BRIGANCE III TRAINERS PRESENTATION MATERNAL AND
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BRIGANCE III TRAINERS PRESENTATION MATERNAL AND CHILD HEALTH NURSES Outline Guidance for MCH use why, what, how and when What is different about Brigance III? Brigance in MCH practice - 2016 survey results - practice - scoring options -
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01
BRIGANCE III
TRAINERS PRESENTATION
MATERNAL AND CHILD HEALTH NURSES<br>
TRAINERS PRESENTATION
MATERNAL AND CHILD HEALTH NURSES<br>
02
Outline Guidance for MCH use why, what, how and when
What is different about Brigance III?
Brigance in MCH practice
- 2016 survey results
- practice
- scoring options
- referral pathways
- resources<br>
What is different about Brigance III?
Brigance in MCH practice
- 2016 survey results
- practice
- scoring options
- referral pathways
- resources<br>
03
Resources for MCH Nurses Resources include: tip sheets with entry points, cut off scores, colour coded data sheets, information about interpreting results, discussing results with parents and case studies for use with this training presentation.
http://www.education.vic.gov.au/childhood/professionals/health/Pages/mch.aspx#link43<br>
http://www.education.vic.gov.au/childhood/professionals/health/Pages/mch.aspx#link43<br>
04
BRIGANCE screens Why?<br>
05
The key principles underpinning child development
Development has age- related manifestations
Development is directional
Every child develops uniquely
Development is malleable<br>
Development has age- related manifestations
Development is directional
Every child develops uniquely
Development is malleable<br>
06
Screening Purpose is to identify problems as early as possible
A brief measure that sorts children who possibly have problems from those who probably don’t.<br>
A brief measure that sorts children who possibly have problems from those who probably don’t.<br>
07
Screening Brigance screen is a secondary screen after PEDS path A or B
Screening tests do not yield a diagnosis
Assessment with more detailed measures is usually indicated after score below cut off on a screening test<br>
Screening tests do not yield a diagnosis
Assessment with more detailed measures is usually indicated after score below cut off on a screening test<br>
08
Parents Evaluation of Development Status (PEDS) PEDS is our primary developmental screen
Supports a comprehensive developmental assessment
We need accurate recording of PEDS
Ensure you have completed the online training for PEDs 2017<br>
Supports a comprehensive developmental assessment
We need accurate recording of PEDS
Ensure you have completed the online training for PEDs 2017<br>
09
PEDS Expect:
10% Path A
20% Path B
20% Path C
50% Path D/E<br>
10% Path A
20% Path B
20% Path C
50% Path D/E<br>
10
PEDS Ensure you have a good understanding of the paths, especially Path B
If PEDS is Path B, Brigance should follow (except in exceptional circumstances)
If Path A, Brigance will support your referral<br>
If PEDS is Path B, Brigance should follow (except in exceptional circumstances)
If Path A, Brigance will support your referral<br>
11
BRIGANCE ScreensWhat are they?<br>
12
Introduction to Brigance IIIa short video http://www.youtube.com/watch?v=2RLPnf1keg8
(2.5 min)<br>
(2.5 min)<br>
13
BRIGANCE screens Series of developmental screens
7 screens across screen books, covering ages 1 month to 7 years
Uses direct observation of skills (in 2+ years )
Can be administered by a range of professionals (nurse/teacher)
Administered and scored in 10-15 minutes<br>
7 screens across screen books, covering ages 1 month to 7 years
Uses direct observation of skills (in 2+ years )
Can be administered by a range of professionals (nurse/teacher)
Administered and scored in 10-15 minutes<br>
14
3 Core Developmental Domains Physical Development
Gross and Fine Motor Skills
Language Development
Receptive and Expressive Language Skills
Academic Skills/Cognitive Development
Adaptive skills for infants and toddlers
(self help and socioemotional)<br>
Gross and Fine Motor Skills
Language Development
Receptive and Expressive Language Skills
Academic Skills/Cognitive Development
Adaptive skills for infants and toddlers
(self help and socioemotional)<br>
15
Brigance screens assess a representative sample of skills for each age group<br>
16
Infant skills (1-11 months)<br>
17
Toddler (12-23 months)<br>
18
2 year old skills<br>
19
3 year old skills<br>
20
4 year old skills<br>
21
5 year old skills<br>
22
6 year old skills<br>
23
Some useful BRIGANCE features Located after the core assessments in screen books
Following slides discuss each of these in detail:
Screening Information Forms (for all ages)
Parent – Child Interaction forms ( Infant and Toddler)
Parent Feedback form (for ages 2 and up)
Self-help and Social-Emotional Scales (for ages 2 and up)
Supplemental assessments (for ? “gifted” children)<br>
Following slides discuss each of these in detail:
Screening Information Forms (for all ages)
Parent – Child Interaction forms ( Infant and Toddler)
Parent Feedback form (for ages 2 and up)
Self-help and Social-Emotional Scales (for ages 2 and up)
Supplemental assessments (for ? “gifted” children)<br>
24
Screening information forms Available for all ages
see p 67-70 of 0-35 month screen book
and p 91 of 3-5 year screen book
Used to assist your observation of child’s behaviour during screening in following areas
Vision
Auditory
Behaviour
Speech
Self reliance
Motor skills
Physical appearance<br>
see p 67-70 of 0-35 month screen book
and p 91 of 3-5 year screen book
Used to assist your observation of child’s behaviour during screening in following areas
Vision
Auditory
Behaviour
Speech
Self reliance
Motor skills
Physical appearance<br>
25
Screening information forms Copy and use with screening as needed
Can use to help you record observations on data sheet
NOT scored<br>
Can use to help you record observations on data sheet
NOT scored<br>
26
Parent- Child interaction forms Only in infant and toddler screen
p 71-72 0-35 month screen book
Observation of parent/child interaction
Assessment of some psychosocial risk factors
Can be scored
Use precaution in making assumptions based on a singe observation/situation<br>
p 71-72 0-35 month screen book
Observation of parent/child interaction
Assessment of some psychosocial risk factors
Can be scored
Use precaution in making assumptions based on a singe observation/situation<br>
27
Parent Feedback Form See p75 and 76 of 0-35 month screen book (2yo)
p 97 and 98 of 3-5year screen book (3yo)
Available for 2 year old and 3 year old screens
To help parents understand skills expected/being assessed for age group
To help the nurse understand what child is reported to be able to do at home
NOT scored<br>
p 97 and 98 of 3-5year screen book (3yo)
Available for 2 year old and 3 year old screens
To help parents understand skills expected/being assessed for age group
To help the nurse understand what child is reported to be able to do at home
NOT scored<br>
28
Parent feedback form continued Many items the same as what is in the core screen as well as self help and socioemotional screens
Give to parent prior to coming in for Brigance screen, or done with parent
If information is not compatible with what you observe, is helpful to know this (could be sent with referral)<br>
Give to parent prior to coming in for Brigance screen, or done with parent
If information is not compatible with what you observe, is helpful to know this (could be sent with referral)<br>
29
Self help and socio emotional domains See p 77-84, 0-35 m screen book
P 102-112,3-5 y screen book
For 2 year olds plus
0ption of adding Brigance self help and socio emotional scales to the core assessments.
Can be scored, which adds these two important domains to your assessment<br>
P 102-112,3-5 y screen book
For 2 year olds plus
0ption of adding Brigance self help and socio emotional scales to the core assessments.
Can be scored, which adds these two important domains to your assessment<br>
30
Self help and Socio emotional scales Parent report of child’s:
eating, dressing toileting skills
relationship with adults and peers
Play skills
Self confidence and self regulatory skills
Can be scored
Can be done by parent at home prior, or with nurse<br>
eating, dressing toileting skills
relationship with adults and peers
Play skills
Self confidence and self regulatory skills
Can be scored
Can be done by parent at home prior, or with nurse<br>
31
Supplemental Assessments For those children not challenged by core assessments
Useful if you want to gain more information about the child’s skills
Not scored
Not anticipated will be used by MCH much
(The picture opposite p58 in 0-35 m screen book has picture for use in general conversation with children)<br>
Useful if you want to gain more information about the child’s skills
Not scored
Not anticipated will be used by MCH much
(The picture opposite p58 in 0-35 m screen book has picture for use in general conversation with children)<br>
32
Standardisation of Brigance III<br>
33
Glossary<br>
34
BRIGANCE screens can be used either as Criterion Referenced
Measures a student’s performance based on mastery of a specific set of skills. Norm-referenced
Measures a student’s performance in comparison to the performance of same-age students on the same assessment. OR<br>
Measures a student’s performance based on mastery of a specific set of skills. Norm-referenced
Measures a student’s performance in comparison to the performance of same-age students on the same assessment. OR<br>
35
Brigance III Standardisation (resulting in cut off scores) Conducted over 12 months, published in 2013
Across 33 American states
Nearly 2000 children
Representative range of socioeconomic and demographic characteristics<br>
Across 33 American states
Nearly 2000 children
Representative range of socioeconomic and demographic characteristics<br>
36
Reliability Internal consistency .94 – .98
Test/retest reliability .92 – .99
Inter-examiner reliability .93 – .96 Figures relate to the correlation coefficient –
the closer to 1, the better the reliability<br>
Test/retest reliability .92 – .99
Inter-examiner reliability .93 – .96 Figures relate to the correlation coefficient –
the closer to 1, the better the reliability<br>
37
Accuracy- Sensitivity Sensitivity is the
accuracy of cut off scores
in predicting
developmental delay Correctly identified below cut off Total children assessed=1929<br>
accuracy of cut off scores
in predicting
developmental delay Correctly identified below cut off Total children assessed=1929<br>
38
Accuracy- Specificity Specificity is the
accuracy of cut off scores
in predicting
normal development Correctly identified above cut off Total children assessed=1929<br>
accuracy of cut off scores
in predicting
normal development Correctly identified above cut off Total children assessed=1929<br>
39
BRIGANCE screens How?<br>
40
First step Age calculated in years, months and days
and corrected for prematurity if 36 weeks gestation or less up to age of 2 years
Age needs to be exact to determine use of correct screen as well as correct cut off score for age
CDIS will tell you child’s exact age in years, months and days<br>
and corrected for prematurity if 36 weeks gestation or less up to age of 2 years
Age needs to be exact to determine use of correct screen as well as correct cut off score for age
CDIS will tell you child’s exact age in years, months and days<br>
41
If required (i.e. not on CDIS yet), there is a way to avoid spending valuable time working out the Brigance age..…Hawker Brownlow’s website has a free age calculator you can download onto your computer.http://www.hbe.com.au/series-brigance/downloads-tools.html<br>
42
Preparing data sheet Record child details, your details, today’s date
Record cut off score
Table is in screen book, or can be printed from Brigance III resources on DET, MCH website
Brigance III 0-35m screen book, p xxi
Brigance III 3-5 year screen book p xviii
(ensure you are looking at cut off score for delay, not giftedness)<br>
Record cut off score
Table is in screen book, or can be printed from Brigance III resources on DET, MCH website
Brigance III 0-35m screen book, p xxi
Brigance III 3-5 year screen book p xviii
(ensure you are looking at cut off score for delay, not giftedness)<br>
43
Marking the data sheet Show mastery of skill with
If incorrect or unable to demonstrate
mark with a slash<br>
If incorrect or unable to demonstrate
mark with a slash<br>
44
Marking the data sheet Examples of correct and incorrect marking of data sheet follows in the next two slides<br>
45
Administration guidelines Simple explanation to parent
Ensure child is well
Ideally done without distraction of disruptive siblings if possible
MUST use interpreter if needed
Some items are parent questions, some are direct observation and some can be either check instructions<br>
Ensure child is well
Ideally done without distraction of disruptive siblings if possible
MUST use interpreter if needed
Some items are parent questions, some are direct observation and some can be either check instructions<br>
46
Administration guidelines Pleasant manner, establish rapport
‘games’ not ‘tests’
Non committal encouragement - whether response is correct or not!
Want child to feel successful, no matter what
eg:“ you are doing a good job listening”<br>
‘games’ not ‘tests’
Non committal encouragement - whether response is correct or not!
Want child to feel successful, no matter what
eg:“ you are doing a good job listening”<br>
47
Screening Directions<br>
48
Screening Directions Be familiar with all directions for each item/page
Follow clear and prescriptive directions on each page
Use script as written but in a natural way
Incorporate questions/observations into conversation and consultation eg gross motor/ drawing/ pictures can be part of “warm up time” but these skills are observable and scorable
Some items can be assessed together
eg: ask colours while building tower of blocks<br>
Follow clear and prescriptive directions on each page
Use script as written but in a natural way
Incorporate questions/observations into conversation and consultation eg gross motor/ drawing/ pictures can be part of “warm up time” but these skills are observable and scorable
Some items can be assessed together
eg: ask colours while building tower of blocks<br>
49
Screening Directions (cont) Assessments can be administered in any order
But…….
within each assessment, questions/items need to be asked from L) to R) as they are listed in order of difficulty<br>
But…….
within each assessment, questions/items need to be asked from L) to R) as they are listed in order of difficulty<br>
50
Screening Directions (cont..) Take notice of discontinuation points noted on screen page and data sheet
Screen/cover parts of page if needed
Record observations as you go<br>
Screen/cover parts of page if needed
Record observations as you go<br>
51
Common errors Gazing at correct choice
Excessive prompts<br>
Excessive prompts<br>
52
Scoring Add across each row, then add total score
Compare to cut off
Observe domain scores (more about this later)
Make referral decisions
Record “next steps”<br>
Compare to cut off
Observe domain scores (more about this later)
Make referral decisions
Record “next steps”<br>
53
How is Brigance III different? It is similar enough to be familiar, yet more effective and user friendly<br>
54
Brigance III Brigance III screen books and data sheets are all new and NOT interchangeable with Brigance II
Very DIFFERENT cut off scores
Changes to many items- order and content<br>
Very DIFFERENT cut off scores
Changes to many items- order and content<br>
55
Brigance III Screen book and data sheets are less busy
Instructions are clearer
No 2.5 year old screen
For MCH 2 screen books instead of 3
(0-35 months and 3-5 years)<br>
Instructions are clearer
No 2.5 year old screen
For MCH 2 screen books instead of 3
(0-35 months and 3-5 years)<br>
56
Version II looked like this…<br>
57
VERSION III looks like this..<br>
58
Example of a vIII screening page<br>
59
The changes, colour coded: The following slides are Brigance II data sheets showing the changes using colour legend below:
same
deleted
reworded
moved
new item<br>
same
deleted
reworded
moved
new item<br>
60
Replaced with cognitive items- repeat sentences, numbers, matching colours<br>
61
Recites alphabet
Sorts objects by size, colour
Experience with books texts<br>
Sorts objects by size, colour
Experience with books texts<br>
62
Same new reworded change order deleted Sorts objects by size, colour, shape
Solves word problems<br>
Solves word problems<br>
63
The cut off scores are very different..<br>
64
Cut off scores Infant<br>
65
Cut off scores Toddler<br>
66
Cut off scores 2 year old<br>
67
Cut off scores 3 year old<br>
68
Cut off scores 4 year old<br>
69
Cut off score 5 year old<br>
70
Most importantly, Brigance III reduces over referrals<br>
71
A telling example of the difference between Brigance II and Brigance III done on the same child at the same time..<br>
72
Important points to remember Prepare as much as possible
Follow the instructions- they are clear and comprehensive
All screening needs practice<br>
Follow the instructions- they are clear and comprehensive
All screening needs practice<br>
73
Recall of Brigance II kits Pack up all of your old Brigance II
kits and have them ready for
collection by the Department<br>
kits and have them ready for
collection by the Department<br>
74
Brigance III Summary Will accurately identify children at risk of developmental delay
Quick and easy to use
Can help to inform referral decisions
Will support your referral<br>
Quick and easy to use
Can help to inform referral decisions
Will support your referral<br>
75
Maternal and Child Health NurseBRIGANCE III TRAININGPART 2 PRACTICAL WORSHOP<br>
76
MCH BRIGANCE SURVEY RESULTS2016<br>
77
MCH BRIGANCE Survey Survey Monkey sent to all coordinators via MAV and forwarded on to nurses
6 weeks from July 2016 to end Aug 2016
One reminder sent
570 respondents, of whom 283 made a comment<br>
6 weeks from July 2016 to end Aug 2016
One reminder sent
570 respondents, of whom 283 made a comment<br>
78
How useful do you find the BRIGANCE screens in the following aspects?…answered 565, skipped 6<br>
79
Comments were made by 283 of the 570 respondents<br>
80
Find this tool easy to use and a good way of stating more concretely what the concerns are
It gives parents a good view of where the child's strength and weaknesses are, and then we can talk about how to enhance development
Working with a lot of CALD families I use the Brigance screen a lot on most 2yr plus KAS visits, as it highlights to parents the expected level of development, especially when parents are not aware 283<br>
It gives parents a good view of where the child's strength and weaknesses are, and then we can talk about how to enhance development
Working with a lot of CALD families I use the Brigance screen a lot on most 2yr plus KAS visits, as it highlights to parents the expected level of development, especially when parents are not aware 283<br>
81
I find the pages of the Brigance Screen books too busy and difficult to use in our busy setting. If you are not very confident in conducting Brigance screens, there’s so much reading needed to get your bearings. If we did them more frequently, it would be less of an issue. I find that the screen only confirms what my discussion with the parent has revealed. Trying to fit a Brigance screen in to the KAS consult is difficult and stressful. I have found that Allied Health professionals to whom we may be referring are sometimes not familiar with the Brigance, therefor communicating the score to them in a referral is not helpful anyway. I feel more training would be useful This comment summarised many of the challenges of using Brigance II<br>
82
….more comments… I feel we need a screen to address emotional development and concerns as well
My concern is that we are using the old model and referring clients to other service providers on non current referral data.
Would like an Australian version
Decision to refer is usually made before Brigance, but Brigance supports the decision and direction of the referral<br>
My concern is that we are using the old model and referring clients to other service providers on non current referral data.
Would like an Australian version
Decision to refer is usually made before Brigance, but Brigance supports the decision and direction of the referral<br>
83
….and tip sheets…….. I used them when I first used the Brigance but not any more
I find it easier to work through the screen without the tip sheets
Is good for looking up entry points easily for infant and toddler screens
I just use the Brigance as it comes, the tip sheet is just another piece of paper to juggle. Tended to just use it once or twice
I don’t use the tip sheets because I am an experienced professional, who knows the content off the back of my head, so feel it is just dumbing we MCH nurses down<br>
I find it easier to work through the screen without the tip sheets
Is good for looking up entry points easily for infant and toddler screens
I just use the Brigance as it comes, the tip sheet is just another piece of paper to juggle. Tended to just use it once or twice
I don’t use the tip sheets because I am an experienced professional, who knows the content off the back of my head, so feel it is just dumbing we MCH nurses down<br>
84
GP knowledge of Brigance<br>
85
Infant and toddler screens some specific points to note<br>
86
Infant and toddler screens- entry points Items in the infant and toddler screens have different entry points depending on age of child
If time permits, place a mark on the data sheet at entry points for each item prior to screening
Entry points are clearly marked on each page of the screen.
Tip sheet with entry points for age group is available on MCH DET website under Brigance Resources for MCHNs<br>
If time permits, place a mark on the data sheet at entry points for each item prior to screening
Entry points are clearly marked on each page of the screen.
Tip sheet with entry points for age group is available on MCH DET website under Brigance Resources for MCHNs<br>
87
Basal point (Infant and Toddler) Need three in a row to establish a “basal point”
Once basal point achieved, give credit for all lower skills<br>
Once basal point achieved, give credit for all lower skills<br>
88
Scoring (Infant and Toddler) If three in a row not achieved from entry point, go to lower entry point<br>
89
Scoring (Infant and Toddler) If three in a row not achieved at all, give credit for any items achieved.
eg: 1 and 3 correct but unable to demonstrate basal of 3 in a row, still receives credit for
1 and 3<br>
eg: 1 and 3 correct but unable to demonstrate basal of 3 in a row, still receives credit for
1 and 3<br>
90
2 and 3 yo screens Entry point is always item no 1
Continue L) R) until discontinuation point/end of each item 4 8<br>
Continue L) R) until discontinuation point/end of each item 4 8<br>
91
Parent report vs examiner observation Most of infant and toddler skills are parent report
Most of 2yo skills are observed
All of 3yo are observed
Instructions re this are clearly marked on each page of the screen book<br>
Most of 2yo skills are observed
All of 3yo are observed
Instructions re this are clearly marked on each page of the screen book<br>
92
When asking the parent questions: Use the wording provided
If parent answers “most of the time”
If the answer is “sometimes”, “if I let her” ,“ a little” or “she hasn’t tried yet”, the skill is emerging and not yet mastered
emerging skill not enough, looking for mastery<br>
If parent answers “most of the time”
If the answer is “sometimes”, “if I let her” ,“ a little” or “she hasn’t tried yet”, the skill is emerging and not yet mastered
emerging skill not enough, looking for mastery<br>
93
Let’s practice!<br>
94
12 min video of22 month old Lily http://www.curriculumassociates.com/professional-development/professional-development-brigance.aspx<br>
95
Case studies, screen books and data sheets to be distributed Work in pairs
Choose a case study (try to fit 2 into the 30 min)
One person be the nurse, one the child/parent
Have a go at what you think the answers will be for that child
OR
USE THE TIME TO JUST HAVE A GOOD LOOK AT THE NEW SCREEN BOOKS<br>
Choose a case study (try to fit 2 into the 30 min)
One person be the nurse, one the child/parent
Have a go at what you think the answers will be for that child
OR
USE THE TIME TO JUST HAVE A GOOD LOOK AT THE NEW SCREEN BOOKS<br>
96
Brigance III case study 1 Charlie, 8 months PEDS path B r/t expressive speech
6 year old sister has autism
3 year old brother has speech delay
Mother has hx anxiety and depression
Mother feeling anxious about not missing early signs of developmental delay/autism
3 URTIs in recent months and treated with A/Bs for ear infection on one occasion<br>
6 year old sister has autism
3 year old brother has speech delay
Mother has hx anxiety and depression
Mother feeling anxious about not missing early signs of developmental delay/autism
3 URTIs in recent months and treated with A/Bs for ear infection on one occasion<br>
97
?<br>
98
Brigance III case study 2 Zainab, 2 years 2 months At 2y KAS visit, PEDS path B
“She understands everything” but doesn’t always respond
Used to have 10 words but has regressed to 2 or 3. This appeared to happen after baby sister was born
Eats and sleeps well
Is toilet trained in day
Parents say she is “happy and a good girl”
2 languages at home, Mo Arabic, Fa speaks English to Zainab
Referred for hearing test and rebooked for Brigance
Minimal engagement with MCHN on both occasions<br>
“She understands everything” but doesn’t always respond
Used to have 10 words but has regressed to 2 or 3. This appeared to happen after baby sister was born
Eats and sleeps well
Is toilet trained in day
Parents say she is “happy and a good girl”
2 languages at home, Mo Arabic, Fa speaks English to Zainab
Referred for hearing test and rebooked for Brigance
Minimal engagement with MCHN on both occasions<br>
99
Brigance III case study 3 Isaac, 2 year 3 months PEDS path B- expressive language
Mother concerned, Father not concerned
Lots of babble
~ 20 words in English and Farsi combined, single words only
Mother says he loves music and dancing
At home, Isaac “loves to watch TV”
Mother socially isolated, Father takes older children to school. Mother and Isaac mostly stay at home<br>
Mother concerned, Father not concerned
Lots of babble
~ 20 words in English and Farsi combined, single words only
Mother says he loves music and dancing
At home, Isaac “loves to watch TV”
Mother socially isolated, Father takes older children to school. Mother and Isaac mostly stay at home<br>
100
Brigance III case study 4 JB, 3 years 11 months PEDS path B
Mother says she understands most of what he says but is worried about his pronunciation of words like “yellow” and “rabbit”
No other concerns
Chatty and confident child
MCH nurse feels that he is a typically developing 3 year old but does Brigance with expectation of reassuring mother<br>
Mother says she understands most of what he says but is worried about his pronunciation of words like “yellow” and “rabbit”
No other concerns
Chatty and confident child
MCH nurse feels that he is a typically developing 3 year old but does Brigance with expectation of reassuring mother<br>
101
Brigance III case study 5Yusuf, 3 year 10 months PEDS path B ( doesn’t talk much- single words mostly) and path C ( behave and sleep)
Youngest of 4 boys. Mother says “he is spoilt and lazy”
Mostly English mostly spoken at home
Missed follow up appointment arranged after 2 year KAS for speech concerns
Behaviour concerns +++ (fighting with brothers)
Good eater, difficult to get to sleep, usually falls asleep on couch watching TV
Mother says “he will be OK once he gets to kindergarten”<br>
Youngest of 4 boys. Mother says “he is spoilt and lazy”
Mostly English mostly spoken at home
Missed follow up appointment arranged after 2 year KAS for speech concerns
Behaviour concerns +++ (fighting with brothers)
Good eater, difficult to get to sleep, usually falls asleep on couch watching TV
Mother says “he will be OK once he gets to kindergarten”<br>
102
BRIGANCE what next? Managing the results,
referral, resources and follow up<br>
referral, resources and follow up<br>
103
Interpreting the results-reasons for score below cut off Potentially unreliable performance
(testing conditions, behaviour)
Destabilised performance
unwell, untreated vision / hearing, language / cultural barrier, experiential
Likely developmental delay / disability
see p 30-32 Brigance III Technical Manual
or handout supplied with training materials Psychosocial risk factors<br>
(testing conditions, behaviour)
Destabilised performance
unwell, untreated vision / hearing, language / cultural barrier, experiential
Likely developmental delay / disability
see p 30-32 Brigance III Technical Manual
or handout supplied with training materials Psychosocial risk factors<br>
104
As long as performance was not destabilised or unreliable.. The cut off
is the cut off!
Refer if below cut off<br>
is the cut off!
Refer if below cut off<br>
105
Domain scores need to be considered Score may be above cut off and all domains above average no need for any action
Score may be above cut off but below average in a particular domain
May be below cut off and need referral, but useful to know which domains are below average<br>
Score may be above cut off but below average in a particular domain
May be below cut off and need referral, but useful to know which domains are below average<br>
106
3 options for scoring to enable domains to be considered Manual - with coloured data sheets to help
On line –free option
On line OMS, charge applies<br>
On line –free option
On line OMS, charge applies<br>
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OPTION 1 Manual scoring
MCH nurses are accustomed to previous Brigance screen use
Tip sheets available to assist in assessing domain scores. Colour coded data sheets with table of below average domain scores
See www.education.vic.gov.au
(Brigance resources)<br>
MCH nurses are accustomed to previous Brigance screen use
Tip sheets available to assist in assessing domain scores. Colour coded data sheets with table of below average domain scores
See www.education.vic.gov.au
(Brigance resources)<br>
108
BRIGANCE® Screen III Two-Year-Old Child Data Sheet COLOUR CODED BY DOMAIN Language= lemon Physical
= purple Academic= aqua<br>
= purple Academic= aqua<br>
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BRIGANCE® Screen III Three-Year-Old Child Data Sheet COLOUR CODED BY DOMAIN Physical
= purple Language= lemon Academic= aqua<br>
= purple Language= lemon Academic= aqua<br>
110
OPTION 2Free on line scoring tool***USEFUL FOR MCH USE ONLY*** NOT SUITABLE TO SHOW/GIVE PARENTS due to inclusion of age equivalent scores
Hawker Brownlow website www.hbe.com.au
Go to Brigance
Downloads and tools
Screens III Scoring Tool
Screens III Self-Help and Social-Emotional Scales Tool<br>
Hawker Brownlow website www.hbe.com.au
Go to Brigance
Downloads and tools
Screens III Scoring Tool
Screens III Self-Help and Social-Emotional Scales Tool<br>
111
OPTION 3On Line Management System (OMS)may be introduced in the future<br>
112
An example of how OMS would look with all 5 domains scored …..<br>
113
Where to from here? Sharing the results with parents- Tip sheet available with training resources or see p xxvi Brigance 0-35 month screen book
Does the child need referral? – hearing, vision, speech path, playgroup, childcare, GP, paediatrician, Early Childhood Intervention Services
Resources- readiness activities, books, websites, library
Follow up<br>
Does the child need referral? – hearing, vision, speech path, playgroup, childcare, GP, paediatrician, Early Childhood Intervention Services
Resources- readiness activities, books, websites, library
Follow up<br>
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Resources<br>
115
Resources Standardisation details
Interpreting results
Discussing results with parents
Appendix B has parenting tip sheets
Building Speech and Language Skills
Building preschool skills
Social development resources for parents<br>
Interpreting results
Discussing results with parents
Appendix B has parenting tip sheets
Building Speech and Language Skills
Building preschool skills
Social development resources for parents<br>
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Resources Department of Education website for resources developed for Victorian MCH nurses for use with BRIGANCE screens III
http://www.education.vic.gov.au/childhood/professionals/health/Pages/mch.aspx#link43
Hawker Brownlow Education website for FAQs, free scoring tool , on line training
http://www.hbe.com.au/series-brigance/downloads-tools.html
Curriculum Associates- on line training and videos www.curriculumassociates.com/professional-development/professional-development-brigance.aspx
Scroll down to Early childhood and click on:<br>
http://www.education.vic.gov.au/childhood/professionals/health/Pages/mch.aspx#link43
Hawker Brownlow Education website for FAQs, free scoring tool , on line training
http://www.hbe.com.au/series-brigance/downloads-tools.html
Curriculum Associates- on line training and videos www.curriculumassociates.com/professional-development/professional-development-brigance.aspx
Scroll down to Early childhood and click on:<br>
117
Resources www.zerotothree.org
www.raisingchildren.net.au
www.cyh.com
http://www.peds.org.au
Recommended reading: Ajay Sharma and Helen Cockerill. (2014) Mary Sheridan's From birth to five years. Children's developmental progress 4th Edition. Routledge Oxon. AND Ajay Sharma and Helen Cockerill. (2014) From birth to five years. Practical Developmental Examination Routledge Oxon.
ALL BRIGANCE resource enquiries to: mch@edumail.vic.gov.au<br>
www.raisingchildren.net.au
www.cyh.com
http://www.peds.org.au
Recommended reading: Ajay Sharma and Helen Cockerill. (2014) Mary Sheridan's From birth to five years. Children's developmental progress 4th Edition. Routledge Oxon. AND Ajay Sharma and Helen Cockerill. (2014) From birth to five years. Practical Developmental Examination Routledge Oxon.
ALL BRIGANCE resource enquiries to: mch@edumail.vic.gov.au<br>
118
Resources from Royal Children’s Hospital Centre for Community Child Health Monitoring the health, development, learning and wellbeing of young children through the use of screening tools
files/Monitoring%20child%20health%20development%20
and%20wellbeing.pdf
Key principles underpinning children's development
files/Key%20principles%20underpinning%20children%27
s%20development.pdf
Risk and protective factors PDF
files/Early%20Years%20Key%20Risk%20and%20Protective
%20Factors.pdf<br>
files/Monitoring%20child%20health%20development%20
and%20wellbeing.pdf
Key principles underpinning children's development
files/Key%20principles%20underpinning%20children%27
s%20development.pdf
Risk and protective factors PDF
files/Early%20Years%20Key%20Risk%20and%20Protective
%20Factors.pdf<br>
119
References Centre for Community Child Health, Royal Children’s Hospital, Melbourne,: Research Projects that have used Parent’s Evaluation of Developmental Status (PEDS)
http://www.rch.org.au/uploadedFiles/Main/Content/ccch/PEDS_in_Research(1).pdf
Brigance® Screens III: Technical Manual • CA14300 • © 2014. Hawker Brownlow Education
Brigance® Early Childhood Screens III 0-35 months • CA14294 • © 2014. Hawker Brownlow Education
Brigance® Early Childhood Screens III 3-5 years • CA14296 • © 2014. Hawker Brownlow Education<br>
http://www.rch.org.au/uploadedFiles/Main/Content/ccch/PEDS_in_Research(1).pdf
Brigance® Screens III: Technical Manual • CA14300 • © 2014. Hawker Brownlow Education
Brigance® Early Childhood Screens III 0-35 months • CA14294 • © 2014. Hawker Brownlow Education
Brigance® Early Childhood Screens III 3-5 years • CA14296 • © 2014. Hawker Brownlow Education<br>