Ideas Travel

"Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one.” ~Jane Howard

One of the things I like to learn from people when they are a guest on my podcast is what has been a highlight of their career. It is a fun surprise to hear what they say. There are many to choose from in my career. One of the highlights happened in 2011 for me.

People from Taichung University brought me to Taiwan to share information about assessing young children with collaboration from families and familiar caregivers. It was my first time visiting Taiwan. When I told my parents that I would be traveling to Taiwan, they booked their flights and joined me.

Having my parents with me in Taiwan was magnificent. It will go down in my smile file as one of my favorite memories from my career (so far). Family! On the podcast this month, I had the pleasure of talking with Ruth Troyanek and Jessie Brewster who are Family Support Specialists in Wyoming with Parents as Teachers. They shared terrific ideas for ways to implement positive and strengths-based strategies into each interaction with a child’s family on episode 66 (click on bold link to see their episode). Professional practices are meaningful when families are empowered.

Families play a big role in our life. In addition to my family, I also was joined in Taiwan by a colleague from Brisbane, Australia who also did a keynote for the conference at Taichung University. We had an interpreter during our keynotes who translated our English words into Chinese. It was a wonderful experience being with people from Taichung University who work in early childhood special education.  I was sitting on an Eva Air flight on my way back home when it occurred to me the power of ideas.

Ideas can take shape anywhere. Ideas can change someone’s life. Ideas can change the world.

Ideas can travel in real time, or through history. Ideas can be shared in writing, or ideas can be shared in person. It is hard for me to feel the impact of an idea when I put it on the page. When I teach or present information to a live audience, I get to look into each person’s eyes and share in that moment with them.

This experience in Taiwan made me realize that we are all connected in a global community. Ideas travel to places known and unknown. Part of the fun is to see where ideas take us.

Keynote at Taichung University with Mom & Dad.

Lugang Temple.

Dinner with Dr. Rachel Wu and friends.

Tea.

Tea shop owner.

Me drinking tea.

Hanging out with friends drinking boba tea at the Night Market in Taichung.

Bakery in Taipei.

Dad and me at the Taiwan stock exchange in Taipei.

Mom and me eating breakfast at our hotel.

Taichung residence.

Friends in Taichung.

The MRT or metro is a sleek system of transportation in Taiwan. Super fast too.

Taipei.

Kau Cim.

Dinner with friends in Taichung.

Taipei city hall.

101 Building and park.

City life at dusk.

Dinner with Drs. Shih-Di and Shiou-Mei.

Shopping.

Candy Store

Coffee with friends.

101 Building.

Taipei.

Taichung University professor, Dr. Shih-Di.

Macy, M. (May, 2011). An international framework for delivering early childhood special services to young exceptional children and their families. Presented at the International Symposium of Early Intervention in Taichung, Taiwan.

Developmental Screening

I recently wrote and published an article about developmental screening for parents. The “Message in a Backpack” was published in the journal of Teaching Young Children. In the article I talk about what families can expect during a developmental screening. These resources from the National Association for the Education of Young Children, or NAEYC, can support parents and professionals. If interested, follow the link for more information.


Source:

https://www.naeyc.org/topics/174/list

Macy, M. (2022). What to know about developmental screening. Message in a Backpack™. Teaching Young Children, 16(1), 22. NAEYC.

Young at Art in Heartland

She asked if I’d like to do a hands-on workshop for the virtual conference. Participants are early childhood professionals. I wasn’t sure what I would do to fit their theme, but immediately I said “YES!” Didn’t even have to think twice about accepting her invitation. Of course! I am thrilled anytime someone invites me to play.

Her invitation and request for an activity-based presentation that people can do from their computers for the virtual workshop dovetailed into other projects for which I’ve been spending time on. The projects have to do with two men. Both of them with the name Henri.

Robert Henri was an artist from rural Cozad, NE. His portraits of children grace the walls of the art museum and gallery in the boyhood home where he grew up less than an hour from where I live. My friend, Dr. Dana Vaux from UNK, and I have been doing an experiential education project with our college students who design spaces at the public Henri art museum to create pathways for community engagement for families and children. Our college students in design studio learned about ways to consider the environmental needs of families with infants, toddlers, preschoolers and young children that they incorporated into their design plans. For example, one of our students created a private space for nursing mothers. Another student added soft features like low furniture and pillows for infants and toddlers in the gallery. Partners at the museum listened to all the student pitches and provided input into designs. Students learned how to consider children and families as they design inclusive spaces to promote participation while we also strengthened partnerships with nearby community partners.

Cozad artist, Robert Henri, was a gifted educator who taught many famous artists like Edward Hopper and a group of male and female artists called the “Immortal Eight.” Robert Henri was an educator who is immortalized in the book “Art Spirit” written by his student Margery Ryerson who captured his teaching philosophy and techniques. I love how Robert Henri encouraged female artists in the early 1900s when it was uncommon to do so. I want to share this rich heritage from my state with others.

The other artist is Henri Matisse. He made a comeback at the end of his life when he suffered a setback. His innovative approach to using scissors in his art toward the end of his life to make shapes and designs in primary colors is how he was able to express himself when he became disabled. He was unable to physically do the kind of art he did earlier in his career and discovered he could physically use scissors to express his creativity.

With my two favorite Henris in mind…here is what I came up with for her conference that fit the healthy and fit children theme: Hearts!

The workshop is entitled, “Integrating Assessment with an Embedded Learning Activity: Hula from the Heartland.”

Teachers come to the virtual workshop with materials. Before the workshop their homework is to felt wool. I ask them to get an old sweater made from 100% wool. If they don’t have an old one they can use for this activity, then I encourage them to search for affordable and natural wool. Second hand and consignment shops, as well as tag sales (garage, yard and estate sales) have wool sweaters. It needs to be 100% pure wool in order for this to work. I give them directions to wash their wool at least once on HOT setting of washing machine. More washings is better, but once should be enough. Then throw the sweater in the dryer. When washing and drying is done the sweater shrinks and the fibers become tight and felted.

Once the wool is ready, then we make our hula hearts from the felted wool. What the heck is a hula heart? Early childhood teachers are given homework before the workshop to cut their hearts out of the wool sweater. In the style of Henri Matisse, hearts are cut out in a variety of sizes. No two are alike. That’s it for homework. Next, they hop on zoom for the workshop and bring the wool hula hearts.

Hula Hearts will be used to do Hula from the Heartland. Here in the Midwest we can dance hula to the song, “Pearly Shells.” In addition to the wool, we will need a way to play the Pearly Shells song. I have it on my phone in my music library. This song has come in handy when I play with children. I’ve used it while waiting in lines, playing outdoors at Thanksgiving dinner with family, and more. Good to have songs with finger plays and movement ready for such occasions when you have young children in your life. Chicken dance, hokey pokey, twinkle twinkle, and more are examples of songs that can be used to create interactive activities.

Okay now on to the next thing in our Hula from the Heartland activity. Review vocab. Review hula movements for vocabulary in the song. For example, when hearing the word “shell” bend down and act out picking up a seashell from the beach floor. When hearing the word “ocean,” sway arms and hips to replicate ocean waves. Pretend to use spyglass or binoculars when the word “see” comes up in the song. We practice together the movements. Then we dance hula to the song using hearts as a prop.

We have a conversation about how we can do this with our children. Possible examples are: (a) have children pretend the hearts are pearly shells, (b) teach the hula movements for the song, and (c) incorporate music and movement with fine arts. We talk about universal design elements of the activity for all children, as well as how to individualize for children who need accommodations. We then brainstorm developmental domains that are strengthened from doing Hula from the Heartland. Here is a brief list of what children could develop and learn across areas/domains from this activity:

Fine motor- children pick up shells/hearts with hands and fingers. Pincer grasp (or whole hand adaptation) can be used as toddlers and preschoolers use their eye hand coordination to do that part of the hula dance when they hear the word “shells.” If children have motor skills to do it, have them cut our hearts from the wool.

Gross motor- children will stand during the hula dance with bending and stooping when they pick up shells/hearts from the “beach” floor.

Adaptive- an extension activity could be to eat/drink foods during mealtime from Hawaii, like guava or pineapple juice.

Cognitive- children can discuss shapes and colors of the shells/hearts they find.

Social emotional- ask children to share things they like when they use the heart to share their loves.

Communication- facilitate receptive language by asking children to pick up a shell from the beach (one step direction); facilitate expressive language by having a conversation about beaches or hearts and encourage children be listener when others speak and talk when they have something they’d like to share (turn taking, social rules of communication).

Early literacy- children can learn some lyrics from the song. Extend the activity by incorporating Hawaiian poetry, picture books, and stories with children.

Early math- children learn one-to-one correspondence when they focus on each hula heart. Help them count their shells/hearts. Or facilitate their learning by prompting them to use math skills to talk about sets of hearts and other attributes. The sky is the limit here. Use your imagination and knowledge of your child’s zone of proximal development to individualize for each person based on what they can do.

These 8 areas/domains will be used to monitor what children learn. We can observe children to see how they are developing across the 8 areas. The responsive environment and teachers’ engagement with children are the secret ingredients. Have fun. Always! Children know when we are enthusiastic or just phoning it in. Show them how much you love them by giving each activity thoughtful consideration and your LOVE. We are all young at art when we do hula from the Heartland.

Hearts made from 100% wool.



Adapting to Change

Change is inevitable. How we manage changes can set a course for success (Kislick, 2018). An adaptive challenge that may occur in an early childhood setting is learning that the organization will be adopting a new assessment. “UGGHHH” might be the first emotion we are feeling as we think about all the new and different things we will be required to take on because of this new mandate.

This challenge has adaptive elements, because how we choose to react is up to us.

For example, adaptive components to the challenge may be to: gather information, use a growth mindset, remain calm, be positive, work with team to support one another (Bryan, Matson, & Weiss, 2007), and jump into professional development moving forward to implement new assessment with fidelity and confidence.

It is important to address the challenge because change will occur whether we accept it or not (Goodwin, 2015). Accept the challenge and it will turn into an opportunity not a problem (Duncan, 2012). If interested, below are further readings on adapting to change in the workplace.

References

Bryan, L. L., Matson, E., &  Weiss, L. M. (2007). Harnessing the power of informal employee networks. McKinsey Quarterly. Retrieved https://www.mckinsey.com/business-functions/organization/our-insights/harnessing-the-power-of-informal-employee-networks 

 Duncan, R. D. (2012). In times of change, “What’s in it for me?” Is the question you need to answer. Fast Company. Retrieved from: https://www.fastcompany.com/3001250/times-change-whats-it-me-question-you-need-answer 

 Goodwin, B. (2015). Getting unstuck. Educational Leadership, 72. Retrieved from www.ascd.org/publications/educational-leadership/jun15/vol72/num09/Getting-Unstuck.aspx

 Kislik, Liz (2018). How to tell your team that organizational change is coming. Harvard Business Review. Retrieved from https://hbr.org/2018/08/how-to-tell-your-team-that-organizational-change-is-coming

Me during big changes in my life.

Me during big changes in my life.

Play Goals

Play skills are an important part of a child’s growth and development. Play is meant to be fun, however in group settings play can be difficult for children. One of the things that might make play a challenge for young children is being able to navigate the environment and social interactions with adults and peers during free play time. “For some children, self-direction is not a problem, but for some children with special needs, especially those with autism, self-direction in relation to play and leisure time may be difficult” (Sundberg, 2008, p. 143).

After observing a child and conducting an assessment, we can create play goals for a child. It would be helpful to select the skills where the child shows emergent behaviors in this area of development.

If a child is having difficulty with self-directed play, here are some instructional targets with corresponding behavioral objectives. Here are some possible play goals for “Marisa” (Bricker et al. 2022). 

1.      During free play time with peers, Marisa will use language to initiate a social interaction with peers at least once a day using words, gestures, motor actions, communication board, and/or cards.

2.      During free play time with peers, Marisa will use language to sustain a social interaction with peers at least once a day using words, gestures, motor actions, communication board, and/or cards.

3.      During free play time, Marisa will use conversational rules when communicating with adults in at least one communicative exchange daily.

4.      During free play time, Marisa will use conversational rules when communicating with peers in at least one communicative exchange daily.

5.      During free play time, Marisa will communicate personal likes and/or dislikes using either verbal or non-verbal strategies with adults and peers.

Once the goals have been created for the child, Marisa, the next phase is for educators to implement instruction/intervention to help the child reach their goals. Mr. Fred Rogers said, “Play gives children a chance to practice what they are learning.” We can support children as they learn to engage in self-directed play by creating goals for play and then monitoring how the child is responding.

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Play

“Play gives children a chance to practice what they are learning.”~Mr. Rogers

References:

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Baltimore: Brookes Publishing Co.

Sundberg, M. L. (2008). Verbal behavior milestones assessment and placement program. Concord, CA: AVB Press.

Intended Purpose

Have you ever tried to make a cup of hot chocolate but when you went to the cupboard you did not have cocoa mix? Well it happened to me. I recently wanted to drink a yummy cup of hot chocolate only to find that there was none in my house.

What’s a person to do?! Well I had some baking cocoa. I thought why not try baking cocoa and see if I could make hot chocolate with baking cocoa.

Hmmmmmmmm????

What a disaster! Do not try this unless you want to have caked on bitter cocoa stuck to your teeth! It tasted horrible.

I was trying to use an ingredient for something other than its intended purpose.

Baking cocoa is meant to go into recipes like cookies, NOT make a delicious cup of hot chocolate.

 

Hot Chocolate.jpeg

I learned something important that day and that is to use ingredients and materials for their intended purpose. When I substituted baking cocoa for hot chocolate mix it did not work. Major FAIL!

Similarly, when we assess children we want to use assessment tools for their intended purpose. For example, using a diagnostic assessment would not work well if we wanted to do ongoing assessment of individual children over time to see how well they are learning/developing and responding to their early childhood curriculum and instruction. The best tool for that purpose would be a curriculum-based assessment (CBA). My colleagues and I are publishing a new edition of a widely used CBA called the AEPS3® (Bricker, Dionne, Grisham, Johnson, Macy, Slentz, & Waddell, 2022) for infants, toddlers, preschoolers, and kindergarteners. It would be a useful tool if the intention is gather information about children’s development and learning, as well as have a curriculum to use with instruction.

When assessment is used for the intended purpose, results can be meaningful for children.

 

Source:

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Baltimore: Brookes Publishing Co.

Child Find via Mail

Today is my last blog of a four-part series on Child Find activities that are virtual and/or remote. Last month (September), I wrote about doing a virtual home visit for Child Find. In July, I wrote about how to do Child Find using an online system. In May, I wrote about using a phone for Child Find efforts.

The previous three Child Find virtual/remote activities involved some form of technology and/or electronics.  Good old fashioned snail mail will be today’s topic for conducting Child Find when face-to-face options are unavailable, unsafe, or unrealistic.

Connecting children with services is a critical concern in the face of the global pandemic resulting from the Coronavirus. Child Find is a system that focuses on early identification of delays and/or disabilities in children. In America, Child Find has been in existence since 1975 when Public Law 94-142, the Education for All Handicapped Children’s Act was passed by congress. Today we call this law the Individuals with Disabilities Education Act (IDEA). The intent of IDEA Child Find is, “to create and implement a system to actively locate…children with disabilities.” There are many ways to actively locate children who may be eligible for IDEA services due to a delay or disability. One way is through developmental screening through the postal system or mail delivery.

E10-E_websize.jpg

If someone close to the child (e.g., parent, family member, familiar caregiver) has a concern, they can contact their local provider(s) who could follow up on their concern by conducting a developmental screening assessment  via mail. Yes, I said mail. Remember envelopes, stamps, and paper?!?! Are you thinking this sounds outdated? Maybe. Maybe not.

Professionals conducting Child Find efforts from a distance may find the postal service a useful tool as an alternative to face-to-face options. A procedure for Child Find by mail would be where staff mail a developmental questionnaire to the child’s address on record. Parent(s) and/or familiar caregiver(s) complete the developmental questionnaire and mail back to the staff or central location for scoring and feedback.

Special considerations should be made for children and families experiencing homelessness. Three other considerations are: (a) provide postage so parents do not have to worry about paying to mail the return envelope to the Child Find professional, (b) have the correct mailing address for families, and (c) keep in mind that this method of Child Find takes time for deliveries and there could be problems with sending and receiving the physical mail from the postal service. Return rates for questionnaires can be increased with a variety of strategies, for example making reminder phone calls to parents and sending a second questionnaire and reminder if the first one isn’t returned.

Screening Book.gif

For more information, check out the Child Find book (above) and/or a webinar I made called “Child Find: Identifying Children for IDEA Services in a Remote and Virtual Context.” I made this webinar for the Brookes Coffee Chat series and it is now available on demand at the following link:

https://brookespublishing.com/resource-library/child-find-identifying-children-for-idea-services-in-a-remote-and-virtual-context/

Universal Perspectives

A world class education begins with access to ideas that can transform learners. Higher education must challenge students to reach their full potential. Exploring beyond what students already know to dive into depths beyond the shore of their existing knowledge is the objective of higher education. This semester I went on a quest with our graduate students to learn more about early childhood assessment by hosting an international expert, Dr. Carmen Dionne.

Dr. Dionne shared her ideas and research on early childhood assessment. She brought up so many topics related to the challenges and opportunities we all face as researchers. Faculty in the School of Teacher Education, my Dean and Research Dean, and our talented graduate students in the College of Community Innovation and Education participated in the Research Symposium. Dr. Dionne is Professor at the University of Québec at Trois-Rivières, and she is the sole United Nations Educational, Cultural and Scientific Organization (UNESCO) Chair in Child Development with a focus on screening and assessment of young children. The purpose of the UNESCO program she chairs is to conduct research in early childhood intervention for infants, toddlers, and preschoolers who are at risk for developing a disability or have disabilities.

Thank you to Dr. Dionne for coming all this way to Orlando from Quebec. A BIG thank you goes to the University of Central Florida College of Graduate Studies and UNESCO for sponsoring our research symposium with Dr. Dionne. The research symposium with Dr. Dionne has given us the opportunity to reflect upon ways to improve the world for young children and their families.  Reaching past our direct sphere of influence leads to transformation that comes from learning about the immense world around us and global perspectives.

If you’d like to read more about the UNESCO child development chair, follow this link:

https://oraprdnt.uqtr.uquebec.ca/pls/public/gscw031?owa_no_site=1530&owa_no_fiche=4&owa_bottin=

Save the Date flyer Dr. Dionne March 4 2019.JPG

What's New?

Happy New Year! I hope your new year is off to a great start. In 2018, my colleagues and I will be putting the finishing touches on the new edition of the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®).

We have been working on the AEPS®-3 since 2005 and I’m thrilled to see it going into production. Early childhood professionals can benefit from having a measure to assess young children that also links to a curriculum that could be used during play and routines. The AEPS®-3 Family component can be used to create positive and engaging partnerships with parents. Some of the most exciting new things in the AEPS®-3 are the early childhood math and reading areas.

Listen in to my iTunes show to hear a conversation with the pioneer of the AEPS® Dr. Diane Bricker (pictured below) talk about how she got started in our field, early childhood theoretical perspectives based on the work of Skinner and Piaget, and the influences and impact of her work in the area of early childhood assessment. 

If you would like professional development on the new AEPS®-3, start now. You can email me at marisamacy@gmail.com to begin. Wishing you all the best in 2018!

Left row: Carmen Dionne (Université du Québec à Trois-Rivières), Amy Perkins (Brookes Publishing), Naomi Rahn (Wisconsin DOE), Diane Bricker (University of Oregon), that's me in green - Marisa Macy (University of Central Florida), and I-Ching Chen (…

Left row: Carmen Dionne (Université du Québec à Trois-Rivières), Amy Perkins (Brookes Publishing), Naomi Rahn (Wisconsin DOE), Diane Bricker (University of Oregon), that's me in green - Marisa Macy (University of Central Florida), and I-Ching Chen (Kent State University). Right row: Sarah Zerofsky (Brookes Publishing), Misti Waddell (University of Oregon),  Jennifer Grisham-Brown (University of Kentucky),  Joann Johnson (St. Cloud University), and Heather Shrestha (Brookes Publishing)

 

Below is a PDF of our “Sneak Preview” my co-authors and I presented at a national conference. 

http://aepsinteractive.com/wp-content/uploads/2017/10/DEC-AEPS-3-Presentation-2017.pdf 

http://www.brookespublishing.com/resource-center/screening-and-assessment/aeps/

Parental Concerns

Many parents do not know where to turn when they are concerned about their child’s development. In one community I lived in, the lead agency placed ongoing advertisements in the local newspaper that they were conducting a free screening fair the third Friday of every month at the local library. Parents with concerns about their child could visit the library that day and meet a specialist who would conduct a developmental screening during a play-based assessment, as well as have the parent complete a questionnaire about their child’s growth and development. The screening is at no cost to the family or parent(s). Each community has their own way of doing what the law calls, “Child Find.” Community awareness and developmental-behavioral screening assessments are required in order to address parental concerns.

If you are a parent, here are some questions to consider:

Is there anything about my child that concerns me?

What do I hope to find out from the screening assessment?

How would I describe my child to a professional who is unfamiliar with my child or family?

How does my child communicate?

How does my child play?

How does my child participate in routines?

How does my child perform self-help tasks like washing hands, feeding, toileting, etc.?

How does my child use her small and large muscles? 

How does my child interact with familiar and unfamiliar adults?

How does my child interact with familiar and unfamiliar peers?

What are my child’s strengths?

What are some of my child’s characteristics that make me smile or laugh?

What are the best ways to communicate follow up information with me? Email, phone, text, face-to-face meetings, etc.? Do I need an interpreter?

 

If you would like more information about screening, contact Dr. Macy and/or check out this book:

Bricker, D., Macy, M., Squires, J., & Marks, K. (2013). Developmental screening in your community: An integrated approach for connecting children with services. Paul H Brookes Publishing, Baltimore, MD.

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Screening with Meaning

Parents and familiar caregivers have a unique view into the window of their child’s learning and development.  

The view from the Santa Maria del Fiore of Florence, Italy from inside Filippo Brunelleschi's dome.

The view from the Santa Maria del Fiore of Florence, Italy from inside Filippo Brunelleschi's dome.

We are usually the first one to notice when something does not seem right. A screening assessment is an initial step into verifying a concern. It is only a snapshot with a limited view. A more comprehensive evaluation may be warranted, depending on the results of the screen, where a bigger picture will be taken. Screening with meaning happens when we use the information obtained from parental/caregiver report and observations.

I just finished editing a special issue on promising practices, models, and research in the early identification of young children with delays and disabilities that will appear in the next issue of the Journal of Intellectual Disability - Diagnosis & Treatment. There are eleven journal articles written by experts from around the world in this collection with a wide range of topics related to early detection of delay or disability in early childhood. Three of the articles are international and show what early identification practices look like in Greece, Japan, and Sweden. Other topics range from improving ways to assess children with social emotional difficulties and behavioral challenges to innovative methods for screening young children in remote, hard to reach locations and communities. The innovative ideas in the articles can be applied to create useful meaning out of screening.

To get the most out of developmental-behavioral screening, here are some things parents can do to have a meaningful screening assessment experience.

Before the screening:

  • Locate free screening assessment. All states and outlying territories are required by law to offer services free of charge to parents.

  • Request alternate language if needed.

  • Reflect and jot down your concerns about your child’s development so that you can share them with the professional. Your notes will help you remember everything.

During the screening:

  • Participate in the screening assessment with your child.

  • Share information about your child with the professional. Explain what you notice him or her doing during: routines (e.g., meal times, sleep, brushing teeth, toileting, bathing, dressing, etc.), transitions, play, interactions with you, your family, peers, and others.

  • Bring someone to the screening assessment who can offer you support. Having a trusted and supportive person can help you and your child feel comfortable, and be an extra set of ears to listen to the information given to you by the professional.

  • Share your concerns with the professional.

  • Ask your questions.

After the screening:

  • Find out what the next steps are.

  • Implement positive and healthy coping strategies while you wait for the screening assessment results. Waiting for results can be scary. Don’t panic. Screening is an initial stage of gathering information and there will NOT be a diagnosis from this brief screening assessment. The results will either indicate further assessment is needed, or not.  

 

Meaningful Screening in Action:

A friend of mine who I will call “Aurora” was concerned about her son. He was 15 months old and not walking. Aurora was worried about him. She contacted the early intervention program in her community, and found out they were hosting a screening clinic at her nearby shopping mall. Aurora arranged to have an interpreter because English is not her native language. She wrote down her concerns about her child’s development and brought them with her to the screening assessment.

The day of the screening assessment Aurora made sure her son was well rested and fed. He was comfortable and performed the way he usually does. Aurora shared information with the professional, asked questions, and explained concerns about her son not walking yet. Her best friend accompanied her to the screening assessment for support. When it was over, the professional explained what would happen next in the process.

While Aurora waited to hear back from the professional with results from the screening assessment, she implemented positive ways to cope with her anxiety. She called her brother who always makes her laugh. She went running. Aurora and her son did fun activities they both enjoy. Like going to the swimming pool.

Two days later Aurora got the call from the professional with results from the screening. Aurora’s intuition was right. Her son performed differently from his same-age peers in the area of gross motor. A team of professionals completed a comprehensive evaluation on her son. He qualified for therapeutic services called early intervention. He eventually started walking and getting stronger in all areas of his development. After a year, Aurora’s son exited early intervention services. The delay in his gross motor development was temporary. Today he has typical development. The meaningful screening assessment was instrumental in addressing Aurora’s concerns.

If you would like more information about screening, contact your local early intervention office. This book is also a helpful resource:

Bricker D, Macy M, Squires J, Marks K. Developmental screening in your community: An integrated approach for connecting children with services. Paul H Brookes Publishing, Baltimore, MD; 2013.