Early Childhood Outcomes Center Part C Training: Implementing the Child Outcomes Process The Early Childhood Outcomes (ECO) Center National Early Childhood

Early Childhood Outcomes CenterEarly Childhood Outcomes Center

Part C Training: Part C Training: Implementing the Child Implementing the Child

Outcomes Process Outcomes Process

Part C Training: Part C Training: Implementing the Child Implementing the Child

Outcomes Process Outcomes Process

The Early Childhood Outcomes (ECO) CenterNational Early Childhood Technical Assistance Center (NECTAC)

Columbia SC, June 11, 2007

Early Childhood Outcomes CenterEarly Childhood Outcomes Center 2

Training Discussions to Include:Training Discussions to Include:

Background of child outcomes data collection

South Carolina BabyNet child outcomes process

Child outcome forms & resources

Provider input

Consensus ratings Crosswalk, COW, COSF & developing a consensus

rating with hands on practice


Your PresentersYour Presenters

Team for Early Childhood Solutions (TECS) Dr. Lesly Wilson

Early Childhood Outcomes Center (ECO)/The National Early Childhood Technical Assistance Center (NECTAC)

Lynne Kahn Robin Rooney


Background for Data Collection


Goal of Early InterventionGoal of Early Intervention

“…To enable young children to be active and successful

participants during the early childhood years and in

the future in a variety of settings – in their homes with

their families, in child care, in preschool or school

programs, and in the community.”

(from Early Childhood Outcomes Center,http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)


Findings for Part CFindings for Part C

Results not demonstrated

Part C“While the program has met its goal relating to the

number of children served, it has not collected information on how well the program is doing to improve the educational and developmental outcomes of infants and toddlers served.”

Read more at ExpectMore.gov


Public Policy ContextPublic Policy Context

Age of accountability

Accountability increasingly means looking at results, not just process

Office of Special Education Programs (OSEP) is under increasing pressure to produce outcome data on children participating in early intervention and early childhood special education programs


OSEP’s ResponseOSEP’s Response

Required states to submit outcome data in their Annual Performance Report (APR)

Funded the Early Childhood Outcomes Center to do research, make recommendations, and assist states


OSEP Reporting Requirements: OSEP Reporting Requirements: Child Outcomes Child Outcomes

Positive social-emotional skills (including social relationships)

Acquisition and use of knowledge and skills (including early language/communication [and early literacy])

Use of appropriate behaviors to meet their needs


OSEP Reporting CategoriesOSEP Reporting Categories

Percentage of children who: a. Did not improve functioningb. Improved functioning, but not sufficient to

move nearer to functioning comparable to same-aged peers

c. Improved functioning to a level nearer to same-aged peers but did not reach it

d. Improved functioning to reach a level comparable to same-aged peers

e. Maintained functioning at a level comparable to same-aged peers

3 outcomes x 5 “measures” = 15 numbers


Why Collect Outcome Data?Why Collect Outcome Data?

Data on outcomes are important for state and local purposes.

To document program effectiveness Increase in funding?

To improve programs Identify strengths and weaknesses Allocate support resources, such as

technical assistance

And, ultimately to better serve children and families


Reporting ScheduleReporting Schedule

Entry information (Age expected? Yes, No)

Was reported February 2007 for children entering between July 1, 2005, and June 30, 2006

Data in reporting categories at exit

for all children who have been in the program for at least 6 months

Must be reported for the year beginning July 1, 2006

Due February 2008 Repeat with next year’s data in

2009, etc.


South Carolina’s South Carolina’s Part C Process Part C Process

South Carolina’s South Carolina’s Part C Process Part C Process


““HOW” will South Carolina collect HOW” will South Carolina collect outcome data?outcome data?

Data collected at ENTRY and EXIT of BabyNet system.

ENTRY= completion the IFSP process for initiation of services in system

EXIT= completion of the IFSP for transition/discharge from system


Data Exclusions children 24 months or older at ENTRY children who have received less than 6 months


ECO Resources used in ECO Resources used in South CarolinaSouth Carolina

COW (modified resource) COSF Decision Tree Crosswalks


The COW verses the COSF: The COW verses the COSF:

Both forms provide the same critical content information needed for determining a consensus rating

The process for gather information for both forms are the same


The Child Outcomes Worksheet The Child Outcomes Worksheet (COW)(COW)

Unique to South Carolina

Completed only by Service Coordinator (Intake/Fast Track/Ongoing)


The Child Outcomes Worksheet The Child Outcomes Worksheet (COW)(COW)

Provides foundational information regarding child’s functional status captured from CBA and family input

A communication tool between the Service Coordinator and other team members

A guide to be completed by the Service Coordinator only


The Child Outcome Summary Form The Child Outcome Summary Form (COSF)(COSF)

Used by at least 30 states to capture outcomes data

Completed by team members and includes a rating for each outcome area

Includes the functional status category progress measure

Includes “yes” or “no” choice option


Entry Status Data Capture:Entry Status Data Capture: Intake Coordinator/Fast Track CoordinatorIntake Coordinator/Fast Track Coordinator

Based on input & Decision Tree process,

assigns child an Entry Rating on each of the three outcomes

Service CoordinatorDocuments input

on the Child Outcome

Worksheet (COW)

Documents Entry Rating on-line AND

places completed COW with

a Copy of online inputtedEntry Ratingin child’s file

Gathers current functional status input from:1) family2) early care educator3) cross-walked CBA items4) any existing providers


Entry Rating: Based on COW consensus rating.

There should be three pieces of data inputted at ENTRY, one rating for each outcome.

A copy of COW with rating should be stored in child’s record in order to follow child through the system and to be available at EXIT.

Reporting DataReporting Data


Exit Status Data Capture:Exit Status Data Capture: Ongoing Service CoordinatorOngoing Service Coordinator – – at exit from BNat exit from BN

Gathers current functional status input from:1) family2) early care educator3) cross-walked CBA items4) other relevant persons?

Documents input on the

Child Outcome Worksheet (COW)

Forwards to all team members

Using the Decision Tree, and the all completed COSFs, assigns an Exit Rating

Inputs on-line: Entry Rating (present in

child’s file)and Exit Rating

Child Status categoryYes/No – new skills


Exit Rating Based on COSF consensus rating, ongoing service

coordinator enters one rating for each outcome Status category

Select one category that best reflects the difference in the child’s function between the rating at entry and at exit

New Skills Indicate ‘YES’ or ‘NO’ for acquisition of any new

skills by the child related to each outcome between entry and exit.

‘New Skills’ refers to any new skills the child has learned in this area of function, not just the CBA items

Reporting DataReporting Data


Data will be reported electronically using an online database system.

A link to the database is located on the TECS web site (www.med.sc.edu/tecs).

Data will be reported using the child’s BabyTrac ID#. Data extractions will be on a collective level and not

individualized. Data will be stored on a secure server.

Reporting Data:Reporting Data:


Underlying LogicUnderlying Logic

Need to make a documented case that … Outcomes are better than they would have Outcomes are better than they would have

been without the programbeen without the program


The SC SPP/APR: the First phase of The SC SPP/APR: the First phase of child outcomes reportingchild outcomes reporting

Child outcomes is indicator #3 in the SPP

Submitted February 2007 to OSEP

Reported measure of: % of infants and toddlers who are functioning

comparable to same-aged peers. % of infants and toddlers who are functioning below

same-aged peers.


Outcome #1- Outcome #1- Positive social-emotional skillsPositive social-emotional skills

42% of children were reported as functioning comparable to same-aged peers while

58% of children were reported as functioning below same-aged peers.


Outcome #2- Acquisition and use of Outcome #2- Acquisition and use of knowledge and skillsknowledge and skills




Outcome #3- Use of appropriate Outcome #3- Use of appropriate behaviors to meet their needsbehaviors to meet their needs




OSEP Reporting Categories for OSEP Reporting Categories for APR/SPP 2008- FebruaryAPR/SPP 2008- February

Percentage of children who: a. Did not improve functioningb. Improved functioning, but not sufficient to

move nearer to functioning comparable to same-aged peers

c. Improved functioning to a level nearer to same-aged peers but did not reach it

d. Improved functioning to reach a level comparable to same-aged peers

e. Maintained functioning at a level comparable to same-aged peers

3 outcomes x 5 “measures” = 15 numbers


SPECIAL THANKS TO:SPECIAL THANKS TO:

TECS STAFF Lily Nalty Libby Horton Leah Perry Glenda York Stephanie Hicklin Antiono Heath (CDR student) Marquita Heath (CDR student)


Using the Child Outcomes Using the Child Outcomes Summary FormSummary Form

Using the Child Outcomes Using the Child Outcomes Summary FormSummary Form

Robin Rooney and Lynne KahnThe Early Childhood Outcomes (ECO) Center

Part CSouth Carolina

June, 2007


Three Child OutcomesThree Child Outcomes

Children have positive social-emotional skills (including social relationships)

Children acquire and use knowledge and skills (including early language/communication [and early literacy])

Children use appropriate behaviors to meet their needs


Goal of Early InterventionGoal of Early Intervention

“…To enable young children to be active and successful

participants during the early childhood years and in

the future in a variety of settings – in their homes with

their families, in child care, in preschool or school

programs, and in the community.”

(from Early Childhood Outcomes Center,http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)


Functional OutcomesFunctional Outcomes

Not domain pure, not separating child development into discrete areas (communication, gross motor, etc.)

Refer to USING and APPLYINGUSING and APPLYING skills, not just having skills

Refer to behaviors that integrate skills across domains


Thinking about Each OutcomeThinking about Each Outcome

How does the child show affection?

Does the child knows that an object continues to exist when it is out of sight?

How does the child interact with others?

How does the child indicate hunger?


Thinking about Each OutcomeThinking about Each Outcome

Does the child understand and avoid danger?

Does the child know his or her name?

How does the child interact with siblings?

Does the child know where things are kept in the house (e.g., what cabinet the cereal is in)?


Assessing Functional OutcomesAssessing Functional Outcomes

What does the child do across settings and situations

How the child uses his/her skills to accomplish tasks

Not the child’s capacity to function under unusual or ideal circumstances

Not necessarily the child’s performance in a structured testing situation (“noncompliant”)


Critical Assumptions Related Critical Assumptions Related to the Three Child Outcomesto the Three Child Outcomes

Achievement of the outcomes is based on age expectations. Children of different ages will demonstrate achievement in different ways

There are many pathways to competence for children with atypical development (e.g., using sign language, wheelchair). This seems obvious but can get lost when an assessment tool uses a different assumption


Importance of understanding age-Importance of understanding age-expected child developmentexpected child development

Where to get refreshers on child development: Web resources list Many assessment tools States’ Early Learning Guidelines

or Early Childhood Standards


DEC Recommended Practices DEC Recommended Practices for Assessmentfor Assessment

Involve multiple sources Examples: family members,

professional team members, service providers, caregivers

Involve multiple measures Examples: observations, criterion- or

curriculum-based instruments, interviews, norm-referenced scales, informed clinical opinion, work samples


Assessment InstrumentsAssessment Instruments

Assessment tools can inform us about children’s functioning in each of the three outcome areas

Challenge: There is no assessment tool that assesses the three outcomes directly

Key question: How much and what information will a given tool

provide about the attainment of the three child outcomes?


Making Use of Assessment Tool Making Use of Assessment Tool InformationInformation

Information from formal or published assessment tools can be very useful, but it needs to be understood and used in the context of achievement of the three outcomes

Teams may have additional information that paints a picture of the child that differs from one provided by an assessment. Teams may “override” the results from an assessment tool


Remember ThisRemember This

Flexibility is required in applying assessment tool results to the outcomes

Teams need to decide what information from an assessment tool is relevant for this child


Using Information from Using Information from Assessment ToolsAssessment Tools

The ECO Center has “crosswalked” assessment tools to the outcomes

Crosswalks show which sections of assessment tools are related to each outcome

Having many items does not necessarily mean the assessment captures functioning across settings


The Carolina Curriculum for Infants and Toddlers with The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN):Special Needs, Third Edition (CCITSN):

Crosswalk to Child OutcomesCrosswalk to Child Outcomes

Outcome 1:Has positive social relationships

Outcome 2:Acquires and uses skills and knowledge

Outcome 3:Takes appropriate action to meet needs

Personal-Social2. Interpersonal Skillsa-bb. Smiles reciprocally, participates in simple games, approaches peer or adult to initiate play, works collaboratively toward a goal with peers, etc.3. Self-Concept a-t. Responds to name, plays with mirror image, expresses feelings (4 or more types), “performs” for others, shows pride in achievements, shows guilt or shame over accidents or prohibited behavior, etc.Communication 14. Conversation Skillsa-ll. Smiles to person who is talking and/or gesturing, laughs, waits for adult to take a turn, plays reciprocal games, greets familiar people with an appropriate vocalization or sign, sustains conversation, etc

Personal-Social3. Self-Concept a-t. Recognizes self and others in mirror, identifies objects as “mine”, distinguishes and names self in photographs, knows age, tells own first name, answers correctly when asked if he or she is a boy or a girl, etc.Cognition5. Attention & Memory: Visual/Spatiala-h. Visually fixates for at least 3 seconds, shows anticipation of regularly occurring events in everyday care, retrieves object fully hidden under a cover, reacts to a change in familiar game, retrieves objects from usual locations on request, recognizes the covers of several books and labels them, tells the name of an object or picture shown briefly and shown again in an array of four, etc.6-II. Visual Perception: Matching & Sortinga-d. Sorts by size, matches primary colors, sorts by shape, sorts by two characteristics, etc.

Personal-Social1. Self-Regulation & Responsibility a-o. Comforts self, entertains self with toys for a short period of time, gets toys to play with from a box or shelf of toys, explores, avoids common dangers, etc.3. Self-Concept a-t. Makes choices, says “no” or otherwise indicates refusal, resists attempts from others to assist with feedings, identifies objects as “mine”, competes with peers for toys, asks for snacks or drinks, shows determination/ persistence in choosing or continuing activities, is selective about what tasks he or she will or will not try (recognizes limitations), etc.4-I. Self-Help: Eatinga-z. Smoothly sucks from a nipple, holds own bottle, feeds self with fingers, holds and drinks from a cup, begins to use fork, etc.4-II. Self-Help: Dressinga-l. Cooperates in dressing and undressing, unties shoes, removes shoes, removes coat, undoes fasteners, etc.


Ways to Use and Not Use the Ways to Use and Not Use the CrosswalksCrosswalks

Use As a general guide as to

how the content of the assessment tool maps to the 3 outcomes

As a guide to help you understand the content of the 3 outcomes

Do not use As a checklist

Remember: Lots of items does not necessarily mean the tool is a good measure of functioning in an outcome area. Quantity may not equal quality.


Including Parents in the DiscussionIncluding Parents in the Discussion

Parent input about the child’s functioning is critical

Family members see the child in situations that professionals do not

Need to ask family members about what the child does at home

The team will need a way to learn what family members know about the child

The three outcome areas have been found to be a useful way of reviewing with families how their child is doing, in preparation for planning individualized IFSP outcomes


Global Program Outcomes for All Children Global Program Outcomes for All Children and individualized IFSP Outcomesand individualized IFSP Outcomes

Accomplishing the three global outcomes are the EI program’s purpose and intention for all participating children

Individualized IFSP outcomes reflect the route each may take in reaching these program outcomes, based on the child’s strengths and needs

The 3 global outcomes are the bottom line for whether the individualized IFSP outcomes have improved the child’s functioning in real life.


Summary Ratings Are Based on…Summary Ratings Are Based on…

Types of Information Curriculum-based

assessments (e.g., HELP) Norm-referenced

assessments (e.g., BDI-2)

Developmental screenings (e.g., Ages & Stages)

Observation and report

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 he/she is in


Let’s look at the COSF and Let’s look at the COSF and InstructionsInstructions


What are immediate foundational What are immediate foundational skills?skills?

Foundational skills are….Skills and behaviors that occur earlier in development

and serve as the foundation for later skill development

Teachers and interventionists often use foundational skills to help children move to the next level developmentally

Immediate foundational skills are…Skills that are conceptually linked to later skills and

immediately precede the later skills developmentallyExample: Children play alongside one another before

they interact in play


Special ConsiderationsSpecial Considerations

Children with no concerns related to that outcome

Correcting for prematurity Ratings for very young children Children who have only articulation problems Can a child have all 7’s? (AKA, why are we

serving this child?) Assistive technology


Always Provide Ratings for All Three Always Provide Ratings for All Three OutcomesOutcomes

Ratings on all three outcomes should be reported for every child enrolled

Ratings are needed in all areas even if: No one has concerns about a child’s development. A child has delays in one or two outcome areas, but

not in all three outcome areas


Correcting for PrematurityCorrecting for Prematurity

The purpose of the rating is to document current functioning

The ECO Center recommends not correcting for prematurity

At a later age, the child’s functioning may show a higher rating, reflecting that the child has now caught up with age expectations


Ratings for Very Young ChildrenRatings for Very Young Children

It is very difficult to identify 7 points of difference for a 4 week old.

Possible solutions: Use a limited number of points (1,3, and 7) Don’t use the rating scale with children younger

than a certain age, e.g., 4 months.


Children Who Have Only Speech Children Who Have Only Speech Articulation Problems Articulation Problems

Discussion needs to examine whether and how articulation difficulties are affecting the child’s functioning with regard to each of the three outcomes

Examples: Will anyone play with him/her? Can others understand him/her on the playground? How does he/she convey critical needs (e.g., safety

needs)? Depending on the child, discussion could yield ratings of

5, 6, 7 in any of the three areas Ex. Outcome 3: 6 vs. 7 because of potential impact for

safety


Assistive Technology Assistive Technology and Accommodationsand Accommodations

Ratings should reflect the child’s level of functioning using whatever assistive technology or special accommodations are present in the child’s day-to-day settings


Where to Focus in Deciding Where to Focus in Deciding the Ratingthe Rating

Focus on the child’s overall functioning across settings and situations

Functioning that is displayed rarely and/or when the child is provided with a lot of unusual support or prompts is of little significance for the rating


The Process for Answering The Process for Answering Questions 1a, 2a, 3aQuestions 1a, 2a, 3a

For each outcome…

1. Discuss the child’s current functioning in this outcome area across settings and situations

2. Identify areas where the child’s functioning is age appropriate

3. If not all functioning is age appropriate, identify areas where the child’s functioning reflects immediate foundational skills

4. Decide which rating best describes the child’s current functioning


Practice Example with

the Child Outcomes Summary Form


When practicingWhen practicing

Describe the child’s functioning now- not how he or she has changed

Describe so that we can picture the child; e.g. she runs to her father with a big smile and her arms up when he comes home (as opposed to has positive relationship with father)

Review the discussion prompts- right behind section 3 divider in the notebooks

For the COSf rating, we don’t need to know or understand the WHY’s of the functioning- just HOW the child is functioning


Discussing the OutcomesDiscussing the Outcomes

One of the important things we want ___to learn is how to get along well with the people in his/ her life. Let’s talk about how ___ is doing in social relationships. We want to talk about how ___ interacts with adults and with other children. We also want to look at how s/he follows rules and participates in routines with groups.

Who are the adults in ___’s life? Is s/he around other children? [Who?] [if child is old enough] Is s/he in situations where

she/he is expected to participate in routines with others or to follow rules related to being with others?


StrengthsStrengths

Let’s start by talking about _____’s strengths in this area. What are some of ____ strengths in social relationships and getting along with others? For example,

What are the things that ___does well when it comes to relating to adults? (See conversation prompts)

What are some of his/her strengths in relating to other children?

What are some of his/her strengths when it comes to following rules or routines?


Areas of concernAreas of concern

What are some of the things we are concerned about/would like to work on with ___ in the area of social relationships? For example,

What are the things that we are concerned about with regard to how ____ relates to adults? (See conversation prompts)

What are some of our concerns with regard to how ____ relates to other children?

What are some of our concerns with regard to how ____ follows rules or routines?


ExpectationsExpectations

We know that as children develop they learn to do different things at different ages. Some of the things we would like to see children doing in this area at ___[child’s age] are……


Looking for age appropriate functioningLooking for age appropriate functioning

Is ___ doing any of the things related to social relationships that we expect to see at his/her age?

Possible answers: Yes, he is doing ____ [See slide 92] No, not yet. [See slide 93]


Extent of age appropriate functioningExtent of age appropriate functioning

[if yes] Would we say that all or almost all of ____’s functioning for this outcome is what we would expect to see for a child this age?

[if yes] ___ is doing really well in this area. Is there any thing related to how ___ interacts with others that we are concerned about and that we think we should monitor or give him some help with?

If no. “This means we want to say his development in this area is “completely” what we expect for a child this age.

If yes. This means we want to say his development in this area is “between completely and somewhat” for what we expect of a child this age.

[If no] Would we say that ____ rarely shows examples of what we expect to see for children this age or that she/he shows a solid mix of functioning that is age appropriate and not age appropriate yet?

If a solid mix. This means we will say that his development in this area is “somewhat” age appropriate.

If rarely. This means we will say that his development is between “emerging and somewhat”.


Looking for immediate foundational skillsLooking for immediate foundational skills

[if not yet] Just before children learn to _____[age expected functioning], they _____[immediate foundational skills]?

Is ___ doing anything related to social relationships at this level?

Possible answers: Yes, he is doing ____[slide 94] No, not yet. This tells us we need to work with ____to

help him/her develop some skills such as [immediate foundational skills] to help him improve in this area. Since _____ hasn’t yet developed what we call immediate foundational skills, we will code his development in this outcome as “Not Yet.”


Extent of Immediate Foundational SkillsExtent of Immediate Foundational Skills

[if yes] Would we say that just about most or all of ____’s functioning in this area is showing the kind of skills that develop just before what children do at this age?

[if yes] That helps us know where ___ is functioning so we can work with the skills he/she has and help him/her move to the next step. It means the rating should be “Emerging.”.

[If no] That helps us know where ___ is functioning so we can work with the skills he/she has so we can help him/her move to the next step and suggests the rating should be between “Not Yet” and “Emerging.”



Explaining the Rating to ParentsExplaining the Rating to Parents

If parents are included in deciding on a rating, professionals will need to be able to explain this process to parents

Even if parents are not included in deciding on a rating, professionals will need to be able to explain why the rating is being done and what it means

The ECO Center is developing materials to help with this discussion


Decision Tree for Summary Rating DiscussionsDoes the child ever function in ways that would be considered age appropriate with regard to this outcome?

Does the child use any immediate foundational skills related to this outcome on which to build age-appropriate functioning across settings and situations?

Is the child’s functioning age appropriate across all or almost all settings and situations?

To what extent is the child using immediate foundational skills across settings and situations?

To what extent is the child using age-appropriate skills across settings and situations?

Rating = 1 Rating = 2 Rating = 3 Rating = 4 Rating = 5 Rating = 6 Rating = 7

Does anyone have concerns about the child’s functioning with regard to the outcome area?

No (consider rating 1-3) Yes (consider rating 4-7)

No Yes No Yes

Child rarely uses foundational skills across settings and situations

Child uses foundational skills across settings and situations most or all of the time

Child rarely uses age-appropriate skills. There is much more behavior that is not age appropriate than age appropriate.

Child uses age-appropriate skills some of the time across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills.

No Yes

The Early Childhood Outcomes Center, Revised 5-10-06


More Practice with the Child

Outcomes Summary Form


Instructions to Small GroupsInstructions to Small Groups

Present what is known about child with regard to outcome 1.

Examine (and record) the child’s functioning with regard to age expectations.

What is age appropriate? What is not? What should be considered immediate foundational

skills? Decide on a rating and record it. Repeat for outcomes 2 and 3. Note issues, “sticky points,” or questions that arise. Be prepared to share a case with the large group.


Documenting the RatingDocumenting the Rating

On the form, you will need to document: What evidence led to the selected rating,

evidence of ….. Age expected functioning? Immediate foundational skills Skills and behaviors that will lead to foundational

skills

Who participated in the conversation and the decision.

Documentation provides a record of the rationale for the rating decision


Why is it important to document the Why is it important to document the rating?rating?

Evidence can be reviewed to see whether people are using the system properly (i.e., rating similar children in the same ways)

Documentation helps identify needs for future

training and technical assistance

Documentation may be useful for new team members reviewing the file


Supporting Evidence for AnswersSupporting Evidence for Answersto Questions 1a, 2a, 3ato Questions 1a, 2a, 3a

Source of information Date Samples/Examples of Relevant Results


Source: Who or What Source: Who or What Contributed InformationContributed Information

Speech therapist Psychologist Mother Battelle Developmental Inventory Carolina Curriculum for Infants and Toddlers

with Special Needs


The Progress Questions The Progress Questions (1b, 2b, 3b) (1b, 2b, 3b)

Apply only if a Child Outcomes Summary Form has been completed previously

Compare the child’s current and past behavior Has the child shown any new skills or

behaviors in the goal area since the last rating? (Yes or No)

Small steps of progress count! Examples… Most will select “Yes.”


Practice with the Documenting the Ratings


Group SharingGroup Sharing

Questions? Needed clarifications? Comments? What worked? What didn’t? Does this seem feasible? Do you envision using the full range of ratings?


ECO Center Next Steps for Work ECO Center Next Steps for Work on Child Outcomes on Child Outcomes

Additional information, including additional crosswalks, training slides, and materials for parents, will be posted on our website

www.the-eco-center.org