Module 5 Flashcards
what is family centered assessment and why is it important ?
family centered service delivery, across disciplines and settings recognizes the ? it is guided by ? and focuses upon>
centrality of the family in lives of individuals
fully informed choices made by family / strengths and capabilities of these families
why it works:
family members are ?
without family centered decision making parents could be less likely to ?
parent-child interaction allows for ?
as a result professionals need to partner with parents during the assessment process to obtain
primary stakeholder in young children’s lives
follow through on recommendations
observing parent’s comm. style
valuable, authentic, and longitudinal information about their child that is not otherwise available
Legal requirements related to family-centered assessment:
family-centered assessment is not just? required?
evidence-based practice /by law for public sector services
IFSP:
SEC. 636 AGES ?
2) a ? assessment of the resources, priorities and concerns of? and the identification of the ? to meet the?
3)a written individualized family service plan developed by ? as required by subsection e)
birth-3 years
family-directed assessment/ the family / supports and services necessary to enhance the family’s capacity / developmental needs of the infant or toddler
multidisciplinary team, including the parents/ including a description of the appropriate transition services for the infant or toddler
IFSP Required Components: present: family information: including? major ? including specific ? -including ? other ? service ? plan for ?
levels of functioning and needs in five areas of development (physical, cognitive, social-emotional,adaptive skills)
resources, priorities, concerns
results or outcomes expected to be achieved
criteria,measurement,procedures
early intervention services necessary to meet above outcomes
- frequency,duration,setting,provider,service delivery model
- services needed by family
- coordinator and provider names
- transition to preschool services upon 3rd birthday
IFSP Team Members: language disorders most? - - - - - - - -
common dev. problem that presents in preschool period
parent/guardian other family advocate EI service coordinator SLPs OT PT other professionals deemed necessary
Assessment process to establish services: Public Sector: IDEA Part C - a referral is made to? the specific ? -what service ? aka? what type of assessment ?
Part C/ early intervention agency for given state
Child find, anyone can make a referral
comprehensive
IDEA, Part C process: step 1: referral to step 2: .... step 3: evaluation is ? usually by? step 4: .. is determined step 5: what is developed
appropriate EI Agency
parent/guardian sign written consent for evaluation
completed usually by multidisciplinary team
eligibility is determined
IFSP - if eligibility is established
Private Sector: any entity NOT?
strictly ?
the process does not ?
funded through IDEA
language not comprehensive
vary significantly from public sector
-SLP does eval. alone
referral made to service provider
therapy plan developed not IFSP
Part C eligibility guidelines: children may receive services from ? under two premises 1. -at risk for - - -you still have to do an ? but only to
intervention services may be ?
-specifically working with families to build?
2.
-establish eligibility via a ?
all?
-documentation of a delay via?
-scores of ? in at least? or scores of ? in ?
that means in order to receive SLP therapy these criteria must be met and an ? established
birth-3 years of age
documented disability
- developmental delay
- birth anomaly
- high-risk situation
- evaluation/develop IFSP
preventative during this stage of dev.
capacity and prevent potential delay/disability
delay established through eval.
- comprehensive assessment
- five areas of dev. will be assessed
- 2 SD below the mean in at least one area/ 1.5 SD below the mean in 2+ areas
an impact on language/comm speech be established
Private Sector Eligibility guidelines: -sginificant ? -driven by ? -clients may opt to ? in which ? -a good guideline is to adhere to ? -this can be on a ? clinical judgment is ? should still do ? but don't want to?
variation
- DSM-V and ICD-10 codes for diagnosis and insurance approval
- self-pay/ethical guidelines should be followed
- standard scores that fall at least 1 SD below the mean
- single assessment/ it is possible child could fall within 1 SD and still be served
- crfitical piece here - less strict guidelines
- more than 1 assess. if more info needed /overbill
risk factors in infants
prenatal:
2?
- birth prior to ? or birth weight of
- at risk for ?
- put into
- … or …
- other risk factors
alcohol exposure
drug exposure
environmental toxins
prematurity/low birth weight
- 37 weeks/under 5.5lbs
- respiratory distress, apnea, bradycardia, necrotizing enteroclitis, intracranial hemorrhage
genetic & congenital
- syndromes (trisomy 21 , fragile tX)
- craniofacial disorders (cleft palate)
identified after birth hearing impairment autism intellectual disability specific language disorders abuse/neglect toxic stress
screening tools in Prelinguistic period:
purpose: deciding whether a child is ?
should be:
be alert to:
3 examples
child is significantly different from other children in terms of language skills
quick, standardized, evaluate total language
infants with feeding problems, hearing loss, neurological and behavioral difficulties as these can influence comm. development
fluharty 2 preschool speech and language screening test
pls 5 screening test
M-CHAT autism screener
Area of assessment in infants (NICU):
1)
hearing ?
- all 50 states have
- NICU ?
child ?
- focus on
- evaluate ?
parent-child ? -infant? -assessment of ? -presentation of ? to determine degree of ? three states to determine readiness: turning in coming out reciprocity -focus on
parent comm. and ?
-focus is on ?
provide?
do not want to ?
feeding and oral motor dev.
- and aural rehab
- 50 states have implemented newborn hearing screenings
- sound levels can induce hearing loss
behavior and development:
- functioning
- risk factors,physiological organization
interaction
- readiness for comm.
- preterm infants behavior (APIB)
- increasingly demanding environmental inputs/differentiation and modulation of behavioral subsystems (automatic, motor, state, attention/interaction, self-reg.)
not able to engage as all focus in on maintaining bio. stability
-emergent in responding to environment, interaction encouraged
-responsiveness to parent interaction (usually after discharged from hospital - not always achieved)
parent education of readiness to comm.
family functioning:
- supporting families strengths without judgment, consider CLD, family concerns/priorities
- referrals and resources necessary
- convey in any way we think they are a problem
areas of assessment in infants (1-8 months - pre-intentional) -what and what -includes - -.. sounds -...sounds - - - - .. words
feeding and oral motor dev. vocal assessment crying vowel sounds consonant sounds intonation babbling jargon protowords phonetically consistent forms PCF single words
