EIS IPDP

Welcome to your EIS IPDP!

Notes:

Welcome EISs. This is your EIS Individualized Professional Development Plan (IPDP), which is specifically for the EIS credentialing process.

Module Navigation and InformationNotes:

Let's explore how things will work while you are working through the EIS credentialing process

Learning Objectives: The Learning Objectives begin each section. There are four sections: Mission and Philosophy, Evaluation and Assessment, IFSP, and Service Delivery. Additionally, there are Observations & Demonstrations that must be provided in each section. You will get the forms from your supervisor. The observations and demonstrations must be completed as part of your IPDP. All must be completed, but do not need to be completed in a particular order and can be completed at any time during the credentialing process. The observations and demonstrations will be discussed at the very end of this module, after the service delivery section.

The module is split up into sections that can be accessed at any time. You can find the section by searching for the four headings as you move through this module. There are notes that you read in each section.

At various points throughout the module, you’ll be asked a question. There will be an answer to that question. These are quick self-checks.

Additional Materials & Journal: The worksheets, articles, handouts and webinars that you need to complete your IPDP are linked throughout the module. Instructions for completion will be provided on the handout or in the module. Some handouts you will need to get from your supervisor, who can assist you with completion. Alternatively, you can access the entire course packet before you start the training. You will need to get the entire course packet from your supervisor.

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You will need to keep a journal throughout the course. There will be places within the module where you will be directed to write information in your journal, which will later be shared with your supervisor.

After you have completed all required activities, observations, and demonstrations, at the end you will learn the final steps in the EIS credentialing process.

Your CoachNotes:

Your EIS IPDP coach will guide you through your EIS IPDP and provide you with feedback.

Your Service CoordinatorNotes:

The service coordinator will bring you information about a new child added to your caseload.

Building on what you knowNotes:

Have you completed Making It Work (MIW)? If not, complete Making It Work prior to starting the EIS IPDP. Activities in the EIS IPDP build upon knowledge you learned in Making It Work. These activities will include reading articles, watching webinars, completing quizzes, observations, demonstrations, and adding a new child to your MIW caseload.

The EIS IPDP requires more independent work and is not structured to be finished in one sitting. All of the activities you are required to complete are listed on your EIS IPDP checklist. Use the checklist to keep track of completed activities and where you left off.

Connection to MIWNotes:

There are four sections of the EIS IPDP: Mission & Philosophy, Evaluation and Assessment, IFSP and Service Delivery. The EIS credential builds on

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what you learned in MIW. Each section will have learning objectives. You will review the learning objective to find out your required tasks.

Mission & Philosophy:

In MIW you were introduced to Texas Administrative Code (TAC) and Code of Federal Regulations (CFR). Now you'll learn what TAC and CFR say pertaining to EISs.

In MIW you were introduced to best practices and legal requirements for professionals in early intervention. Now you'll learn about the EIS Code of Ethics and Statement of Excellence and relate them to your daily work.

In MIW you were introduced to cultural competence and its importance to ECI services. Now you'll learn how cultural differences impact services and develop cultural competence.

Evaluation & Assessment:

In MIW you were introduced to medical diagnosis as one eligibility criteria. Now you'll expand your knowledge of risk factors and medical diagnoses, and understand how these conditions impact child development.

In MIW you were introduced to administration of the BDI-2. Now you'll identify and address common challenges with administration of the BDI-2.

In MIW you were introduced to the evaluation and assessment process. Now you'll learn how to customize the process for children in bilingual environments and for infants six months and younger.

In MIW you were introduced to the HELP. Now you'll learn how to administer the HELP.

In MIW you were introduced to the Needs Assessment, Identification and Referral form. Now you will learn how to determine further need for evaluation in the six required areas and complete the Needs Assessment, and Referral form.

IFSP:

In MIW you were introduced to the IFSP process. Now you'll review fundamental characteristics of the IFSP process.

In MIW you were introduced to the RBI. Now you'll identify strategies for EIS-IPDP 3

conducting an effective RBI.

In MIW you were introduced to communicating with families. Now you'll identify strategies for gathering information from the family to facilitate a reciprocal process.

In MIW you were introduced to the global child outcomes. Now you'll learn about the three global child outcomes and be able to assign and document outcome ratings.

In MIW you were introduced to documenting the IFSP. Now you'll learn how to complete appropriate documentation for the IFSP.

In MIW you were introduced to assessment for IFSP. Now you'll learn how to assess a child's functional abilities, strengths, needs, and priorities.

In MIW you were introduced to functional, measurable outcomes. Now you'll learn how to write functional, measurable outcomes.

In MIW you were introduced to the periodic and annual reviews. Now you'll learn how to identify when a change to an outcome is needed during a periodic review.

Service Delivery:

In MIW you were introduced to Specialized Skills Training (SST). Now you'll learn the TAC requirements for SST, the difference between SST and other services, to identify developmental red flags, and fundamental techniques for providing SST to include writing a progress note that accurately documents the SST visit.

In MIW you were introduced to visual impairment as a criteria for eligibility. Now you'll learn how to modify services for children with visual impairments.

In MIW you were introduced to documenting service delivery. Now you'll learn how to document SST.

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Main Menu/ Learning Objectives

1. IPDP Mission and Philosophy

1.1 Learning objectives

Notes:

The following are the learning objectives for the Mission & Philosophy section. Your tasks will accomplish these objectives:

1. Develop your understanding of state and federal requirements pertaining to EIS.

2. Learn about the EIS Code of Ethics and the EIS Statement of Excellence and relate them to your daily work.

3. Learn how cultural differences impact services and develop cultural competence.

1.2 EIS in TAC

Notes:

Develop your understanding of state and federal requirements pertaining to EIS. You will read about EIS in TAC and check your knowledge.

As an EIS, you are an integral part of the team. Before we go further, read the rules regarding staff qualifications for an Early Intervention Specialist. It's listed in the Texas Administrative Code Title 40, Part 2, Section 108.313. The link is here: http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=40&pt=2&ch=108&rl=313.

After you read this, answer this question:

According to TAC, how does an EIS on inactive status return to active status?

Answer: By submitting 10 contact hours of continuing education for every year of inactive status, including documentation of three contact hours of ethics training within the last two years. (Section 108.313-d)

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1.3 EIS Code of Ethics

Notes:

Learn about the EIS Code of Ethics and the EIS Statement of Excellence and relate them to your daily work.

Read the EIS Code of Ethics. The Code of Ethics is listed here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Code_of_ethics.pdf

1.4 Quiz: Is It Ethical?

Now that you have read the EIS Code of Ethics, answer the following four questions related to Ethics.

Question 1:

As an EIS with a background in child development, I am working on a team with an occupational therapist. The O.T. coaches Mom how to complete stretches with the baby’s legs and in that process I also learn how to complete the stretches this baby needs. I am working with another family without an O.T. on the team, and the Dad gives a similar description to what I encountered with the other family, except it has to do with this baby’s arms. I start coaching Dad on the same stretches.

Does this violate the Code of Ethics?

A. Yes

B. No

The correct answer is Yes. It is a violation because:

EISs must operate within the boundaries provided by their education, training and credentials.

EISs must take measures to avoid imposing or inflicting harm.

EISs must truthfully represent their services, professional credentials and qualifications. EISs must inform families of their credential.

Question 2:

I am working with a child who has a medical diagnosis. I just enrolled another child who has the same medical diagnosis. One parent tells me it

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would be nice to meet other parents of children with the same diagnosis. I give her the contact information of the other parent, but I do not provide her with any specific information about the child.

Does this violate the Code of Ethics?

A. Yes

B. No

The correct answer is Yes. It is a violation because EISs must maintain the confidentiality of families served by the ECI Program in accordance with Early Childhood Intervention Services Policy.

Question 3:

I see a child for SST for one hour every week. My visit was supposed to start at 1:00, but I was ten minutes late. I needed to leave 5 minutes early because there was a detour along my usual route to my next appointment. On my progress note, I documented the visit was from 1:00 - 2:00 and entered 4 billing units to show I was there an hour.

Does this violate the Code of Ethics?

A. Yes

B. No

The correct answer is Yes. It is a violation because EISs must not falsify documentation.

Question 4:

A dad of a child on my caseload works as a mechanic. My car needed some work done to it and he repaired it for me off the clock. He did not charge me as much for labor since he did it from his home and because I am working with his child.

Does this violate the Code of Ethics?

A. Yes

B. No

The correct answer is Yes. It is a violation because:

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Financial relationships between the EIS and family members of children enrolled in the ECI Program that employs the EIS are prohibited until the child “exits” ECI.

EISs must not exploit their position of trust and influence with a family by benefiting from relationships established as an EIS.

1.5 Self-Reflection

Notes:

Take a moment to write in your journal. How would you respond if you observed a colleague violating the code of ethics?

Did you consider:

Asking your co-worker, in a non-confrontational approach, if your program has a policy about the action you observed?

Addressing your concern with your supervisor?

The consequences if you remain silent about your observation?

Keep in mind. "EISs have a professional obligation to report unethical behavior demonstrated by colleagues throughout the ECI system to their program director and to the appropriate board or state agency.” Staff who work for ECI represent ECI and can represent the system positively or negatively. So, someone acting unethically is not just hurting his/her own reputation, they are affecting the reputation of the ECI system

1.6 The EIS Statement of Excellence

Notes:

Read the EIS Statement of Excellence. The EIS Statement of Excellence is linked here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/EIS_Statement_of_Excellence.pdf

1.7 Your personalized Statement of Excellence

Notes:

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It’s your turn to personalize the statement of excellence! As an EIS, how do you meet the description in this statement through the services you provide?

Statement of Excellence: “We believe in responsive and interactive relationships with families, teams and communities. We empower families to support their child’s development to reach his or her fullest potential. We value differences, view them as strengths and appreciate others for their own unique qualities.”

Think about and journal your answers to each of the questions. Then share your answers with your supervisor.

1. We believe in responsive and interactive relationships with families, teams and communities. I demonstrate responsive and interactive relationships by…

2. We empower families to support their child’s development to reach his or her fullest potential. I empower families by…

3. We value differences, view them as strengths and appreciate others for their own unique qualities. I show I value differences by…

Remember to share these answers with your supervisor.

1.8 Mission and Philosophy continued

Notes:

Learn how cultural differences impact services and develop cultural competence.

1.9 Cultural Competence, part 1

Notes:

Read this article on Cultural Competence. The link to the article is here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Understanding_Culture.pdf

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1.10 Cultural Awareness vs. Cultural Competence Quiz

Cultural competence is often confused with cultural awareness, but they are different concepts. Based on the article you just read, do the following statements reflect cultural competence or cultural awareness?

Statements 1:

Being sensitive to differences across cultures and accepting those differences. Recognize there are no right or wrong cultural characteristics, just difference.

These statements describe:

A. Cultural Awareness

B. Cultural Competence

The correct answer is Cultural Awareness.

Statements 2:

Take your understanding of culture and use it to work effectively within your culture and the culture of the family. Utilizing the beliefs and preferences of the family’s culture in the services you provide. These statements describe:

A. Cultural Awareness

B. Cultural Competence

The correct answer is Cultural Competence.

1.11 What does your family of origin value?

Notes:

In order to be culturally competent, you must first be aware of your own culture, including your feelings about religion, work, health and family. Even though you were raised in that culture, as you mature as an adult, you form your own values and beliefs. For this next exercise, you will plot the following categories from most important to least important for your family of origin, then you will do the same for yourself.

First, rank these values in the order of importance to your family of origin,

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from most important to least important:

Tradition/ ritual

Equality

Religion

Work

Health

Hierarchy

Education

Independence

Family/ Love

Food

1.12 What do you value now?

Notes:

Next, rank the order of importance for you now, from most important to least important.

Tradition/ ritual

Equality

Religion

Work

Health

Hierarchy

Education

Independence

Family/ Love

Food

How have your values changed from your family of origin's values? Take a few minutes to reflect in your journal.

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1.13 Communicating Cultural Competence

Notes:

Read this article on Communicating Cultural competence. The article is linked here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Communicating_Cultural_Competence.pdf

1.14 Cultural Competence Scenarios

Notes:

Take a look at the following scenarios. How would you respond to the family in each situation? Write your answers in the spaces provided below. Then share your answers with your supervisor.

1. During an SST visit, you model to Tom’s parents ways to incorporate pretend play into his daily routine. The family does not have a lot of items in the house, but you find his sister’s babydoll. You show Tom’s parents how Tom can pretend to pat the doll to sleep. His parents immediately become upset and say, “Boys do not play with dolls! Those are for girls!” How do you address their concern?

What recommendations would you give to Tom’s parents in place of using a doll for pretend play?

2. Wayne is over the age of two and only finger feeds himself. In some cultures, children are not encouraged to use utensils until they are over three. In other cultures, families eat entirely with their hands and never teach their children to use utensils. How would you help Wayne’s family develop his fine motor and visual perception, which are concerns for the family, without requiring the family to use utensils?

3. If the parent is Deaf or hard of hearing, what are some important factors to remember to assist you in building rapport with the family?

1.15: Blog on Cultural Differences

Notes:

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Read the blog titled “Are Cultural Differences really Developmental Delays?” The link is listed here: http://veipd.org/earlyintervention/are-cultural-differences-truly-developmental-delays/.

Once you have read the article, answer the questions at the bottom of the blog in your journal, and discuss with your supervisor.

2. IPDP Evaluation and Assessment

2.1 Learning Objective and tasks

The following are the learning objectives for the Mission & Philosophy section. Your tasks will accomplish these objectives:

1. Expand your knowledge of risk factors and medical diagnoses, and understand how conditions affect child development.

2. Identify and address common challenges with administration of the BDI-2.

3. Know how to customize the evaluation and assessment process for infants six months and younger.

4. Know how to customize the evaluation and assessment process for children in bilingual environments.

5. Know how to administer the HELP.

6. Apply your knowledge and skills to Zoe. Determine further need for evaluation in the six required areas and complete the Needs Assessment, Identification and Referral form.

2.2 Research Medical Diagnoses

Notes:

Research three medical diagnoses from the ECI Medical Diagnosis web page. Choose three medical diagnoses from the list that are unfamiliar to you, and you will learn more about these three conditions. The link for the website is listed here: https://hhs.texas.gov/services/disability/early-childhood-intervention-services/how-make-a-referral-eci .

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You can use various resources or other medical websites to help you research the medical conditions. We’ve provided you a list of resources here:

Centers for Disease Control and Prevention: http://www.cdc.gov/DiseasesConditions/

March of Dimes: http://www.marchofdimes.com/baby/birth-defects.aspx

National Organization for Rare Disorders (NORD): http://www.rarediseases.org/rare-disease-information

ECI Library Collection: https://hhs.texas.gov/services/disability/early-childhood-intervention-services/eci-central-directory-resources/eci-collection-dshs-audio-visual-library

ECI Library Matters: https://hhs.texas.gov/services/disability/early-childhood-intervention-services/eci-central-directory-resources/eci-library-matters

Medical Diagnosis Activity:

In working with families, you may have already come across medical diagnoses that are new to you. Document the following information below in your journal: typical characteristics and how the diagnosis impacts functional development. Possible research tools are linked in the module on the “Research Medical Diagnoses” page. Once you have completed this activity, share what you have learned with your supervisor.

Diagnosis 1:

Typical Characteristics:

How does the diagnosis impact functional development:

Diagnosis 2:

Typical Characteristics:

How does the diagnosis impact functional development:

Diagnosis 3:

Typical Characteristics:

How does the diagnosis impact functional development:

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Once you have completed your research, discuss what you have learned with your supervisor.

2.3 Read about environmental risk factors

Notes:

Read this article about Environmental Risks and Pregnancy. The article is listed here: http://www.marchofdimes.org/pregnancy/environmental-risks-and-pregnancy.aspx

2.4 Check Your Understanding: Environmental Risk Factors

Answer this question about environmental risk factors based on the article you just read:

Question: Which of these should be avoided during pregnancy (more than one answer may be correct)

A. Changing cat litter

B. Hot tubs

C. Lead exposure from old pipes

D. Mercury from broken bulbs

E. Pesticides and certain chemicals

The correct answer is all. All of these should be avoided during pregnancy, as they may lead to miscarriage, pre-term birth, low birth-weight, birth defects, developmental delays, and learning problems.

2.5 Environmental Risk Factors Cont.

Notes:

What would you do if a mom on your caseload is pregnant and you saw her interacting with one of these items: changing cat litter, hot tubs, lead exposure from old pipes, mercury from broken bulbs, or pesticides and certain chemicals? Write your answer in your journal and discuss with your supervisor.

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2.6 Low Birth Weight

Notes:

Read this article about premature babies and low birth weight. The link is here: http://www.marchofdimes.org/baby/low-birthweight.aspx

2.7 Check Your Understanding: Low Birth Weight

Answer the following question regarding low birth weight.

Question 1: Babies born with low birth weight may be more likely than babies born at a normal weight to have certain medical factors later in life.

A. True

B. False

The correct answer is True. These medical factors include high blood pressure, diabetes and heart disease.

2.8 Low Birth Weight Continued

Notes:

For a child with low birth weight, what guidance could you provide to the family to help the child stay on track with his/her health and development? Write your answer in your journal and discuss with your supervisor.

2.9 Birth Defects

Notes:

Read the article from the March of Dimes about birth defects. The link is listed here: http://www.marchofdimes.org/baby/birth-defects.aspx

2.10 Check Your Understanding: Birth Defects

Answer the following question related to the article you just read about birth defects.

Question: About 120,000 babies born each year in the United States have a birth defect.

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A. True

B. False

The correct answer is True. According to March of Dimes, in the United States about 120,000 babies born each year have a birth defect.

2.11 Birth Defects Continued

Notes:

What systems are in place within your program to provide services to children with birth defects and their families as early as possible? Write your answer in your journal and discuss with your supervisor.

2.12 Prematurity

Notes:

Read this article from the March of Dimes about premature birth. The link is listed here: http://www.marchofdimes.org/mission/prematurity-campaign.aspx

2.13 Check Your Understanding: Prematurity

Answer the following question about prematurity:

Question: In the United States, 1 in 20 babies is born prematurely.

A. True

B. False

The correct answer is False. Actually, in the United States, 1 in 9 babies is born prematurely.

2.14 Prematurity Continued

Notes:

How might prematurity affect a child's development? Write your answer in your journal and discuss with your supervisor.

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2.15 BDI-2 and Eligibility

Notes:

Read this article regarding questions about the BDI-2 and Eligibility, and questions and answers about evaluation and eligibility. The link is listed here: https://admin.abcsignup.com/files/%7B07D0901F-86B6-4CD0-B7A2-908BF5F49EB0%7D_59/EligibilityQandASept6_11.pdf

2.16 BDI-2 and Eligibility Quiz

Answer the following five questions based on the article you just read, regarding the BDI-2 and Eligibility.

Question 1: Yvette has a documented qualifying medical diagnosis. Does a need for services need to be established for Yvette before enrolling her?

A. Yes

B. No

The correct answer is Yes. Rule §108.811 (c): If a review of the child's record indicates that the child has a qualifying medical condition, the evaluation team must determine and document a need for early childhood intervention services.

Question 2: Sam does not have a medical diagnosis, but has a documented vision loss. If he does not meet TEA requirements for eligibility, do you administer the BDI-2 to determine eligibility?

A. Yes

B. No

The correct answer is Yes. If a child does have a documented hearing or vision loss but does not meet TEA requirements, ECI eligibility criteria must apply, the BDI-2 must be administered, and the child must exhibit a qualifying developmental delay.

Question 3: Elijah is 19 months old and was born 36 weeks gestation. For the evaluation, do you adjust for prematurity?

A. Yes

B. NoEIS-IPDP 18

The correct answer is No. 36 weeks gestation is considered one month premature, so you make an adjustment of one month to Elijah’s age until he is 18 months old. You no longer make an adjustment for Elijah because he is 19 months old.

Question 4: Madison qualified for ECI services based on a qualitative determination of delay. Should you re-determine eligibility at 6 months?

A. Yes

B. No

The correct answer is Yes. After 6 months you will need to re-determine eligibility using the BDI-2.

Question 5: You are completing Gabe’s annual evaluation, and he does not qualify based on his BDI-2 scores. Can he qualify by administering the HELP?

A. Yes

B. No

The correct answer is No. A child cannot qualify according to TAC, Title 40. Part 2, Chapter 108. Subchapter H §108.823. Click here to read the TAC: http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=40&pt=2&ch=108&rl=823.

2.17 Reflection BDI-2 and Eligibility Mythbusters

Notes:

The EIS credential allows for you to be a team member in evaluations and assessments. Even if your primary role within your program is to provide SST and you do not have experience administering the BDI-2, you are still required to receive training on evaluation and assessment.

Based on your experience in administering the BDI-2, do you have any concerns or frustrations with the BDI-2? Take a few minutes to write down your thoughts in your journal.

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Now, watch the webinar “BDI-2 and Eligibility: Mythbusters.” The webinar is linked here: https://www1.gotomeeting.com/register/635681832 .

2.18 Journal BDI-2 and Eligibility Mythbusters

Notes:

Review what you wrote in your journal about concerns and frustrations with administering the BDI-2. If your concerns or frustrations were not addressed, discuss these with your supervisor.

2.19 Reflection BDI-2 Accommodations

Notes:

Think about the following question: How important is building rapport with a young child before administering an evaluation? Record your thoughts in your journal. Then, read this article: Accommodations to Consider When Using the Battelle Developmental Inventory, 2nd Edition (BDI-2) for Children with Disabilities. The link is here: http://www.tats.ucf.edu/docs/eUpdates/Evaluation-9.pdf.

While reading the article, be thinking about three strategies that can be implemented during evaluations to support your answer.

2.20 Journal BDI-2 Accommodations

Notes:

What are three strategies you can implement in evaluations to help build rapport with a young child? Share your answers with your supervisor.

2.21 Reflection Young Infant Series

Notes:

Next you’ll be watching a webinar, Evaluation and Needs Assessment for Very Young Infants. The link is here: https://www1.gotomeeting.com/register/924148145.

Consider this question while you are viewing the webinar and take notes in your journal: What are 2 ways to ensure an infant is receiving a fair

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assessment?

2.22 Journal Young Infant Series

Notes:

What are 2 ways to ensure an infant is receiving a fair assessment? Write the answers in your journal and share with your supervisor.

2.23 Evaluation, Bilingual Children, Part 1

Notes:

Now you will watch the webinar, “Evaluation and Assessment of Children in Bilingual Environments, Part 1, Cultural Considerations.” The link is here: https://www1.gotomeeting.com/register/599199961

2.24 Eval and Assess Cultural Considerations Quiz

Now that you have completed watching the webinar, answer the following question.

Which of the following statements is false about using a translator?

A. Jargon translates accurately and it should be used.

B. Have a conversation in advance with the interpreter to see how many sentences and at what speed you should speak.

C. Brief the interpreter on who we are working with, who we are, and what we are attempting to accomplish.

D. Avoid humor-it does not translate well.

E. Plan appropriately for the additional amount of time a session will take.

The correct answer is A. Jargon does not translate easily. You should define terms for the interpreter in advance or avoid jargon because it does not translate. Having a conversation in advance, briefing the interpreter, avoiding humor, and planning appropriately are all good practices when working with an interpreter.

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2.25 Reflection Eval and Assess Difference vs. Disorders

Notes:

Watch the next webinar, “Evaluation and Assessment of Children in Bilingual Environments Part 2, Differences vs. Disorders.” The link is here: https://www1.gotomeeting.com/register/938926088.

Consider this question while you are viewing the webinar and take notes in your journal: "How do you determine whether children are making errors in communication as a result of two languages or as a result of a developmental error?"

2.26 Journal Eval and Assess Difference vs. Disorder

Notes:

Share your response to the question you answered in your journal with your supervisor: "How do you determine whether children are making errors in communication as a result of two languages or as a result of a developmental error?"

2.27 Eval and Assess Part 3

Notes:

Now, watch the webinar “Evaluation and Assessment of Children in Bilingual Environments Part 3, Interpreting the BDI-2.” The link is here: https://www1.gotomeeting.com/register/210389489.

2.28 Eval and Assess Interpreting the BDI-2 Quiz

Now that you have watched the webinar, answer the following question about Interpreting the BDI-2:

Question: For an evaluation, if a child is from a bilingual environment and communication is the only area of concern, is additional information necessary to determine if there is truly a delay?

A. Yes

B. No

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The correct answer is Yes. If the child is from a bilingual environment, consider the items carefully and use your clinical judgment on each item. If you calculate a percent delay based on test results, know that they might provide a guideline but could misrepresent the child’s abilities. You may administer the Preschool Language Scale (4 or 5) in accordance with the eligibility statement to gather more detailed information about the child’s language abilities. Documentation in a report or progress note by the SLP must clearly describe the decision making process.

2.29 Help with the HELP

Notes:

Now it is time to complete the Help with the HELP module and its associated activities. Your supervisor will need to provide you access to this module.

2.30 Zoe's Referral

Notes:

The service coordinator has just added a new child to your caseload. Review the referral information your program received for Zoe before you participate in the evaluation and assessment process by clicking on the form. Pay attention to the reason for referral and the age of the child. Print a copy for your file.

This referral form may not look like the referral forms you receive at your program, but it contains all of the same information needed to follow up on a referral.

Zoe’s Referral Form starts here:

Program Name: Baby Legend ECI

Child NAME: Zoe, PHYSICAL ADDRESS: 987 Eagles Nest,

CITY: Austin, ZIPCODE: 78723, TELEPHONE #: 512-555-7419, EMERGENCY PHONE #: None BIRTHDATE: 09/01/2012, AGE 24 months, SEX: F, RACE: N/A

PARENTS: Pete and Alice Lee; PRIMARY LANGUAGE SPOKEN IN THE HOME:

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English

WHAT DO YOU FEEL WE COULD BEST HELP YOU WITH?: Zoe started walking at 18 months and she is very clumsy. She trips often in walking just a few feet.

REFERRED BY Parents, TELEPHONE NUMBER: same

ADDRESS: same. Is family aware of referral being made? Yes.

PHYSICIAN: Dr. Phil Bedder. TELEPHONE NUMBER: blank. ADDRESS: blank

End of Referral Form.

2.31 Zoe's Eligibility

Notes:

Alice, Bridget, and you completed the BDI-2 to determine eligibility. Before moving on to assessment, let’s see if Zoe qualifies for services.

Take a look at Zoe’s eligibility statement. This is a snapshot from her Eligibility form. These are the scores for her regarding developmental delay on the BDI-2:

Area of Delay: Adaptive; Domain Age Equivalent (in months): 20 months; 4 months of delay; 16% delay.

Area of Delay: Personal/Social; Age Equivalent: 23.7; no months of delay; no % delay.

Area of Delay: Communication; Age Equivalent: 25.0; No months delay; no % delay.

Area of Delay: Communication (expressive only; Age Equivalent: 24.0; No months delay; no % delay.

Area of Delay: Gross Motor; Age Equivalent: 17.0; 7 months of delay; 29% delay.

Area of Delay: Fine Motor; Age Equivalent: 18.5; 5 months of delay; 20% delay.

Area of Delay: Cognitive; Age Equivalent: 16.0; 8 months of delay; 33% delay.

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Question: Based on the information provided, does Zoe qualify for services?

A. Yes

B. No

The correct answer is Yes. She qualifies because she has a 29% delay in the Gross Motor domain and a 33% delay in the Cognitive domain.

2.32 Needs Assessment, ID and Referral checklist

Notes:

It’s your turn to determine if Zoe needs a referral for further evaluation by using the Needs Assessment, ID and Referral Checklist.

Your supervisor will give you the form and will help you fill out the checklist if needed. Use the following pieces of information regarding Zoe to fill out the form:

1. Battelle Crosswalk

2. Medical History

3. Parent Report

4. Your observations

5. Nutrition

Once you have filled out all of the information, determine if any referrals are needed.

2.33 Crosswalk: Battelle

Notes:

Here are Zoe's scores for test items relevant to the Crosswalk.

Crosswalk: Battelle

SR 8-1 AM 13-2

SR 12-2 AM 14-1

RC 12-1 RA 3-1

PM 1-2 PC 5-2

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PM 2-0 PC 6-1

PM 3-0

As indicated on the form, if a starred item is failed, refer for vision evaluation. If 25% or more of the non-starred items tested are failed, the team should discuss the possibility of a vision deficit and the need for referral.

2.34 Zoe's Medical History

Notes:

Zoe does not have a medical diagnosis and has been healthy since birth. She was born full term, no complications.

Zoe's pediatrician faxed in her physical indicating Zoe is in the 50th percentile for her weight, length and head circumference. Her pediatrician did not note any nutrition concerns. She recorded they completed a routine screening for autism and there were no concerns.

2.35 Family Observations of Zoe (Parent Report)

Notes:

Mom, Alice, reports there is a family history of poor vision. Mom and Dad both had to have glasses in elementary school. While completing the BDI-2, Alice said Zoe is very clumsy. She is always running into objects, especially doorways. She trips over her toys on a regular basis and is very slow when walking up and down stairs. She did not start walking until she was 18 months old. Even now, she is timid about exploring her environment and spends more of her time sitting than exploring.

2.36 Your observations of Zoe

Notes:

During the evaluation, you noticed she was tilting her head to look at some of the test items. After she removed the form from the form board, she brought the triangle really close to her face to look at it.

Zoe is very vocal. She is using some two word phrases like “mommy, help,”

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“more please,” “here kitty.” She will hear a motorcycle outside and will stop what she is doing to ask “what’s that?” When Alice and Pete watch the car races on TV, she will start to cry and say “loud” to let them know it is too loud and to turn down the TV. You and the physical therapist reviewed AT during the evaluation.

2.37 Zoe's Nutrition

Notes:

Alice said Zoe is a good eater. She does struggle with using a spoon and picking up small bites of food. If it is a bigger piece of food, she can pick it up easier. They want her to become more independent and have tried giving her an open top cup to drink from, but she spills quite a bit causing her to still use a sippy cup. For breakfast, she likes to eat Honey Nut Cheerios, sausage cheese biscuits, pancakes, yogurt and bananas. For lunch and dinner she eats cheeseburgers, peanut butter and jelly sandwiches, macaroni and cheese, chicken and rice casserole, grapes, strawberries, peas, mashed potatoes, and vegetable soup. She usually drinks milk, watered down apple juice or water.

2.38 Needs Assess, ID and Referral Quiz

Multiple Choice Question: Based on the form you just completed, are any referrals needed for Zoe?

A. Vision only

B. No, there are no additional concerns

C. Yes, VCFS and Nutrition

D. Yes, Hearing and Nutrition

The correct answer is A. Due to information provided from Alice, under the vision red flags you know to check (1) Doesn't avoid obstacles when walking. (2) Cannot negotiate doorways safely and (3) Does not navigate drop-offs and surface changes. Based on the evaluation you have observed and can check off (1) Tilts head to see object and (2) Holds object close to eyes.

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2.39 Needs Assess, ID and Referral Key

Notes:

How did you do on the activity? To find out the answers, check with your supervisor. If you have any questions, discuss with your supervisor.

IPDP IFSP

3.1 Learning Objectives

The following are the learning objectives for the IFSP section. Your tasks will accomplish these objectives:

1. Review fundamental characteristics of the IFSP process.

2. Identify strategies for conducting an effective RBI.

3. Identify strategies for gathering information from the family to facilitate a reciprocal process.

4. Know the three global child outcomes; be able to determine and document ratings.

5. Be able to complete appropriate documentation for the IFSP.

6. Be able to assess a child’s functional abilities, strengths, needs and priorities.

7. Be able to write functional, measureable outcomes.

8. Know how to identify when a change to an outcome is needed

3.2 Purpose and Philosophical Foundation of the IFSP

Notes:

View slides 2-6 and 8 of the following module. While the training was created for the Part C program in Florida, much of the information is applicable to Texas ECI. The module is titled Purpose and Philosophical Foundation of the IFSP. The link is here: http://cpeip.fsu.edu/earlysteps/module3/2.htm.

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3.3 Purpose and Philosophical Foundation Question #1

Answer the following question regarding the philosophical foundation of the IFSP.

Question: Who is the constant support, decision maker and advocate for the child?

A. Service Coordinator

B. Early Intervention Specialist

C. Family

The correct answer is C, the Family. The child’s family is the constant support, decision maker and advocate. A SC assists an eligible child and family in gaining access to the rights and procedural safeguards under IDEA Part C, and to needed medical, social, educational, developmental, and other appropriate services. An EIS is a support to the family and provides Specialized Skills Training to help the family incorporate activities that will help their child into their daily lives.

3.4 Purpose and Philosophical Foundation Question #2

Question: Intervention services should use the child’s strengths and likes to address needs identified in the child’s routines and assessments.

A. True

B. False

The correct answer is True. While it is important to know the child’s needs, you should use the child’s strengths and likes to address the needs identified.

3.5 Reflection & Journal IFSP

Notes:

Read the following article about IFSPs. The link to the article is here: http://www.floridahealth.gov/AlternateSites/CMS-Kids/providers/early_steps/training/documents/individual_family.pdf. While you are reading the article, think about these two questions and answer them in your journal.

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What are some steps you are already taking that lead to effective IFSPs?

What are two additional steps you will implement to lead to effective IFSPs?

Share with your supervisor.

3.6 Reflection and Journal RBI

Notes:

Read the following article, “Considerations for Planning Routines Based Intervention,” from the Florida State Health Department. The link to the article is here: http://tactics.fsu.edu/pdf/HandoutPDFs/TaCTICSHandouts/Module2/Considerations.pdf. Then, write in your journal.

3.7 Read article: Gathering Information from the Family

Notes:

Read the following article, “Gathering and Giving Information to Families.” The link to the article is here: http://depts.washington.edu/isei/iyc/21.4_woods.pdf.

3.8 Gathering and Giving Information Quiz

Following are three scenarios. Identify the strategy used in each scenario based on the article you just read.

Scenario #1: During a Routines Based Interview, the mom answers most of your questions about daily routines with "yes," "no," and "I don't know." You explain to the mom why knowledge of routines and activities is important and begin asking open-ended questions.

Babies born with low birth weight may be more likely than babies born at a normal weight to have certain medical factors later in life, including high blood pressure, diabetes and heart disease.

Which strategy is used in the scenario?

A. Conversations

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B. Questionnaires

C. Mapping

D. Problem Solving

E. Environmental Scan

The correct answer is Conversations. When you start asking open-ended questions, you move the interview to a conversation.

Scenario #2: You are discussing with the family potential locations/ activities within the community to provide additional teaching and learning opportunities for identified outcomes. During this process you write out the connections on paper. Which strategy is used during this scenario?

A. Conversations

B. Questionnaires

C. Mapping

D. Problem Solving

E. Environmental Scan

The correct answer is Mapping. Community mapping is especially useful during this situation.

Scenario #3: While at a visit, you ask the family about possible situations which could occur for the family like, "What do you do when your child has a doctor's appointment and your car won't start?" Which strategy is used during this scenario?

A. Conversations

B. Questionnaires

C. Mapping

D. Problem Solving

E. Environmental Scan

The correct answer is Problem solving. This is an example of a problem-solving simulation to identify intervention contexts and supports.

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3.9 Complete Global Child Outcomes training

Notes:

Now you will complete the Global Child Outcomes training, developed by Texas ECI. You will complete the training plus all of the associated activities. The link to the accessible version of the training is located here: https://hhs.texas.gov/doing-business-hhs/provider-portals/assistive-services-providers/early-childhood-intervention-programs/required-provider-training/global-child-outcomes.

3.10 Poor Documentation

Notes:

This is an example of a poorly documented comprehensive needs assessment and outcomes.

Instructions: Review this example of a poorly documented comprehensive needs assessment and outcomes. Identify what is missing the in the needs assessment, and determine what is needed to make the outcomes functional and measureable. Write your answers in your journal and discuss with your supervisor.

Begin document:

Routines:

How Your Day Starts:

RBI Question (from form): How does your child let you know he/she is awake? (cognitive, communication and social-emotional)

Notes: Zed does not let caregiver know when he is awake. He lays in the bed until caregiver goes to get him.

RBI Question: What does bath time look like for you and your child? Is bath time a fun or stressful time of day? (adaptive/self-help, cognitive, communication, motor and social-emotional)

Notes: Zed enjoys bath time. He helps undress himself, then splashes and swims around in the water. He doesn’t like to have water in his face; he screams.

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RBI Question: How does your child play? What does he/she like to play with? Are there times that are easier or more frustrating than others? (cognitive, communication, motor and social-emotional)

Notes: Zed will say “hello” into a play phone, put a ball into a basket, and look at books. Transitioning from one toy to another is frustrating.

Child and Family Outcomes:

Date Added: 9/01/2014 Target Date: 3/1/2014

Measureable Outcome and Criteria:

What do we want to happen within which routines or activities, and how we will measure success?

Outcome #1: We want Zed to understand and respond to “Wh- Q’s” (who/what/ where) during routines, like getting dressed, meals, and play at least 5 times per day.

Outcome #2: To attend during learning activities and follow 2 step directions.

End of Document

3.11 Reviewing Outcomes

Notes:

Review an outcome you have previously written for a child on your caseload. If you have not participated in the outcome writing process, check with your supervisor to see if he/ she has an outcome for you to review. Use the "Guidelines: What Makes an Outcome Measurable?" to help determine if you wrote a functional, measurable outcome. The link for the guidelines is here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Measureable_Outcomes_Guidelines.pdf

You have previously read criteria for functional, measurable outcomes listed in other parts of MIW and the EIS IPDP. After you have completed the review, write your findings in your journal and discuss with your supervisor.

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3.12 Zoe's IFSP

Notes:

Let’s apply what we have learned in this section to Zoe. The first page of the IFSP is where you write about Zoe’s medical history, functional vision, and functional hearing. This page has already been filled out for you. You will need to get this document from your supervisor. Once you receive it, review it with your supervisor and see how information previously gathered was brought forward to the IFSP.

3.13 Zoe's IFSP: Fill out the RBI

Notes:

You are about to read the transcript of an RBI between Zoe’s mom, Alice and Ronda, EIS. Based on information you hear, fill out page 2 of the IFSP Routines section, and share with your supervisor. You can get a copy of the form from your supervisor.

Transcript:

EIS, Ronda: Walk me through a typical day for Zoe. When she wakes up in the morning, how does she let you know she is awake?

Mother, Alice: She will holler out mommy or daddy if she thinks we are not awake yet. If she hears us somewhere in the house, she will come find us.

EIS: On the days she comes to find you, how does Zoe get out of bed?

Mother: She gets out of her bed on her own.

EIS: What does that look like? Does she roll out of the bed, climb down…?

Mother: Usually she hangs her legs over the side and slides down on her belly. It’s still pretty dark, so I don’t think she can judge how far down of a drop it is. Sometimes she will cry out “mommy elp” for us to help her down while she’s hanging on to the side.

EIS: When she successfully gets down on her own, where does she go from there?

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Mother: She will walk around the house until she finds Pete or me. We can hear her coming most of the time though because she often runs into doorways or furniture. Sometimes she trips and falls to the ground.

EIS: Oh, is it because it is dark in the house?

Mother: No the house is pretty well lit; we just have dark window shades in her room. I think she runs into things because she is a little disoriented from just waking up.

EIS: Typically, what is her mood when she wakes up?

Mother: She starts out smiling if she doesn’t trip and fall or run into something. Then she is crying and upset for a little bit, mainly because she seems to be frustrated to have hurt herself again.

EIS: How many times a week would you say she is running into things or tripping and falling?

Mother: Oh goodness, most mornings and a few times throughout the day. I would really like help with this because she’s frustrated and I am afraid someone is going to call CPS from all of her bruises.

EIS: Understandable! So after she wakes up and finds you, what will you all usually do next?

Mother: Well, I am already awake and ready to go for the day, so we will get Zoe dressed and ready for school.

EIS: How does Zoe help with getting dressed?

Mother: I let her pick out what she wants to wear, which never matches.

EIS: Does she help put any of her clothes on?

Mother: She will push her arms through sleeves and puts her legs up in the air while lying on the floor so I can put her pants on her.

EIS: Will she put on any clothes by herself?

Mother: She tries to put her pants on by herself before I help her, but she can’t seem to get her feet into the pants. She always misses the opening.

3.14 Zoe's IFSP: Fill out the RBI Cont.

Notes:

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After you finish filling in the routines for Zoe, complete the form to note whether the skill/ability is a strength, a need/concern and/or a priority.

Identify the child’s functional abilities with the following codes:

A = age-appropriate skills

O = occasionally age appropriate skills

I = immediate foundational skills

N = not age-appropriate or immediate foundational skills

Discuss your answers with your supervisor.

3.15 Create Zoe's Outcome

Notes:

Create a functional, measurable outcome for Zoe based on information you gathered during her RBI. Use the following information to guide you in writing her functional outcome. Your supervisor will give you a copy of the form and will assist you with filling it out if needed.

3.16 Review What Makes an Outcome Measurable

Notes:

Before you start creating an outcome for Zoe, let's review information about outcomes, and what makes an outcome measureable.

1. Can a specific action or behavior by the child be seen and heard?

Describes an action or a behavior that can be seen or heard reliably by others.

Does not require interpretation or guessing to figure out if it has been achieved.

Outcome includes an action or behavior.

2. What is the context or activity setting in which the identified action or behavior will be seen or heard?

Indicates where and when the behavior or action will be observed.

May include a qualifying statement (e.g.- hold head up to see his mom, or

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walk without falling).

Indicates conditions or circumstances under which the behavior will occur.

3. Is there an indication of how much of something needs to happen?

Quantity: Number of times, distance, or amount.

Frequency/how often: Reasonable and realistic for a young child, number of times in a day, week, etc, reference point for the parent to easily see or hear when the outcome is achieved, and avoids percentages, as they can be misunderstood.

Some outcomes may require both quantity and frequency to be measurable. Sometimes one or the other can be sufficient.

4. Is there a realistic timeline identified for reviewing the action or behavior?

Date when outcome will be achieved, or event providing a deadline or target date as required on form.

Take a few minutes now to create an outcome for Zoe based on information gathered during the RBI. Check your answer with your supervisor.

3.17 Questions to Address in Zoe's Outcome

Notes:

Does your outcome address the following questions?

Is the outcome written in language understood by Zoe’s family members?

Does the outcome identify the positive knowledge, skills or actions for Zoe and/or her family members?

Can the outcome reasonably be achieved within 4-6 months?

Does the outcome promote Zoe’s competence in situations, activities and routines that are meaningful for the family and Zoe, such as is the outcome relevant to Zoe’s needs; developmentally appropriate; easily integrated within the routine; organized to increase Zoe’s functional use of the skill; and, observable and measurable.

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3.18 Examples of Outcomes for Zoe

Notes:

Now that you have developed an outcome for Zoe, let’s see possible functional, measurable outcomes for Zoe.Both are examples that you, Bridget and Alice could have determined to be important outcomes based off of information provided by Alice during the Routines Based Interview.

Sample Outcome #1:

Zoe will walk through the house to find her mom and dad after she wakes up in the mornings without running into furniture or tripping and falling 5 mornings a week for 4 weeks.

Procedures/Activities to Achieve this Outcome

ECI staff will provide information about setting up the environment to prevent additional accidents.

ECI staff will provide information about how to determine what is causing Zoe to have accidents.

ECI staff will provide information about how to improve eye hand/body coordination and indicate motivators for specific times of the day.

Sample Outcome #2:

Zoe will be able to remember where different colored outfits are located in her room to help pick out a matching outfit for the day, 4 mornings a week for 3 weeks.

Procedures/ Activities to Achieve this Outcome:

ECI staff will provide information about setting up the environment to assist with short term memory.

ECI staff will provide information about how to teach and match colors.

ECI staff will help you indicate motivators for specific times of the day.

3.19 Service Planning for Zoe

Notes:

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Since the team has developed a functional outcome, it is now appropriate to determine how often services are needed to assist the family in meeting the outcome. See why the expected frequency of services was determined for each activity.

SST: Ronda and Alice determined four times a month would be a good starting point. Alice feels confident she will be able to implement strategies between visits.

RA: Once time every three months was decided. Bridget completed a PT evaluation. She does not believe Zoe’s accidents are occurring due to muscle tone or coordination, but rather vision. Bridget believes Ronda is capable of addressing Zoe’s developmental concerns. Bridget will reassess once every 3 months.

3.20 Zoe's Periodic Review

Notes:

Since Zoe failed the vision assessment during her evaluation, Ronda, the SC, referred to an ophthalmologist. With mom’s consent, Ronda also made a referral to Division for Blind Services who helped her obtain a Texas Eye Report from Zoe's ophthalmologist. Ronda received the Texas Eye Report indicating a visual impairment. She scheduled an assessment with the VI teacher, and it was determined Zoe qualifies for VI services. The team is now present for the periodic review to add VI services to the services pages.

3.21 Zoe's Periodic Review Question

Zoe’s Outcome #1: Zoe will walk through the house to find her mom and dad after she wakes up in the mornings without running into furniture or tripping and falling 5 mornings a week for 4 weeks.

Question: If this was Zoe’s functional, measurable outcome your team wrote at the initial IFSP, would you need to write a discipline specific outcome for the VI teacher at the periodic review now that this person is joining the team?

A. Yes

EIS-IPDP 39

B. No

The correct answer is No. You do not have to write a discipline-specific outcome because you added a new service. A more appropriate approach would be to add a procedure to address additional supports. If the VI teacher discusses adding a new outcome with the team, it will still need to be functional.

IPDP Service Delivery

4.1 Learning Objectives

The following are the learning objectives for the Service Delivery section. Your tasks will accomplish these objectives:

1. Know TAC requirements for SST.

2. Understand the difference between SST and other services.

3. Identify developmental red flags.

4. Identify fundamental techniques for providing SST, and write progress notes that accurately document SST.

5. Know how to modify services for children with visual impairments.

6. Apply your knowledge and skills to Zoe. Be able to document SST appropriately.

4.2 SST in TAC

Notes:

Specialized Skills Training (SST) is a unique Part C early intervention service. EISs support development across domains with an emphasis on strengthening cognitive skills, positive behaviors and social interactions through SST. The focus of SST is to promote parent or caregiver and child interactions within the context of everyday activities and routines in the home and community. EISs teach caregivers strategies to adapt natural activities to further child learning. Before going any further, read the TAC, Title 40, Part 2, Chapter 108, Subchapter E, Specialized Skills Training. The link is here: http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?

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tac_view=5&ti=40&pt=2&ch=108&sch=E&rl=Y.

Once you read this, answer this question. Can you find this in TAC?

Question: According to TAC, who is able to provide SST?

Answer: Only an EIS, a credentialed professional who meets specific educational requirements established by ECI and has specialized knowledge in early childhood cognitive, physical, communication, social-emotional, and adaptive development.

4.3 Review SST Brochure

Notes:

Review the SST brochure. The brochure is linked here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/SST_Brochure.pdf

4.4 Quiz-SST vs. Therapy Services

Notes:

For the following five questions, answer if you think the question applies to therapy services (provided by a therapist or other licensed professional), SST (provided by EIS) or both.

Question #1: Provided by specialists in typical and atypical development for a specific domain.

A. Therapy services (provided by therapist or other licensed professional)

B. SST (provided by EIS)

C. Both

The correct answer is A. Therapists are specialists in typical and atypical development for a specific domain. EISs are specialists in typical infant and toddler behavior and challenging behaviors.

Question #2: Ongoing and consultative services when the child would benefit from comprehensive developmental services.

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A. Therapy services (provided by therapist or other licensed professional)

B. SST (provided by EIS)

C. Both

The correct answer is B. EISs provide SST as an ongoing or consultative service when the child would benefit from a comprehensive developmental service. Therapists and other licensed service providers deliver ongoing or consultative services when the child’s needs require specialized knowledge in a specific developmental area.

Question #3: Addresses needs in the context of the whole child's development.

A. Therapy services (provided by therapist or other licensed professional)

B. SST (provided by EIS)

C. Both

The correct answer is C, Both. Both SST and Therapy Services address needs in the context of the whole child’s development.

Question #4: Involves implementing strategies within the family's daily routines and community.

A. Therapy services (provided by therapist or other licensed professional)

B. SST (provided by EIS)

C. Both

The correct answer is C, Both. In the ECI model, all services implement strategies within the family’s daily routines and community.

Question #5: Involves coaching parents on how to help their child meet IFSP outcomes.

A. Therapy services (provided by therapist or other licensed professional)

B. SST (provided by EIS)

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C. Both

The correct answer is C, Both. In the ECI model, all ECI service providers coach parents on how to help their child meet IFSP outcomes.

4.5 Review Developmental Red Flags

Notes:

Review the document “Developmental Red Flags for Infants and Toddlers Ages Birth to Three. The link is here: https://reg.abcsignup.com/files/%7b07D0901F-86B6-4CD0-B7A2-908BF5F49EB0%7d_59/devRedFlags.pdf.

4.6 Quiz- Developmental Red Flags

Answer the following five questions based on the document you just read. Identify if the behavior described is typical development or a red flag

Question #1: Xander is 6 months old. You notice he keeps his hands fisted the entire visit, whether he is upset or relaxed. According to your handout, would this be typical development or a red flag?

A. Typical development

B. Red flag

The correct answer is B, Red Flag. By 4 months, a child should open hands to reach, bat and grab objects.

Question #2: Alexa is 12 months old. She babbles interactively using sequences of vowels and consonants. She uses only about 5 words like buh-buh, mama and dada. Is this typical development or a red flag?

A. Typical development

B. Red Flag

The correct answer is A, typical development. By 12 months, a child should be using sequences of vowels and consonants and using a few words.

Question #3: Jason is 19 months old. He does not play peek-a-boo or engage in other interactive social games. Is this typical development or a red flag?

EIS-IPDP 43

A. Typical Development

B. Red Flag

The correct answer is B, Red Flag. By 18 months he should experiment with reciprocal interactions with words, gestures, and sounds.

Question #4: Levi is 23 months old. He finger feeds himself and uses a spoon or fork. While eating he gags to the point of throwing up when he eats anything but pureed foods. Is this typical development or a red flag?

A. Typical Development

B. Red Flag

The correct answer is B, Red Flag. Between 18-24 months he should be able to eat a variety of foods.

Question #5: Haley is 32 months old. Mom has to carry her up and down stairs because she cannot do it with or without assistance. Is this typical development or a red flag?

A. Typical Development

B. Red Flag

The correct answer is B, Red Flag. By 24 months she should be able to walk up and down stairs with little or no support.

4.7 SST Workbook

Notes:

The Specialized Skills Training (SST) Workbook is a tool to enhance your knowledge of SST. The workbook is intended to:

· provide opportunities for practicing skills;

· be used as a quick reference for new strategy ideas; and

· help EISs give answers to “why” they are suggesting/using certain strategies.

You do not need to complete the workbook in one sitting as it could take up to 10 hours to complete it. The workbook contains reading and activities. The link for the workbook is listed here:

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https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/SST_Workbook_Final.docx

4.8 Reflection Intervention Strategies: VI

Notes:

You will be watching a video of two children with visual impairments, Chloe and Theo. In your journal, take notes of three intervention strategies per child you saw in the video. The video is linked here: https://www.youtube.com/watch?v=qU0L3wZVfzc&noredirect=1.

4.9 Journal Intervention Strategies: VI

Notes:

What are two additional strategies or intervention techniques you would suggest for Chloe and for Theo?

You can use the article “Building Critical Milestones for a Visually Impaired Infant/Toddler” to assist you in creating strategies or techniques. The article is linked here: http://www.tsbvi.edu/curriculum-a-publications/1054-building-critical-miilestone-skills-for-a-visually-impaired-infanttoddler.

Write these in your journal and discuss your answers with your supervisor.

If a VI teacher is on the team, it would be a good idea to review these strategies with him/her.

4.10 Document SST visit for Zoe

Notes:

It's your turn to document a sample SST visit for Zoe. You can use your program's progress note form, or you can use the sample SST note form to use to write your SST progress note. You can get the sample form from your supervisor.

You will get information about Zoe to help write your progress note: current information, IFSP Outcome, and family information. Use as much time as your need to review the information. What activities would you

EIS-IPDP 45

coach the parent to try to work on Zoe's outcome? Consider the family information when planning activities. List at least three activities/strategies you would use and document the “mock” visit. Remember to include the five coaching steps and return demonstration. (Joint Planning, Observation, Action and Practice, Feedback and Reflection).

When you have completed the progress note, discuss it with your supervisor.

4.11 Document SST Visit for Zoe: Zoe's Current Information

Notes:

Zoe is 24 months old. She did not start walking until she was 18 months old. She trips often and cannot run. She misjudges distances and walks into furniture often. We recently learned she has a visual impairment requiring glasses and Zoe is trying to adjust to wearing them all the time. She is able to climb up and down on furniture. She typically spends her time at home with mom, Alice and dad, Pete.

4.12 Document SST Visit for Zoe: Zoe's IFSP Outcome

Notes:

IFSP Outcome:

Zoe will walk through the house to find her mom and dad after she wakes up in the mornings without running into furniture or tripping and falling 5 mornings a week for 4 weeks.

4.13 Document SST Visit for Zoe: Family Information for Zoe

Notes:

Family information: Both Alice and Pete had to wear glasses in elementary school. Zoe has an older brother, Zander. They do not interact often because he is very active and wants to run around, whereas Zoe tends to sit in one area and play by herself. The family has 1 cat and 3 kittens, and Zoe loves to play with them. Her parents really enjoy car races and try to take a trip to Texas Motor Speedway every year. If a race is going on, it is on the TV. Alice also loves to read.

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5. Observations and Demonstrations

5.1 Objectives and Overview for Observations and Demonstrations

Notes:

Section 1, Mission and Philosophy Objective: Learn how cultural differences impact services. You have one observation for this section.

Section 2, Evaluation and Assessment, Objective: Demonstrate competency in the evaluation and assessment of a child. You have two observations and one demonstration for this section.

Section 3, IFSP, Objective: Demonstrate competency participating in an IFSP. You have three observations and one demonstration for this section.

Section 4, Service Delivery, Objective: Know how to incorporate intervention strategies and techniques into family routines. You have five observations and one demonstration for this section.

Your supervisor will discuss each observation and demonstration with you as you complete each.

5.2 Observation: Cultural Competence

Notes:

Complete one observation that focuses on how adult expectations and family dynamics affect a child’s development. Get the “Family Observation-Family Dynamics” form from your supervisor.

5.3 Observations and Demonstrations: Evaluation and Assessment

Notes:

Complete two observations of an evaluation and assessment using the “Evaluation and Assessment” Form. You may get the form from your supervisor.

Next, demonstrate doing an Evaluation and Assessment with your supervisor observing you. Your supervisor will have a copy of the form to observe you.

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5.4 Observations and Demonstrations: IFSP

Notes:

Complete an observation of each of these: An initial IFSP; an annual IFSP, and a periodic review. The same form will be used for the initial and annual IFSP; the periodic review has a different observation form. You may get the forms from your supervisor.

Next, demonstrate doing an IFSP with your supervisor observing you. Your supervisor will have a copy of the form to observe you.

5.5 Observations and Demonstrations: Service Delivery

Notes:

Observe a service delivery visit for each of the following scenarios:

Child with qualitatively different sensory or motor responses

Child with qualitatively different language or cognition

Child with qualitatively different emotional or social patterns

Child with auditory or visual impairment

Child with a medical diagnosis

Each of these situations has a special observation form. You may get each of the forms from your supervisor.

Then demonstrate a service delivery visit with your supervisor watching you. Your supervisor will have a copy of the demonstration form and will discuss with you after the visit.

Next Steps

Notes:

Congratulations! At this point, you should have completed all EIS credentialing activities. Your EIS supervisor will enter your completion information into the EIS Registry. After it is approved by the State Office and you receive your certificate and letter of completion, you will be required to enter 10 hours of Continuing Professional Education per year

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and 3 hours of Ethics training every two years into the EIS Registry. There are many resources to help meet these hours located on the Archived Webinar page. Topics include: child development, Texas ECI, evaluations and assessments, ethics, etc. The Archived Webinars consist of webinars produced by the ECI State Office as well as links to other webinars provided by outside entities. Upcoming Events are webinars or training opportunities which are approved by the ECI State Office for EIS CPE.

You can access these archived webinars by going to http://reg.abcsignup.com/reg/reg_webpage.aspx?wk=0059-0006-9CCA1A97297C429F85F3AA8043C74C63.

For upcoming events, the link is here: https://reg.abcsignup.com/view/view_month.aspx?as=59&wp=282&aid=DARS.

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