Behavioral Observation and Screening

Question 1

________is when a child care worker recognizes and notes an identifiable performance or behavior and uses instruments such as checklists, anecdotal records, and running records. These instruments are used to measure progress against a standard and to share results with assessment experts.

Answer 1

Observation

Question 2

_________means an instrument intended to identify and monitor typical development or possible developmental delay. Screening programs are not diagnostic, and are not based on
whether a child has passed a certain curriculum.

Answer 2

Screening

Question 3

How do we identify the child who is lagging behind his age-mates?

Answer 3

By actively paying attention through a program of regularly scheduled screening and appropriate follow up when necessary

Question 4

How can we identify children with developmental delays earlier in life rather than later?

Answer 4

By observing them and conducting developmental screening with infants, toddlers, and preschoolers

Question 5

Why do we need this course?

Answer 5

This course is required by Florida Statute 402.305 which describes “Licensing Standards: childcare programs”

Question 6

Part of the reason we are in this class is because ____________the said we must complete it

Answer 6

The Florida Legislature

Question 7

Early detection of problems allows timely referral for .

Answer 7

intervention

Question 8

The caregiver’s attention can be focused on activities that __________the child’s skills.

Answer 8

strengthens

Question 9

Increased volume and quality of information is available to parents regarding in-the-home activities that________typical development.

Answer 9

support

Question 10

Screeening provides a common reference point and basis for interaction for______, ______,and _______development specialists.

Answer 10

parents
childcare workers
child

Question 11

Why do we use the analogy of a window when we discuss brain development?

Answer 11

When a window is open, air and other things have free access to the space within, but, when the window is closed, nothing can get through the window.

Question 12

We learn throughout our lives, but it seems that there are early periods during which our brains most easily acquire the basic foundations for later ________development.

Answer 12

skill

Question 13

If we miss an early window of opportunity, some later development is more difficult or even sometimes _________ compromised.

Answer 13

permanently

Question 14

When we discover that a child is struggling with a developmental task, we can involve that child in activities and exercises that place _______emphasis on the skills he needs to acquire

Answer 14

extra

Question 15

Do a child’s family members know what they are looking for?

Answer 15

No
For example: do you think a Dad knows how many words his child should be able to say at age two or three –or- does a Mom know when to expect her child to be able to stand on leg for five seconds…….Probably not.

Question 16

Who is in the best position to detect early problems and provide parents with accurate, timely information about their child’s development?

Answer 16

The caregiver who sees the child often

Most caregivers understand basic child development

Question 17

Development in young children occurs_______ and typically progresses in_________

Answer 17

rapidly

spurts

Question 18

Early childhood educators must recognize not only the existence of general stages and ________
of development, but also the enormous
that __________there is between children. It is quite typical to see a variation in the patterns and timing of growth and development.

Answer 18

sequence

variation

Question 19

Skills are acquired in a_________.

Answer 19

logical sequence

Question 20

A sequence or pattern of development consists of predictable_______ along a developmental pathway that is common for the majority of children.

Answer 20

steps

Question 21

Physical health

Answer 21

refers to the changes in body shape and proportion. It includes changes in weight, height, head circumference, visual perception, hearing, etc.

Question 22

Motor Development

Answer 22

refers to a child’s ability to move about and control various body parts. Examples include grasping, rolling over, sitting up, hopping on one foot, etc.

Question 23

Cognitive Development and General Knowledge

Answer 23

refers to the child’s intellectual or mental abilities. It involves finding, processing, and organizing information, and using it appropriately. It includes such skills and activities as discovering, interpreting, sorting, classifying, and remembering information.

Question 24

Language and communication

Answer 24

refers to a child’s ability to express himself verbally and to receive and understand the verbal communication of others. It also involves a child’s ability to learn vocabulary and grammar, and includes reading, writing and the ability to construct an understanding of things around them.

Question 25

Social and emotional

Answer 25

a broad area that focuses on how children feel about themselves and their relationships with others. It refers to children’s individual behaviors and responses to play and work, activities, attachments to parents and caregivers, and relationships with siblings and friends.

Question 26

Approaches to learning

Answer 26

refers to how skills and knowledge are acquired through the three qualities of eagerness and curiosity; persistence and creativity and problem solving.

Question 27

We will also use age-level expectancies, which represent a_____________ (rather than an exact point in time) when specific skills will be achieved.

Answer 27

range

Question 28

Age expectancies for specific skills should always be interpreted as approximate ________in a range of months.

Answer 28

midpoints

Question 29

Again, it is _________and not age that is the important factor in evaluating a child’s progress.

Answer 29

sequence

Question 30

First general observational guideline for caregivers to follow as they assess the development of children in their care.

Answer 30

First, know what to expect. awareness of normal development tasks can help reassure you that a child’s behavior is “normal” and can alert you to when it is likely to change again.

Question 31

Second general observational guideline for caregivers to follow as they assess the development of children in their care.

Answer 31

Second, observe a child over a period of time. Be careful not to judge development based on one day’s observation. Remember, all of us have a bad day occasionally.

Question 32

Third general observational guideline for caregivers to follow as they assess the development of children in their care.

Answer 32

Third, keep in mind that difficulties in a single area are not necessarily cause for alarm. Rather, it may be an indicator that a child is experiencing some stress in his or her life that needs to be examined further.

Question 33

_______are good tools to guide your observations and to record them.

Answer 33

Checklists

Question 34

________are short, factual narrative descriptions of a child’s behavior. They should be fact- based and should not include judgments.

Answer 34

Anecdotal records

Question 35

_________are similar to anecdotal records. During a specified period of time (for example, 15 minutes), the person who is observing the child writes everything the child does and says. This tool is especially helpful in looking at social behaviors. They can be targeted to a very specific behavior like a child’s ability to play well with other children.

Answer 35

running records

Question 36

Record only _______.

Answer 36

facts

Question 37

Record every _______– don’t leave out anything.

Answer 37

detail

Question 38

Use ______ words that describe but do not judge.

Answer 38

action

Question 39

Record the ______in the order they occur.

Answer 39

facts

Question 40

The observer must be totally ._______

Answer 40

objective

Question 41

Do not try to observe more than _______at a time.

Answer 41

one child

Question 42

Do not influence the child’s_________by your presence.

Answer 42

responses

Question 43

Make sure there is________for the observation

Answer 43

adequate space

Question 44

Make sure that _______are kept to a minimum.

Answer 44

distractions

Question 45

Use an area that is_______to the child.

Answer 45

familiar

Question 46

Make sure you build a relationship with the______and the _______.

Answer 46

parents

Question 47

participant observation

Answer 47

allows you to interact with children directly and ask them to do certain things.

Question 48

overt observation

Answer 48

you do not hide the fact that you are observing a child’s actions.

Question 49

non-participant observation

Answer 49

the observer is concealed behind a screen or a 2-way mirror and does not interact with the child.

Question 50

covert observation

Answer 50

when the children are not told that they are being observed.

Question 51

6 developmental domains used in screening

Answer 51

``` Physical health motor development cognitive development and general knowledge language and communication social and emotional approaches to learning ```

Question 52

A useful first-level screening program should be practical for assessing large numbers of children, and do so:

Answer 52

easily accurately affordably

Question 53

developmental screening instruments

Answer 53

focuses on observation and provide initial information that can facilitate learning

Question 54

achievement screenings

Answer 54

measure knowledge or skills a child has learned

Question 55

social-emotional screenings

Answer 55

brief screenings that target social-emotional issues

Question 56

readiness screening

Answer 56

brief achievement type screening geared to screen whether a child is ready to benefit from a special program

Question 57

instructional assessment

Answer 57

assessments based on children’s work in the classroom focused on measuring a child’s performance

Question 58

example of a multi-domain instrument

Answer 58

The Brigance Diagnostic Inventory of Early Development

Question 59

parent-completed assessment

Answer 59

Parents write a narrative of their child’s skills as they have observed them, and then professional child care providers convert this information into measurable information. The Ages and Stages instrument is an example.

Question 60

standard-norm referenced

Answer 60

A child is compared to others who are similar to him in age and level of development. The Battelle Developmental Inventory falls into this category.

Question 61

temperament

Answer 61

A child’s emotional state in a variety of situations is tested clinically.

Question 62

The Ages and Stages Questionnaire (ASQ)

Answer 62

Categories: Standardized-Norm Referenced, Parent Assessment, Multi-Domain Ages: 4 months to 60 months The Ages and Stages Questionnaire system is a low-cost, reliable way to screen infants and young children for developmental delays during the first 5 years of life. Parents complete a simple, illustrated 30 item questionnaire at designated intervals in their natural environments to ensure valid results. Each questionnaire takes about 10-15 minutes and covers five key developmental areas: communication, gross motor, fine motor, problem solving, and personal/social.

Question 63

Battelle Developmental Inventory, Second Edition (BDI-2)

Answer 63

Categories: Standardized-Norm Referenced, Multi-Domain Ages: Birth to 7 years, 11 months. The Battelle Developmental Inventory is a developmental assessment for young children. It states its purpose as “screening, diagnosis, and evaluation of early development and measures the following areas: personal-social, adaptive, motor, communication and cognitive ability.” The complete inventory takes 1-2 hours but the screening test takes 10-30 minutes. It is a screening designed to be administered by staff. It is also available in Spanish.

Question 64

Brigance Screens

Answer 64

Categories: Standardized-Norm Referenced, Multi-Domain Ages: 0 to 90 months The Brigance system uses nine separate forms, approximately one for each 12 month age range. The Brigance Screens tap speech-language and general knowledge, and for the youngest age group, social-emotional skills. The K and I Screens measure reading and math skills. The Infant and Toddler Screens come with a small box of material while the remaining screens require only blocks and crayons. The test is designed to be administered in an educational environment and can be administered by paraprofessionals

Question 65

Early Screening Inventory-Revised (ESI-R)

Answer 65

Categories: Standardized/Norm Tested Ages: 3 to 6 years. The Early Screening Inventory-Revised is a brief developmental screening instrument individually administered to children from 3 to 6 years. The Inventory is available for two age groups. The Early Screening Inventory for Pre- School (ESI-P) covers ages 3 to 4 1⁄2 years. The Early Screening Inventory for Kindergarten (ESI-K) covers children ages 41⁄2 to 6 years. Both include a parent questionnaire.

Question 66

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Answer 66

Categories: Standardized/Norm Tested Ages: Kindergarten to 6th grade The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually-administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.

Question 67

Florida Kindergarten Readiness Screener (FLKRS)

Answer 67

is administered to assess the readiness of each child for kindergarten. The FLKRS includes a subset of the Early Childhood Observation System (ECHOS) and the first two measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for kindergarten (Letter Naming Fluency and Initial Sound Fluency) to gather information on a child’s development in emergent literacy.

Question 68

sound screening tools are :

Answer 68

Reliable Valid Free of bias

Question 69

what types of activities support skills development at 48 months

Answer 69

1. Invite a child to play a counting game. Using a large piece of paper, make a simple game board with a straight path. Use dice to determine the count. Count with the child, and encourage him/her to hop the game piece to each square, counting as he touches down.

Question 70

what types of activities support development at 20 months?

Answer 70

2. Use plastic farm animals or stuffed animals to tell the Old McDonald story. Use Sound effects!

Question 71

Before the second birthday, we take any prematurity greater than _______into account when selecting a screening tool.

Answer 71

3 weeks

Question 72

How can you involve parents in the screening process?

Answer 72

1.Send newsletters home that describe the phenomenon of developmental delay, the availability of screening and the availability of intervention programs. 2. Orientation materials or classes for parents discussing your screening instrument and process 3. Invite parents to complete the screening instrument themselves, or, to work with you to complete it.

Question 73

What do you think is the minimum parent participation the screening process requires?

Answer 73

correct enrollment information | contact information- times, methods

Question 74

What do you think would be ideal parental involvement?

Answer 74

1. Parents are fully aware of the screening program and understand the purpose 2. They understand the concept that there are “windows of opportunity” with regards to their children’s development. 3. They consider the screening as a positive service and give written consent for their children to participate. 4. They participate in the observation and screening process whether in direct or indirect collaboration with staff. 5. They are assertive on behalf of their children in pursuit of intervention services when indicated.

Question 75

organizing

Answer 75

Planning the process you will use, identifying how you will engage parents and at what points in the process, obtaining the materials if any are needed, developing forms.

Question 76

scheduling

Answer 76

Identifying the time and location for the activity, scheduling staff or substitutes if the activity requires 1:1 attention to an individual child.

Question 77

executing

Answer 77

Obtaining permission from parents, conducting the activity, recording the activity, scoring the activity if appropriate, working with parents.

Question 78

follow through

Answer 78

Talking with parents, beginning to identify the next steps.

Question 79

When the results of your screening indicate the possibility of developmental delay, what should you do to follow- through appropriately?

Answer 79

1. Make an appointment to discuss the results with the parents. 2. Emphasize that results can indicate a need for further evaluation. 3. Clarify that your instrument is not an intelligence test. 4. Assure parents that with early intervention, most children can catch back up to their age-mates. 5. Strongly encourage parents to contact the child’s primary care provider. 6. Ask for written permission to release information to the provider.

Question 80

Who, in your local area, can answer questions about Early Intervention Providers?

Answer 80

A good place to start is with the Florida Directory of Early Childhood Services (Central Directory) who can be reached at 1-800-654-4440. Another resource is the Agency for Workforce Innovation. You can call them toll free at 1-866-357-3239.

Question 81

________a specific time to discuss results and concerns with parents. Don’t ambush them with potentially distressing news while they are dropping off or picking up their children. Talk to them in a setting where you can have a private and confidential conversation. If your concerns about a child are particularly serious, try to talk with both parents together, if possible.

Answer 81

schedule

Question 82

When talking to the parents______that the screening identified some concerns about the child’s development and further assessment is in order. Give the parents a copy of the same documents you are reviewing (e.g.; screening questionnaire) and empower them as partners in the process of helping the child.

Answer 82

explain

Question 83

Explain you are using a “first-look”________tool. It is designed to identify children who may need further help. It is not designed to provide a clinical diagnosis. Explain the tool and the skill areas it addressed.

Answer 83

screening

Question 84

_______the parents where the child did well on the questionnaire. Praise the child’s strengths and the parents for their efforts to stimulate the child.

Answer 84

show

Question 85

_______the scores to the parents and ask for confirmation of your observations. Do the parents see the same things at home? If there is a difference, the score may be changed to reflect the parent’s score or you may write on the form “parent reports the child does/does not do this at home.”

Answer 85

explain

Question 86

Use __________terminology, and be prepared to explain some of the technical jargon (e.g., “gross motor skills”). Pay attention to the parent’s body language for cues that they are following your explanations.

Answer 86

understanding

Question 87

_______them for preschool age children, further assessment is available at no cost to the family (Part C entitlement).

Answer 87

Inform

Question 88

_________that within your facility the results will be kept in confidence, and that the fear of labeling cannot outweigh the opportunity to help the child at this early stage.

Answer 88

explain

Question 89

________to the parents about any other concerns they may have. Anticipate some parents may be worried or even frightened. Be supportive and practice active listening. Some parents may feel guilt, thinking they have “done something wrong” in their parenting. Point out that by getting their child to undergo further assessment they will be doing something very “right” for their child.

Answer 89

talk

Question 90

__________all the questions you can, but do not make promises to the parent beyond your control. Some parents may want to plan a program of intervention durning your meeting. Calmly stick to a “first things first” approach, with further assessment as the next step towards understanding what is actually happening with the child. At the same time, this may be a good opportunity to advise the parents regarding developmentally appropriate activities they can engage in with their child

Answer 90

Answer

Question 91

______permission to contact a service provider or local agency. Explain the differences in the programs or agencies available. Explain your purpose in contacting the agency.

Answer 91

request

Question 92

Ask them to ______a release of information form. Even if the parents are going to make the initial contact, you will need their consent to talk about the child with another agency. Send a copy of the results directly to the agency.

Answer 92

sign

Question 93

EIP (Infant and Toddlers Early Intervention Programs)

Answer 93

EIP programs provide appropriate interventions that build on a child’s strengths and work toward lessening their weaknesses. Services may include speech, physical therapy, audiology, educational services, psychological services, assistive technology devices, family training, home visits, and transportation to services.

Question 94

FDLRS/Child Find

Answer 94

Florida Diagnostic and Learning Resources System (FDLRS), in coordination with local school districts, locates children who are potentially eligible for services under the Individual with Disabilities Act (IDEA) and links them with needed services. FDLRS includes twenty Associate Centers serving from one to nine school districts. FDLRS Parent Services provides information, training, and support to districts and families to promote effective parent participation in the education of children who are exceptional and/or have special needs.