Partners in Play Assessing Infants and Toddlers in

Partners in Play: Assessing Infants and Toddlers in Natural Contexts Online Companion™ Carol Reinson, Ph. D. , OTR/L University of Scranton Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Chapter 1 Assessing Young Children Within the Family Context Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Partners in Play (PIP) Collaborative Team of Authors Gail Ensher Tasia Bobish Eric Gardner Carol Reinson Deborah Bryden Daniel Foertsch — — — Special Education Physical Therapy Psychology Occupational Therapy Speech and Language Tests and Measurements Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Partners in Play (PIP) Core assessment for early intervention eligibility Incorporates recommended practices in EI Supports collaborative team assessment Primary caregivers are key participants in process Samples child’s behavior in variety of contexts Permits flexible procedures in a play-based format Multiple sources of information Interrelatedness of developmental critical domains Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Developmentally Appropriate Assessment “A process designed to deepen understanding “of a child’s competencies and resources and “of the caregiving and learning environments “most likely to help a child make fullest use of his or her potential” Zero-to-Three Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Disadvantages of Traditional Assessment Unnatural environment with unfamiliar examiner Standardized on typical children Inappropriate tests from inherited practices One size fits all approach—lacks flexibility Lack of process information Lack of functional assessment Not linked to intervention Time and cost of assessment Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Educational Laws Individuals w/Disabilities Education Act (IDEA) Rehabilitation Act—Section 504 (1973) Americans w/Disabilities Act of 1990 (ADA) No Child Left Behind Act (2001) (NCLB) Head Start Act Assistive Technology Act of 1998 (Tech Act) National School Lunch Program (NSLP) USDA AOTA (2004) Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

What Is an IFSP? “A statement of the family’s strengths and “needs related to enhancing the development of the family’s child, including specific statements about outcomes, criteria, and timelines regarding progress, specific services, provisions for service coordination, and dates for initiation, duration and reevaluation process” Zero-to-Three Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

How Is Eligibility Determined for Early Intervention? “Infant or toddler with a disability” means experiencing developmental delays diagnosed with condition that has a high probability of developmental delay “at-risk” infant or toddler Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Informed Clinical Opinion “safeguards against eligibility determinations “based on test scores alone” and assures “consideration of both qualitative and quantitative information when addressing challenging questions regarding the development of an infant or toddler and the need for early intervention services” Mc. Lean, Wolery, and Bailey, Jr. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

The Context of Family and Cultural Competency Family structure and composition? Family dynamics for decision-making? Family daily routines and practices? Strategies used for behavioral issues? Family perceptions on disability; health; medical and educational needs? Language and communication styles? Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Guidelines for Interpreter or Translator Involved in all components of process Linguistic competency in both languages Knowledge of family’s culture and its variations Relays every comment of family and practitioner Understands values and beliefs of early intervention and child development High standards of professional conduct Slentz and Colleagues Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

A Process for Decision-Making in Partnership Determine Team Member Roles and Conduct Initial referral and family goals Medical, social, and developmental history of family and child Assessment strategies used and described Observations of child Evaluation results and recommendations Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.

Chapter 1 In Brief Review Families know their children best. Behaviors of young children are complex. Family diversity is growing. Use of El recommended practices. Actualized partnership requires direct family involvement in all phases of assessment. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED.