASQ:SE‐2
2‐, 6‐, 12‐, 18‐, 24‐, 30‐, 36‐, 48‐, and 60‐month intervals
Available in English and Spanish
Competence and problem behaviors targeted
Externalizing and internalizing behaviors targeted
Can assist in gathering information related to Child Outcomes measurement
Strengths & Needs identified
ASQ:SE‐2 Behavioral Areas
Self‐regulation Compliance Communication
Adaptive functioning
Autonomy Affect
Interaction with People
Activity: Identify the words you use to describe the ASQ‐SE2 behavioral area
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 4
Self‐regulation the child’s ability or willingness to calm or settle down or adjust to physiological or environmental conditions or stimulation.
Compliance the child’s ability or willingness to conform to the direction of others and follow rules.
Communication the child’s ability or willingness to respond to or initiate verbal or nonverbal signals to indicate feelings or affective and internal states.
Adaptive functioning the child’s success or ability to cope with physiological needs (sleeping, eating, safety, elimination).
Autonomy the child’s ability or willingness to self‐initiate or respond without guidance (moving to independence).
Affect the child’s ability or willingness to demonstrate his or her own feelings and empathy for others.
Interaction with People the child’s ability or willingness to respond to or initiate social responses to parents, other adults, and peers.
Age Range
Questions
6 months When upset can your baby calm down within a half hour?
18 months
Does your child do things over and over and get upset when you try to stop him? For example, does he rock, flap his hands, spin or _____ ? (please describe)
30 months
Does your child stay with activities she enjoys for at least 3 minutes (other than watch shows or videos or playing with electronics)?
Self‐regulation: the child’s ability or willingness to calm or settle down or adjust to physiological or environmental conditions or stimulation.
Compliance
Age Range
Question
6 months No questions
18 months
Does your child follow simple directions? For example, does she sit down when asked?
30 months
Does your child do what you ask him to do?
Compliance: the child’s ability or willingness to conform to the direction of others and follow rules.
Age Range Question
6 months Does it take longer than 30 minutes to feed your baby?
18 months Does your child wake three or more times during the night?
30 month Does your child stay away from dangerous things, such as fire and moving cars?
Adaptive functioning: the child’s success or ability to cope with physiological needs (sleeping, eating, safety, elimination).
Age Range
Question
6 months No questions
18 months
Does your child check to make sure you are near when exploring new places, such as a park or a friend’s home?
30 months
Does your child cling to you more than you expect?
Autonomy: the child’s ability or willingness to self‐initiate or respond without guidance (moving to independence).
Age Range
Question
6 months Does your baby like to be picked up and held?Does your baby stiffen and arch her back when picked up?
18 months Is your child interested in things around her, such as people, toys, and foods?
30 months Does your child seem happy?
Affect: the child’s ability or willingness to demonstrate his or her own feelings and empathy for others.
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 5
Age Range
Question
6 months Does your baby make sounds and look at you while playing with you?
18months
When you point at something, does your child look in the direction you are pointing?
30 months
Does your child use at least two words to ask for things he wants? For example, does he say “want ball” or “more apple”?
Communication: the child’s ability or willingness to respond to or initiate verbal or nonverbal signals to indicate feelings or affective and internal states.
Age Range Questions
6 months Does your child seem to enjoy watching or listening to people? For example, does he turn his head to look at someone talking?
18 months Does your child like to play near or be with family and friends?
30 months Does your child greet or say hello to familiar adults?
Interaction with People: the child’s ability or willingness to respond to or initiate social responses to parents, other adults, and peers.
Self Regulation
Compliance
Communication
Adaptive
Functioning
Autonomy
Affect
Interaction with
people
Let’s PracticeASQ‐SE:2 Behavioral Areas
Self Regulation Does your child have trouble falling asleep at naptime or at night?(Item
#16)Compliance Does your child follow simple directions? For example, does she sit down
when asked? (Item #18)Communication Does your child look at you when you talk to him? (Item #1)
Adaptive
Functioning Does your child get constipated or have diarrhea? (Item #17)
Autonomy Is your child too worried or fearful? If sometimes, often or always, please
describe. (Item #30)Affect Does your child like to be hugged or cuddled? (Item #7)
Interaction with
peopleWhen you leave, does your child stay upset and cry for more than an
hour? (Item #5)
ASQ:SE‐2 Items 24 months
How do the behavioral areas relate to the
3 Child Outcomes?
Self‐regulation
Compliance
Communication
Adaptive Functioning
Autonomy
Affect
Interaction with People
Table 3.3 Behavioral Areas & Related Items
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 6
Administering the ASQ:SE‐2
Assemble instrument and tools needed.
Administer the ASQ:SE‐2
in partnership
with families.
Score the ASQ:SE‐2
Interpret the results.
Determine type of
follow‐up.
Prepare & communi‐cate with families.
Item Response SheetChild and Family
Demographic Information
Item by Item Score
Comments and Notes
Communication
Interaction
Interaction
Self Regulation
Interaction
Interaction
Affect
Self Regulation
Affect
Affect
Self Regulation
Interaction
Adaptive Functioning
Adaptive Functioning
Communication
Self Regulation
Adaptive Functioning
Compliance
What can we learn??
LET’S MEET VIDAR & FAMILY
Vidar & Family
Vidar & Family
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 7
Vidar & Family EcomapVidar ASQ‐SE2
REVIEW Vidar’s ASQ‐SE2REVIEW Vidar’s ASQ‐SE2
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IDENTIFY behavioral areas for each item using Table 3.3 & put onto 12 month Item Response Sheet
IDENTIFY behavioral areas for each item using Table 3.3 & put onto 12 month Item Response Sheet
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CONSIDER factors prior to suggesting evaluations
CONSIDER factors prior to suggesting evaluations
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DISCUSS potential next steps with the family
DISCUSS potential next steps with the family
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COMPLETE intake social history summary
COMPLETE intake social history summary
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Vidar & Family
What have we
learned from the Ecomap &
the ASQSE2?
Engagement
Independence
Social Relationships
Cutoff Score Considerations
Setting/Time
Development –typical/atypical
HealthFamily/Culture
Parent Concerns
Let’s Practice
Partner with your
3:00 teammate
Take turns sharing ASQ‐SE 2 results &
potential next steps
Sharing ASQ‐SE2 Results
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PPT Slides ‐ Day 2
(c) EITP at the University of Illinois 8
ReflectionHow did it go?
What did you feel good about?
Vidar’s Intake Social
History Summary
http://agesandstages.com/wp‐content/uploads/2015/03/parent‐activity‐sheets.pdf
1 minute write up
What is the ASQ‐SE2 and what words will you use to describe it to your co‐workers and to families?
What’s Next? In
Between Work
Complete ASQ:SE‐2 with a family, score and share results to encourage informed decision making. COPY the Item Response Form for the ASQ:SE‐2 being used. Identify the behavioral areas for any questions that are concerns and link to next steps.
Complete the ASQ‐SE2 Practice Assignment in your packet to reflect upon your experience.
Read and reflect upon Chapter 2 “Assessing Families Needs with the Routines Based Interview”
OUR NEXT GATHERING IS ON
Friday, October 23rd
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