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Module 3 Essential - PowerPoint Presentation

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Module 3 Essential - PPT Presentation

Module 3 Essential Knowledge for Completing the Summary of Functional Performance Every day we are honored to take action that inspires the world to discover love and nurture the greatness in all children ID: 773897

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Module 3 Essential Knowledge for Completing the Summary of Functional Performance Every day, we are honored to take action that inspires the world to discover, love and nurture the greatness in all children.

Overview of modules Module 1: Setting the Stage: Global Child Outcomes and the SFPModule 2: Learning More About the SFP and COS Rating Module 3: Essential Knowledge for Completing the SFP and COS RatingModule 4: Guidance for Completing the SFP and COS Rating Within the Team ProcessModule 5: Understanding Age-expected Child Development, Developmental Trajectories, and ProgressModule 6: Using COS Data to Inform Program Improvement at all Levels Kids' Potential, Our Purpose

How we learn about the child’s functioning across settings and situations Kids' Potential, Our Purpose 1. Good Assessment

DEC* recommended practices for assessment Involve multiple sourcesExamples: family members, professional team members, service providers, caregiversInvolve multiple measuresExamples: observations, criterion- or curriculum-based instruments, interviews, norm-referenced scales, informed clinical opinion, work samples*Division for Early Childhood of the Council for Exceptional Children Kids' Potential, Our Purpose

Assessment practices appropriate for outcomes measurement: ASHA* ASHA recommended practices:Gather information from families, teachers, other service providersCollect child-centered, contextualized, descriptive, functional information*American Speech-Language-Hearing Association Kids' Potential, Our Purpose

Listening and learning form parents is good assessment See the discussion prompts on the ESIT website for possible questions to ask familieshttp://www.del.wa.gov/publications/esit/docs/ChildOutcomes_DiscussionPrompts.pdf The Routines-Based Interview and other family-directed assessment tools offers lots of informationCheck in with parents to see how the child is doing and incorporate this information into the SFP rating process Kids' Potential, Our Purpose

A domain score on an assessment tool does not translate into an outcome ratingRatings require:Looking at functional behaviorsCollecting and synthesizing input from many sources familiar with how what the child does in across different settings and situationsThinking about functioning across all aspects of outcome content Kids' Potential, Our Purpose

Crosswalks Kids' Potential, Our Purpose Many of the instruments used to assess young children have been cross walked by the three outcomes http:// ectacenter.org/eco/pages/crosswalks.asp Crosswalks are to be used to show what other sources of information may be needed.

Title—32 point font Kids' Potential, Our Purpose

Ratings are based on… Types of informationCurriculum-based assessments (e.g., AEPS)Norm-referenced assessments (e.g., BDI-2)Developmental screenings (e.g., Ages & Stages)Structured interviews (e.g., Routines Based Interview, Vineland-II)Observation and report Kids' Potential, Our Purpose Sources of information Parents and family members Service providers Therapists Physicians Child care providers Teachers People familiar with the child in all of the settings and situations that s/he is in

SFP: Documenting Assessment Instruments and Information Sources Kids' Potential, Our Purpose

Reflection What other sources of information could you include in your assessment process in order to get more functional information about children’s development across settings and situations? Kids' Potential, Our Purpose

Essential knowledge for completing Summary of Functional Performance Kids' Potential, Our Purpose 2. Understand age-expected child development

Why do we intervene? Development in young children follows a predictable courseChildren who acquire new skills at a slower rate get further and further behind Kids' Potential, Our Purpose

Hypothetical Language Acquisition Rates for four Groups of Children: Change in Development Trajectory (Progress toward Closing the Gap)

Child Development Resources can… Help you identify the time period when skills often emerge in the general populationRemind you about the sequences in which the skills develop Washington State Early Learning and Development Guidelineshttp://www.del.wa.gov/publications/development/docs/Guidelines.pdf Kids' Potential, Our Purpose

Resources for understanding age-expected child development Website list: http://ectacenter.org/eco/assets/pdfs/Age-expected_Resources.pdf CDC milestone lists by ageMEISR-COSF- routines by outcomes with approximate age levelsND state compiled milestone lists in each outcome area by age Kids' Potential, Our Purpose

What age to use for comparisons? For these ratings, use actual chronological age.Do NOT correct for prematurity.This way we can show the progress preemies make as their skills become closer to those of full-term children born at the same time. Kids' Potential, Our Purpose

Thinking about development in sequences Skills build on each other to allow more complex behaviorNeed to understand what skills are expected at a given ageWhere is each child in the progression of skills Kids' Potential, Our Purpose

Looking at Development… Kids' Potential, Our Purpose

An example… Kids' Potential, Our Purpose

What are foundational skills? Foundational skills are…The skills and behaviors observed before immediate foundational skillsSkills and behaviors that occur earlier in development and serve as the foundation for later skill developmentTeachers and interventionists often use foundational skills to help children move to the next level developmentally Kids' Potential, Our Purpose

Immediate foundational skills The set of skills and behavior that occur developmentally just prior to age-expected functioning Are the basis on which to build age-expected functioning Kids' Potential, Our Purpose

Caution: Interpreting age-expected skillsA child developing typically often demonstrates skills or behaviors that are not age-expected.In other words…Children continue to use the skills that developed at younger ages. Kids' Potential, Our Purpose

Essential Knowledge for Completing Summary of Functional Performance Kids' Potential, Our Purpose 3 . Understand age expectations for child functioning within the child’s culture

Age appropriateness and culture The age appropriateness of some behaviors varies across culturesEspecially those related to independence and self careImportant for working with the child and for completing the Summary of Functional Performance to understand expectations within the child’s culture Kids' Potential, Our Purpose

Reflection How would you explain immediate foundational and foundational skills to a new teammate? Kids' Potential, Our Purpose

Essential knowledge for completing the Summary of Functional Performance Kids' Potential, Our Purpose 4. Understand the content of the three child outcomes

Kids' Potential, Our Purpose The 3 Child Outcomes http://fpg.unc.edu/~ eco/assets/media/ChildOutcomesStepByStep-captioned.mov

Outcome 1: Children have positive social relationships Involves:Relating with adultsRelating with other childrenFor older children, following rules related to groups or interacting with othersIncludes:Attachment/separation/autonomyExpressing emotions and feelingsLearning rules and expectationsSocial interactions and social play Kids' Potential, Our Purpose

Outcome 2: Children acquire and use knowledge and skills ThinkingReasoningRememberingProblem solvingUsing symbols and languageUnderstanding physical and social worlds Kids' Potential, Our Purpose Early concepts symbols pictures numbers Imitation Acquiring vocabulary Early literacy

Another slide on literacy For infants and toddlers, early literacy and communication includes:Looking at caregivers, objects and picturesEarly social turn-taking games (Peek-A-Boo)Producing sounds, babbling, and early gestural communication (pointing, reaching, using sign language)Patting pictures in a book, helping to flip pages Kids' Potential, Our Purpose

Another slide on numeracy For infants and toddlers, early numeracy might include:Concept of “more”Early rote counting (1, 2, 3)Concepts of “one” and “all” Kids' Potential, Our Purpose

Outcome 3: Children take appropriate action to meet their needs Kids' Potential, Our Purpose Involves: Taking care of basic needs Getting from place to place Using tools (e.g., fork, toothbrush, crayon) In older children, contributing to their own health and safety Includes: Integrating motor skills to complete tasks Self-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility) Acting on the world to get what one wants

Functional child outcomes FunctionalRefer to things that are meaningful to the child in the context of everyday living Refer to an integrated series of behaviors or skills that allows the child to achieve the important everyday goals Meaningful behaviors in meaningful context – what child usually does in situations (crosses domains)NOT – unusual, isolated circumstances, only in structured, specific standardized, elicited situationsSee http://ectacenter.org/eco/assets/pdfs/Functional_outcomesHO.pdf Kids' Potential, Our Purpose

Functional Assessment Our Focus Shifts From To Knows how to make eye contact, smile, and give a hug Initiates affection toward caregivers and respond to others ’ affection Knows how to imitate a gesture when prompted by others Watches what a peer says or does and incorporate it into his/her own play Uses finger in pointing motion Points to indicate needs or wants Shows a skill in a specific situation Uses a skill in actions across settings and situations to accomplish something meaningful to the child

Outcomes Jeopardy Pointing to the cabinet for cereal Can tell you his name Eats with a spoon Biting Plays by himself in child care Points to pictures in a book Building a house from blocks with a friend Problems sleeping Sharing a cookie at lunchtime $100 $200 $100 $300 $200 $300 $200 $100 $300

Outcomes Jeopardy Pointing to the cabinet for cereal Can tell you his name Eats with a spoon Biting Plays by himself in child care Points to pictures in a book Building a house from blocks with a friend Problems sleeping Sharing a cookie at lunchtime $100 $200 $100 $300 $200 $300 $200 $100 $300

Outcomes Jeopardy Kids' Potential, Our Purpose Pointing to the cabinet for cereal Can tell you his name Eats with a spoon Outcome 2 or 3, depending on context Outcome 1, 2 or 3 depending on the context in which he is telling you his name Outcome 3

Outcomes Jeopardy Pointing to the cabinet for cereal Can tell you his name Eats with a spoon Biting Plays by himself in child care Points to pictures in a book Building a house from blocks with a friend Problems sleeping Sharing a cookie at lunchtime $100 $200 $100 $300 $200 $300 $100 $300 $200

Outcomes Jeopardy Kids' Potential, Our Purpose Biting Plays by himself in child care Points to pictures in a book Outcome 1, 2 or 3, depending on how biting is affecting the child’s functioning Outcome 1 Outcome 2

Outcomes Jeopardy Pointing to the cabinet for cereal Can tell you his name Eats with a spoon Biting Plays by himself in child care Points to pictures in a book Building a house from blocks with a friend Problems sleeping Sharing a cookie at lunchtime $100 $200 $100 $200 $200 $100 $300 $300 $300

Outcomes Jeopardy Kids' Potential, Our Purpose Building a house from blocks with a friend Problems sleeping Sharing a cookie at lunchtime Outcomes 1 and 2 Outcome 1, 2 or 3 depending on how the lack of sleep is affecting the child’s functioning Outcome 1 or 3

Essential Knowledge for Completing the Summary of Functional Performance Kids' Potential, Our Purpose 5. Know how to use the rating scale

Descriptor Statements Kids' Potential, Our Purpose There are 7 categories of ratings Instead of identifying a number, the team selects a descriptor statement which corresponds to a rating For each of the 7 rating categories, there are several “descriptor statements” that describe and summarize how the child is functioning in the outcome area Descriptor statements are selected verbatim in the data system. The data system inserts the child’s name in the statement and associates the statement with a rating for later reports

Kids' Potential, Our Purpose

7 Child shows functioning expected for his or her age in all or almost all everyday situations that are part of the child’s lifeFunctioning is considered appropriate for his or her ageNo one has any concerns about the child’s functioning in this outcome area Kids' Potential, Our Purpose

7 Descriptor Statements For a child whose functioning in the outcome is completely age appropriate, choose one of the following descriptor statements: Relative to other children [CHILD’S NAME]’s age, he has all of the skills that we would expect of a child his age in the area of (outcome [e.g., taking action to meet needs]) . [CHILD’s NAME] has a good mix of age expected skills in the area of (outcome).

6 Child’s functioning generally is considered appropriate for his or her age but there are some significant concerns about the child’s functioning in this outcome areaThese concerns are substantial enough to suggest monitoring or possible additional supportAlthough age-appropriate, the child’s functioning may border on not keeping pace with age expectations Kids' Potential, Our Purpose

6 Descriptor Statements For a child whose functioning is currently age-appropriate, but where there are substantial concerns that may interfere with maintaining age-expected functioning: Relative to same-age peers, [CHILD] has the skills that we would expect of her age in regard to (outcome); however, there are concerns with how she [insert functional area of concern]. Aside from the concern regarding, [CHILD] is demonstrating skills expected of a child her age in the area of (outcome).

Common confusion Summary Rating ≠ EligibilityRatings reflect child’s functioning NOW, not anticipating future delays associated with a child’s diagnosis or conditionRatings do NOT correct for prematurity – use actual chronological ageRatings ARE based on functioning with whatever assistive technology is typically available in everyday settingsRatings reflect child’s FUNCTIONAL use of skills across settings now, not discrete skills a child has, but doesn’t use. Kids' Potential, Our Purpose

5 Child shows functioning expected for his or her age some of the time and/or in some settings and situations Child’s functioning is a mix of age-appropriate and not age-appropriate behaviors and skillsChild’s functioning might be described as like that of a slightly younger child Kids' Potential, Our Purpose

5 Descriptor Statements For a child whose functioning show a mix of age-appropriate and not age-appropriate skills: For a # month old child, [CHILD] has many skills expected of his age, but he also demonstrates some skills slightly below that expected at the age in the area of (outcome). Relative to same age peers, [CHILD] shows many age-expected skills, but continues to show some functioning that might be described like that of a slightly younger child in the area of (outcome). [CHILD] is somewhat where we would expect him to be at this age. This means that [CHILD] has many skills we would expect at his age in regard to (outcome), but he does not yet have all of the age-expected skills .

4 Child shows occasional age-appropriate functioning across settings and situations More functioning is not age-appropriate than age-appropriate. Kids' Potential, Our Purpose

4 Descriptor Statements For a child whose functioning show a mix of age-appropriate and not age-appropriate skills where more of the skills are not yet age-appropriate: At # months, [CHILD] shows occasional use of some age-expected skills, but more of his skills are not yet age-expected in the area of (outcome). At # months, [CHILD] shows occasional use of some age-expected skills, but has more skills that are younger than those expected for a child his age in the area of (outcome). [CHILD] has a few of the skills we would expect in regard to (outcome), but he shows more skills that are not age-appropriate.

3 Child does not yet show functioning expected of a child of his or her age in any situationChild uses immediate foundational skills, most or all of the time across settings and situations Immediate foundational skills are the skills upon which to build age-appropriate functioningFunctioning might be described as like that of a younger child Kids' Potential, Our Purpose

3 Descriptor Statements For a child whose functioning is not yet showing age-appropriate skills and most or all of the time includes immediate foundational skills: Relative to same age peers, [CHILD’S NAME] is not yet using skills expected of his age. He does however use many important immediate foundational skills to build upon in the area of (outcome).In the area of (outcome), [CHILD’S NAME] is nearly displaying age-expected skills. This means that he does not yet have the skills we would expect of a child his age. He has the immediate foundational skills that are the building blocks to achieve age-appropriate skills.

2 Child occasionally uses immediate foundational skills across settings and situationsMore functioning reflects skills that are not immediate foundational than are immediate foundational Kids' Potential, Our Purpose

2 Descriptor Statements For a child whose functioning is not yet showing age-appropriate skills and occasionally uses immediate foundational skills: At # months, [CHILD] shows occasional use of some immediate foundational skills that will help him move toward age-appropriate skills. More of his functioning displays earlier skills in the area of (outcome). Relative to same age peers, [CHILD] is showing some immediate foundational skills, but has more skills that developmentally come in earlier in the area of (outcome). For a # month old, [CHILD] occasionally uses immediate foundational skills, but has a greater mix of earlier skills that he uses in the area of (outcome). Overall in the outcome area, [CHILD] is just beginning to show some immediate foundational skills which will help him work toward age appropriate skills.

1 Child does not yet show functioning expected of a child his or her age in any situationChild’s functioning does not yet include immediate foundational skills upon which to build age-appropriate functioningChild functioning reflects skills that developmentally come before immediate foundational skillsChild’s functioning might be described as like that of a much younger child Kids' Potential, Our Purpose

1 Descriptor Statements For a child whose functioning includes foundational, but not yet age-appropriate or immediate foundational skills: Relative to same age peers, [CHILD] has very early skills in the area of (outcome). This means that [CHILD] has the skills we should expect of a much younger child in this outcome area. For a # month old, [CHILD] shows early skills in the outcome area. She does not yet show age-expected skills or the skills that come right before those.

Common confusion Children with descriptor statements equivalent to 1 still display many skillsSkills are just at a foundational level Kids' Potential, Our Purpose

Assistive technology If the child regularly uses assistive technology, rate the child’s level of functioning with the assistive technology. Kids' Potential, Our Purpose

Rating Scale Jeopardy Age appropriate functioning – no concerns Mix of age appropriate and not age appropriate functioning No age appropriate functioning – not yet showing immediate foundational skills Some age appropriate functioning but very little No age appropriate functioning – lots of immediate foundational skills Age appropriate functioning – some concerns Rarely shows age appropriate functioning No age appropriate functioning – some immediate foundational skills Age appropriate functioning $100 $200 $100 $300 $200 $300 $200 $100 $300

Rating Scale Jeopardy Age appropriate functioning – no concerns Mix of age appropriate and not age appropriate functioning No age appropriate functioning – not yet showing immediate foundational skills Some age appropriate functioning but very little No age appropriate functioning – lots of immediate foundational skills Age appropriate functioning – some concerns Rarely shows age appropriate functioning No age appropriate functioning – some immediate foundational skills Age appropriate functioning $100 $200 $100 $300 $200 $300 $200 $100 $300

Rating Scale Jeopardy Kids' Potential, Our Purpose Age appropriate functioning – no concerns Mix of age appropriate and not age appropriate functioning No age appropriate functioning – not yet showing immediate foundational skills Rating = 7 Rating = 4 or 5 Rating = 1

Rating Scale Jeopardy Age appropriate functioning – no concerns Mix of age appropriate and not age appropriate functioning No age appropriate functioning – not yet showing immediate foundational skills Some age appropriate functioning but very little No age appropriate functioning – lots of immediate foundational skills Age appropriate functioning – some concerns Rarely shows age appropriate functioning No age appropriate functioning – some immediate foundational skills Age appropriate functioning $100 $100 $300 $300 $100 $300 $200 $200 $200

Rating Scale Jeopardy Kids' Potential, Our Purpose Some age appropriate functioning but very little No age appropriate functioning – lots of immediate foundational skills Age appropriate functioning – some concerns Rating = 4 Rating = 3 Rating = 6

Rating Scale Jeopardy Age appropriate functioning – no concerns Mix of age appropriate and not age appropriate functioning No age appropriate functioning – not yet showing immediate foundational skills Some age appropriate functioning but very little No age appropriate functioning – lots of immediate foundational skills Age appropriate functioning – some concerns Rarely shows age appropriate functioning No age appropriate functioning – some immediate foundational skills Age appropriate functioning $100 $200 $100 $200 $200 $100 $300 $300 $300

Rating Scale Jeopardy Kids' Potential, Our Purpose Rarely shows age appropriate functioning No age appropriate functioning – some immediate foundational skills Age appropriate functioning Rating =4 Rating =2 Rating = 6 or 7

Summary of Functional Performance Ratings Kids' Potential, Our Purpose

Essential Knowledge for Completing the Summary of Functional Performance Kids' Potential, Our Purpose Use the Decision Tree!

Kids' Potential, Our Purpose http://www.ectacenter.org/eco/assets/pdfs/Decision_Treenonumbers.pdf

Reflection How could you incorporate the decision tree into your team Summary of Functional Performance process? Kids' Potential, Our Purpose

Resources ESIT Early Intervention Training Modules- Module 2: Functional Assessmenthttp://www.del.wa.gov/development/esit/training.aspx At A Glance: Summary of Functional Performance Decisionshttp://www.del.wa.gov/publications/esit/docs/child_outcomes_Decision_Tree_glance.pdf Kids' Potential, Our Purpose

Resources Kids' Potential, Our Purpose Changes to the Child Outcomes Summary Process in ESIT’s Re-designed IFSP http:// www.del.wa.gov/publications/esit/docs/Child_Outcomes_Summary_IFSP_integrated_120111.pdf Who Wants to Be A Millionaire? Outcomes Rating Scale Activity http:// ectacenter.org/eco/pages/training_activities.asp#millionaire

Coming Next Kids' Potential, Our Purpose Module 1: Setting the Stage: Global Child Outcomes and the SFP Module 2: Learning More about the SFP and COS Rating Module 3: Essential Knowledge for Completing the SFP and COS Rating Module 4: Guidance for Completing the SFP and COS Rating Within the Team Process Module 5: Understanding the Age-Expected Child Development, Developmental Trajectories and Progress Module 6: Using COS Data to Inform Program Improvement at All Levels