leave your worries at the door · ppt slides ‐day 2 (c) eitp at the university of illinois 6...

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

This Photo by Unknown Author is licensed under CC BY

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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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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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



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


Activity: Identify the words you use to describe the ASQ‐SE2 behavioral area

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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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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


Table 3.3 Behavioral Areas & Related Items

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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



Communication

Self Regulation


Compliance

What can we learn??

LET’S MEET VIDAR & FAMILY

Vidar & Family

Vidar & Family

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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

3

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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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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leave your worries at the door · ppt slides ‐day 2 (c) eitp at the university of illinois 6...

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