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Pediatrics > Legislation and Assessment > Flashcards

Legislation and Assessment Flashcards

1
Q

Early Intervention
Services include:

A

family training, counseling, and home visits

special instruction

occupational therapy and other services

service coordination services

early identification, screening, and assessment services

assistive technology devices and assistive technology services;

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2
Q

What are the big milestones and why does an 18 month early intervention plan create an issue

A

walking and talking.
if they weight till 18months that pushes back the milestone time.

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3
Q

OCCUPATIONAL THERAPY UNDER IDEA—Part C:

A

Part C: Occupational therapy is considered a primary service under the IDEA early intervention program.

Occupational therapy includes “services to address the functional needs of the child related to adaptive development, adaptive behavior and play, and sensory motor and postural development.

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4
Q

in an early intervetnion program a kid can just get OT. what part of legistlation does this prove true to

A

Part C

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5
Q

Services are designed to improve the child’s functional ability to perform tasks in home, school and community settings

What part of legislation?

A

Part C

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6
Q

Early intervention services are designed around an Individualized Family Service Plan (IFSP) to meet the “developmental needs of each child … and the needs of the family related to enhancing the child’s development”

What legislation part is this for OT?

A

Part C

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7
Q

IDEA part B & C

A

Federal and State Policy
Framework for Early Intervention Practice
Framework for Preschool and School-Based Practice

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8
Q

What is Early Intervention?

A

Federal policy enacted in 1986 to motivate States to develop statewide systems of services and supports for infants and toddlers with disabilities and their families to:

enhance the development of infants and toddlers with disabilities;
reduce educational costs by minimizing the need for special education through early intervention;
minimize the likelihood of institutionalization, and maximize independent living; and,
enhance the capacity of families to meet their child’s needs.

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9
Q

What is a current issue with early intervention

A

provider shortage

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10
Q

Baby/toddler under 3 years of age who needs EI services because they

A

Are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures in 1 or more of five developmental areas:
cognitive development; physical; communication; social or emotional development; adaptive (self help) development

or, has a diagnosed physical or mental condition that has a high probability of resulting in developmental delay;

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11
Q

between birth and 3 do we need a diagnosis?

A

no. just evidence of a delay

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12
Q

if a kid has a confirmed diagnosis can they automatically qualify

A

yes.

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13
Q

Individualized Family Service Plan (IFSP)

A

A written document developed by a multidisciplinary team, including the parents,
- Based on a multidisciplinary assessment of the unique strengths and needs of the child

  • Is evaluated once a year and reviewed every 6 months (or more often where appropriate based on infant or toddler and family needs)

Parents may consent to start of EI services before the assessment is completed.

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14
Q

how often do you have to update the Individualized Family Service Plan (IFSP)

A

every year

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15
Q

What are the five domains of IFSP

A

Adaptive, motor, communication, social emotional skills, and cognition.

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16
Q

What are measurable outcomes in IFSP

A

goals figured out with parents

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17
Q

each profession can include the length, duration and frequency of service wha tis the time range

A

30-59 minutes

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18
Q

for assessment the OT role is

A

Member of multidisciplinary team (generic)
Supplemental (Specific evaluations of OT domains)

Do the assesssment as a group. and right when it’s done, they score it, interpret and present it to the parents.

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19
Q

Supplemental assessment is specific to what discipline

A

OT

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20
Q

legal requirements through IDEA

A

Evaluation: procedures used to determine initial and continuing eligibility

Assessment: ongoing procedures…to identify unique strengths/needs; resources, priorities and concerns of family.
Personnel must be trained to utilize appropriate methods and procedures

Include review of current health status and medical history
Evaluation in 5 primary developmental areas
Completed within 45 calendar days

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21
Q

Early intervention measurable outcomes

A

“What we want to see for our child/family as a result of early intervention”

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22
Q

Six Principles of IDEA: Part B

A
  1. Free appropriate public education (FAPE)
  2. Appropriate Evaluation
  3. Individualized education program (IEP)
  4. Least restrictive environment (LRE)
  5. Parent/student participation
  6. Procedural safeguards
23
Q

measurable outcomes are based on

A

Family hopes and dreams for their child
Family concerns and priorities
Child needs
Child strengths
Child and family interests/motivators
Everyday routines/learning opportunities
Activities that families want to do

24
Q

IDEA part B
1. Free appropriate public education (FAPE)

A

A Free Appropriate Public Education is special education and related services that are provided:
At public expense (local school district).
Under public supervision (local district)
Meet the state standards of the NYSED
In conformity with an IEP
At no cost to parents
FAPE applies to children starting at age 3

25
Q

IDEA Part B
2. Appropriate Evaluation

A

Referral For Evaluation
Who can make a referral to the local district?
– EI Professionals, Parents, Teacher, Others
Timeline: within 14 school days after receiving a request for evaluation, the district determines whether an evaluation is warranted
Evaluation must be conducted within 60 days of request in writing, though the request must not be construed as written parental consent

26
Q

Section 504 Rehabilitation Act of 1973

A

Civil rights law that protects individuals who meet the criteria for disabled:
the child must have a physical or mental impairment that substantially limits one or more major life activities
have a record of such an impairment; or be regarded as having such an impairment.

27
Q

IDEA part B
3. IEP Individualized Education Program

A

What Is an IEP?
* Legal document developed by the parent, educators, and others which lays out how the child receives a free appropriate public education in the LRE.

28
Q

IDEA Part B
4. Least Restrictive Environment (LRE)

A
  • A child will attend the school he or she would attend if non-disabled, unless the IEP requires otherwise
  • Consideration is given to any potential harmful effect on the child or quality of services he or she needs
  • A child with a disability is NOT removed from education in the regular classroom solely because of needed modifications in the curriculum
29
Q

IDEA Part B.
5. Parent/Student Participation

A

Parents are part of the group that makes the decision regarding:
→ ELIGIBILITY
→ EDUCATIONAL PLACEMENT

30
Q

IDEA Part B
6. Procedural Safeguards

A

Procedural safeguards notice must be given to the parent once a year, except that a copy shall be given to the parent:
– Upon initial referral/parental request for evaluation
– Upon receipt of a request for due process
– Upon request by a parent

31
Q

Part B: Special Education means

A

“specially designed instruction” that meets the unique needs of the child with a disability.

  • In addition to instruction in the classroom, special education includes instruction at home, in a hospital, and in other institutions.

Related services are “such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes …occupational therapy” (34 CFR,S300.16).

32
Q

Part b is all about what

A

education

33
Q

Part B: Occupational Therapy includes

A
  • Improving, developing or restoring functions impaired or lost through illness, injury, or deprivation.
  • Improving ability to perform tasks for independent functioning when functions are impaired or lost.
  • Preventing, through early intervening services, initial or further impairment or loss of function
    ESSA
34
Q

Eligibility IDEA Part B: Disability Categories.
A child has to have one of these

A

autism
deaf blindness
deafness
emotional disturbance
hearing impairments
intellectual disability
multiple disabilities
orthopedic impairments
other health impairments
specific learning disabilities
speech or language impairments
traumatic brain injury
visual impairments (including blindness)

35
Q

Assistive Technology

A

Assistive technology device is defined as “any item, piece of equipment or produce system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (S303.12(d)(1)).\

Assistive technology service is “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device“ (S303.12(d)(1)(i)-(vi)).

36
Q

Assistive Technology Services Includes

A
  • Evaluation of the needs, including a functional evaluation in the customary environment.
  • Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices.
  • Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices.
37
Q

Assessment

A

Process of gathering information about a child in order
To make decisions about his or her program and/or services.

38
Q

One kind of assessment procedure is testing.

Testing means

A

presenting a person with a set of questions or tasks in order to obtain a measure of performance, often represented by a score.
The score is intended to help answer questions and provide current information (skills, ability, status) about the person tested.

39
Q

Why do we test for assessment?

A
  • ## Determine eligibility, diagnosis or educational needs.
  • Document development, present level of function and participation status
  • Plan for interevetnion services
  • Measure outcomes
  • Measurement instruments for research studies.
40
Q

Formal vs. Informal Assessment

A

Formal assessments collect structured information that is scored and statistically compared to a norm/comparative data

Collection of information by means of observation is often thought of as , as is information gathered from interviews with parents or teachers and/or by using therapist-constructed tests.

41
Q

Norm-referenced:

A

Norm-referenced tests have standardized, formal procedures for administering, timing and scoring. They have been “normed” or administered to a large representative sample of similar age or grade level.

42
Q

Criterion-referenced tests:

A

Criterion-referenced tests (CRT) measure what the person is able to do and indicate what skills have been mastered. CRT compare a person’s performance with his or her own past performance.

43
Q

A multidisciplinary evaluation (MDE) focuses on the strengths, needs and current level of functioning in five areas?

how do we gather that info?

A

Cognitive
Physical
Communication
Social emotional
Adaptive

Parent interview
Formal assessment
Observations

44
Q

Qualitative Assessments

A

Informal procedures and methods used to document behaviors of child in context-bound activities (ie playing with siblings). Tools are used to collect information from structured and unstructured observations of a child across multiple environments. Tools can include rating scales, checklists, anecdotal notes etc.

45
Q

Quantitative Assessments

A

Objective measurement processes. Uses formal procedures and methods to focus on specific areas which can be easily observed and scored. Tools are highly structured with specific guidelines for administration and scoring. Assessment tools can be norm-referenced or criterion referenced.

46
Q

Reliability of assessments

A

consistency of the scores obtained by one individual when tested on two different occasions with different sets of items or under other variable conditions

47
Q

Test-retest reliability

A

assessment is tests several times with different people and the scores all come within a couple of points from each other.

48
Q

Standard error of measurement (SEM)

A

how much wiggle room to account for between different assessments.

49
Q

Validity of an assessment

A

extent to which a test measures what it says it

50
Q

Standardized Test Scores

Z-score or Standard deviation-

Percentile Score-

Scaled Score-

A

scores that determine eligibility

51
Q

Stardardization is important because regardless of the assessment you can come back to the

A

bell curve and see if they need services.

52
Q

Informal/ Natural Assessments:

A

Play-Based Assessment: Play-based assessment is a tool used while a child is playing usually in his/her natural environment. The observer is able to see the interactions between the child and peers as well as noting speech and language, and motor abilities.

Checklists and Rating Scales: Checklists and rating scales are used to make judgments about children’s behavior.

Parent/teacher Interviews: Parent and teacher interviews are judgments based upon the observations of significant people in the child’s life.

53
Q
A

Pediatrics (14 decks)

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