ESI EASY P PEASY Understanding the ESIR by

ESI (EASY)- P (PEASY) Understanding the ESI-R by Pam Roepke, FES

WHAT IS THE ESI-R? • Brief developmental screening tool : Early Screening Inventory-Revised • Individually administered by trained staff. • Use for ages 3 years through 5 years. • Gives sample performances in: -- speech --language --cognition --perception --motor coordination

PURPOSE OF ESI-P AND ESIK • The ESI-R will assist in identifying children who may need further evaluation/assessment in order to perform successfully in school. • ESI-P designed for children ages 3. 0 to 4. 5 • ESI-K designed for children ages 4. 6 to 5. 11

MATERIALS AND ADMINISTRATION • Examiner’s Manual • Score Sheets • Screening Manipulatives • Tote Bag Examiner will need to provide: * Unlined drawing paper X 2 * Construction paper X 2 * File Folder to be used as screen * Pencil without an eraser Administration time is allotted at 15 -20 minutes. However, allow extra time for the reluctant child, note taking, and/or scoring. Building a rapport with the child is important!

THREE KEY AREAS OF SCREENING Visual- Language Motor/ Adaptive And Cognition Gross Motor

VISUAL MOTOR/ADAPTIVE Block building, drawing tasks (Copy Forms, Draw A Person) and a visual memory game (Visual Sequential Memory) are used to assess… • fine motor skills • eye- hand coordination • short term memory, and • ability to reproduce two and three dimensional forms and structures The tasks will depend upon the child’s age and screening inventory used.

LANGUAGE AND COGNITION This section includes four tasks (Block Counting, Verbal Expression, Verbal Reasoning, Auditory Sequential Memory) that assess… • Language Comprehension • Verbal Expression • Ability to Reason and Count • Ability to Remember and Repeat Auditory Sequences Again, the tasks will depend upon the child’s age and screening inventory used.

GROSS MOTOR /BODY AWARENESS This section includes three tasks (Balance, Hop, Skip) that assess… • Gross motor coordination • Ability to imitate body positions from visual cues Screening tool and age of child will determine tasks requested.

OTHER INFORMATION The other information section includes questions related to: A. Speech Development B. Concerns about Speech or Language C. Overall Impressions about Screening Experience and Additional Comments Review the Child Health and Developmental History for further information.

SCREENING GUIDELINES • Study the manual and become familiar with the use of the screening inventory. • Practice the inventory using only the language and tools supplied. Follow the instructions in bold print. • Establish rapport with the child- provide a calm, friendly atmosphere. • Encourage the child by saying- “I want to see what you can do. ” or “Let me see you try. ” Avoid questions that allow child to respond negatively. • You can adjust the sequence of the ESI-P/ESI-K to build confidence in the child. Allow reluctant child to play with objects before starting. • Use child size tables and chairs. • Have all materials ready beforehand.

WHICH ONE DO I USE? Determine child’s age using a Computed Rounded Age… You can find this information in Child Plus or use the practice sheet at the end of this presentation. It is to your benefit to have the correct screening inventory filled out before the screening starts 1. Child’s name and Male or Female box checked 2. Examiner 3. Location of Head Start- school 4. Teacher 5. Date of Screening and Computed Rounded Age

INTERPRETATION OF RESULTS • Do not score if there are 4 + refusals • Check child’s age to be sure correct screening inventory was used • Tabulate totals from each page to get score • Review Cut Off Scores and Circle Screening Decision • Transfer results to front of inventory

RESULTS OK Score is in the acceptable range for the child’s chronological age. Children who score in this range are presumed to be developing normally and are not in need of further assessment. RESCREEN Score is marginal. Child should be rescreened within 30 -45 days. If the score is still in the rescreen range, the child might benefit from more individualized classroom instruction or a referral. REFER Score is below the acceptable range and the child should be evaluated by an assessment team.

SUGGESTIONS Factors that should be considered when interpreting score: - Did the child just barely miss or earn points? - Were most points lost in one section or domain? - Do points lost across sections fall into a pattern? - Did the child just move into the next older age group? Making decisions about follow-up: - What do you observe in the classroom? Is it consistent with results? - Does information from parents/caregivers coincide with results? - Is additional information needed?

Vison and Hearing BEHAVIORAL OBESERVATIONS Rubbing eyes, holding head near paper, saying-”what? ”, turning or tilting head to hear Social and Emotional Behavior Extreme shyness, unusually willful behavior, refusal or withdrawal, crying when separated from parent Information Processing Needs instructions repeated, distractible or unable to move to next task, doesn’t monitor own performance, or examines work overly carefully

Language Development BEHAVIORAL OBSERVATIONS CONTINUED…. Mispronounces sounds, speech is unintelligible overall, uses no language, or rambling expressive language Fine Motor Grips pencil awkwardly, makes jerky movements, switches hands during pencil tasks Gross Motor Peculiar gait- stiff or jerky, toe walks, waves hands during balancing

SUMMARY ESI-P and ESI-K can be used with confidence for identifying children who are at risk for developmental problems. Practice with a co-worker!

ESI-P OR ESI-K? • Use Child Plus to get accurate rounded age of each individual child. This will help you determine which version of ESI-R you will need. • If you must compute yourself, use the following practice tool. Use 30 days for each month. If number of days is 16 or more, add 1 month to child’s age rounding it up. If days equal 15 or less, round down child’s age.