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IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
In the previous section of this module, we described different types of informed decisions that are often made as part of the evaluation and assessment processes in EarlySteps.Imagine that you are remodeling the kitchen in your house…..As you probably know, all remodeling projects involve making multiple decisions. Think about two of those decisions: cabinet color and what type of refrigerator to purchase.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
What information do you need to make those decisions? For the cabinets, you need to know what color options that are available, which wood type stains best, and the prices for various finishes.
For the refrigerator, you need to know prices, available space to determine size, and the different styles of refrigerators to determine which model best fits the needs of your family.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Think about the different ways of collecting this information. What is the most effective and efficient way of gathering the information (e.g., phone survey, online search, looking through newspaper and/or phone book)? What tools can you utilize to help you collect this information (e.g., tape measure, samples of cabinet stain)?
Similarly, in early intervention, data is collected using several methods/tools to make different decisions. Let’s take a look at various methods of gathering information….
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
There are good, better and best ways to use information gathering tools! Knowing WHY you are choosing a particular tool or strategy (e.g., a written checklist , a face to face interview or a curriculum based assessment) is KEY to collecting information to help the intervention team, including families, make informed decisions.
Read the assessment chapter of DEC Recommended Practices: A Comprehensive Guide (Sandall, Hemmeter, Smith and McLean ,2005).
http://www.dec-sped.org (scroll to the bottom and click recommended practices) We will refer to these recommendations throughout this module, as we review frequently used strategies for gathering information in early intervention.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Did you note the following points as you read?
Evaluation and assessment practices are NOT family friendly or developmentally appropriate UNLESS professionals give thought and consideration to the following:
Evaluation and assessment processes are pivotal, often emotionally charged, events for families. Remember, families often are experiencing evaluation and assessment for the first time; even though these processes are familiar to practitioners.
Obstacles to full family participation in these processes must be overcome because families know their children best. They provide authentic and longitudinal information about their children.
Evaluation, assessment, and intervention should take place in contexts where children live and function.
Evaluation and assessment should be purposeful (e.g., for program planning, goal development) so no one’s time, especially children’s and families’, is wasted.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Remember, the intent of recommended practices is to help families become more comfortable with the information gathering process in evaluation and assessment, as it can be overwhelming and anxiety provoking.
Families are experts on their children and fully participate in the assessment process. They should understand how the assessment is conducted, what information will be learned and how the information will be used.
For additional information about families And children’s assessments, please read:“Tips for surviving your child’s Developmental assessment” on the Zero To Three website (www.zerotothree.org)
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
To make informed decisions during the evaluation and assessment processes, different methods are used to collect information .
Let’s take a look at how and when various tools are used to gather information during the early phases of EarlySteps….
The chart on the following page provides an overview of activities that must occur within 45 days of receiving the referral at a EarlySteps’s System Point of Entry (SPOE).
If family is not
interested, provide contact
information
Begin EI hard copy record
Begin Electronic
Record
Acknowledge referral in writing by
Day 5
If child is not eligible, provide Parent’s rights
Evaluation completed. results from
CDA and other
information gathered reviewed,
and eligibility
determined by team
Schedule meeting for
an interview
at the family’s
convenience
Eligibility ActivitiesBy Day 35
Intake Coordinator makes Initial contact with family by Day
3
Notify LEA for children referred
after age 2 years, 2 months
Schedule Eligibility Evaluation
Intake coordinator
notifies all team members in
writing
FSC monitors implementation of the IFSP.
Services begin within 30 days of
parent consent of the
IFSP
Referral received at the SPOE
Day 1
Conduct ASQ
Assist with completing
application forms, appropriate
screenings, and interest in other
programs including Medicaid Waiver
Obtain signature for releases of
information that will aid with eligibility
determination
Meet with Family, share information
about EarlySteps in writing and
verbally, obtain written consent to proceed by day 10.
If family refuses consent, review parent’s rights
Intake ActivitiesBy Day 20
Intake Coordinator works with family to identify
members of the IFSP team,
schedules IFSP team meeting.
Family chooses FSC
Intake Coordinator
prepares family for IFSP
meeting by introducing
forms, identifying concerns,
priorities and resources.
IFSP Preparati
on
Authorizations are processed for EI services including FSC
Family selects early
intervention providers from
matrix
Obtain written consent for EI
services identified on
IFSP
IFSP developed at team meeting
IFSP Developme
nt
By Day 45
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Referral received at the SPOE
Day 1
Intake ActivitiesBy Day 20
Eligibility ActivitiesBy Day 35
IFSP Preparatio
n
IFSP Developme
nt
By Day 45
In EarlySteps, information is collected at each step of the intake and evaluation processes through....
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
-
Asse
ssm
ent
Observation
Standardi
zed norm
reference
d tools
Interview
Previously, we used an umbrella to think about why we make informed decisions about screening, evaluation, eligibility, assessment, outcomes accountability and progress monitoring.
Now, let's use the umbrella to consider how we might approach gathering information necessary to make informed decisions.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Let’s begin with observation….
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Observation is the basis for almost all information gathering and is especially important in the evaluation and assessment processes of EarlySteps.
As noted in Recommended Practices, assessment must be “useful, acceptable, authentic, sensitive…”. A flexible approach to gathering information about what children do and what motivates them, relies heavily on close, thoughtful observation of children in their natural environments.
Observations should occur during children’s typical routines and activities as they interact with familiar people in everyday environments. Observations should occur during intake, eligibility determination, IFSP planning and intervention. The quality of data collected through observations is directly related to how the observation was completed. For example, if children are observed in unfamiliar environments, the data collected is not likely to represent their “typical” performance in everyday environments.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
A good observer focuses attention on children and their interactions with people, objects and things in their environment. In addition, a good observer can figure out what activities, routines, play materials and people children prefer and what they do not like.
Observations completed when an instrument is used (e.g., ASQ, BDI-2, AEPS or other curriculum-based assessment, Behavioral Rating Scale) might help inform scoring on these instruments. For example, if scoring a task on the AEPS related to early literacy, we might observe how children hold a book, turn pages of a book, communicate about pictures in the book, and respond to comments and questions about the book.
When observations are done well, there is a lot to attend to…..
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
Additionally, valuable information can be collected by observing children and their caregivers during visits at homes, childcare programs, or other natural environments, like the playground. Remember Jacob, his mom, brother and Holly, the early interventionist from the Orientation training module? During the home visit, Jacob, Holly and his family played on the playground. Holly observed Jacob and his mom swinging on a swing; he typically sat on her lap with his back to her chest. To increase use of his arms and hands while swinging, Holly suggested that Jacob sit on her lap, facing his mother, so that he pushes with his hands against her body.
Looking is not the same as observing; good observation involves focused attention, with a conscious effort to attend to the interactions of children with people and objects in their environment.
IntroductionGathering InformationObservationMaking DecisionsGood Observation TechniquesRecommended Practices in AssessmentWhy, What and HowJenni’s StoryLearning Check 3 InterviewingNorm Referenced ToolsAuthentic AssessmentSteps in E&A Process in EarlySteps
EarlySteps:
Making Informed Decisions
When gathering data through observation, several things must be considered.
The VEE diagram on the next slide is a visual representation of the conceptual and methodological aspects of observation. The primary concepts or WHAT the observer should consider are on the left; WHY the information is collected during the observation is directly under the V and the method of observation, or HOW, is on the right.
Review the VEE diagram to determine the what, why and how of good observation.
Why am I observing? Intake: To corroborate family report on ASQ Screening or other initial information
For Eligibility Evaluation: To observe children’s skills in a standardized way; help inform decisions about eligibility determination
Component of Assessment: To observe children’s performance on curriculum based items during play or daily routines
Component of Ongoing Assessment: To observe children’s performance on curriculum based items during play or daily routines with emphasis on observing changes in performance
What am I observing?Child’s typical performance in daily routines across all developmental domains: motor, cognitive, adaptive, socio/emotional, communication
How am I observing? Focused?
Sensitive?
Acceptable to child?
Authentic?
Congruent with other known information?
Fair to the child?
ObservationConceptual Methodological