Chapter 7 BAYLEY SCALES OF INFANT DEVELOPMENT
|
|
- Godfrey Williamson
- 6 years ago
- Views:
Transcription
1 Chapter 7 BAYLEY SCALES OF INFANT DEVELOPMENT 7.1 Introduction The Bayley Scales of Infant Development III (BSID-III) will be administered at the 24 months +/- 2 months (adjusted age) visit. The BSID-III consists of three parts: the Mental Scale, the Motor Scale, and the Behavior Rating Scale, which the examiner completes after the assessment. Estimated time to administer the BSID-III for this age level is 1½ hours. 7.2 Reliability and certification Examiners must have been previously certified in the use of the Bayley III and have demonstrated proficiency in this exam based on local standards. Examiners must also be familiar with administering the Modified Checklist of Autism in Toddlers (M-CHAT). 7.3 Procedural guidelines The following is a list of procedural and scoring guidelines. The guidelines are consistent with the BSID-III manual unless noted Primary Caregiver The primary caregiver should accompany the child during the administration of the BSID-III. If the primary caregiver is not present, the adult who brought the child to the clinic should stay with the child Masking of Examiners Examiners should be given the child s corrected age prior to testing. They should not review a child's chart prior to the exam in order to stay masked to the neonatal history of the child, including gestational age and birth weight, and to clinically significant family and developmental history, including the results of previous developmental testing. Observation made during the assessment that the child has had particular medical conditions or knowledge that the child had been referred at a previous clinic visit does not count as unmasking Non-English Speaking Children It is preferable to perform the test in the child's preferred language. Non-English speaking families may require that the examiner arrange translation. If a translator is needed, inform the translator to translate instructions as closely as possible, not rewording or repeating instructions unless permitted by the examiner. CHAPTER 7: Bayley Scales of Infant Development 5/23/07 Page 7-1
2 If more than 2 items are spoiled by the translator, the test cannot be scored. Exception: Some children may understand both languages and therefore hear the directions twice the specified number of times; by consensus of examiners, this will not constitute reason to spoil items Children with visual, hearing, and/or upper extremity impairments Visual, hearing, and/or upper extremity impairments may be identified by various means, e.g., upon review of medical information by the research nurse; questioning of parents during scheduling procedures; neurological examiner s observations, and/or Bayley examiner s observations, and serve to alert the Bayley examiner to any severe impairments that are likely to affect the child s BSID-III examination, e.g., severe hearing impairment, severe cerebral palsy. When a child s impairments prohibit standardized administration of the Bayley Mental Scale, the examiner will administer the BSID-III Motor Scale and use clinical judgment to decide whether completion of the Behavior Rating Scale is appropriate, i.e., whether or not all of the items are applicable and can be scored. Note that the Bayley Mental, Motor, and Behavior Rating Scales are independent. Thus, missing data on one does not affect the other. The Bayley examiner is the final arbiter of assessment protocol Priority of the BSID-III during the Clinic Visit The BSID-III should be administered as early as possible in the visit to obtain the child s optimal response. Best performance is compromised if the child is tired, hungry, or upset Interruption of Administration If the examiner must stop the test, complete the test and score in the usual way when testing resumes (preferably within 2 weeks). Do not repeat items that the child failed in the first administration, unless you determine the child was not making his best effort at the first visit. If the child did not attend or attempt an item, leave that item blank to indicate that it can be repeated. If at the time of the second testing the child enters into another age set for testing, administer the older age set. The entire test can be repeated, if it is determined that the child was not making his/her best effort at the first visit, such as in the case where the child was too ill Scoring Administer the Mental and Motor Scales adhering to the basal and ceiling rules described in the manual. Score C, NC, RF, RPT, and O as explained in the manual. Record the child's scores on the Record Forms. Tally the raw scores for the Mental and Motor Scales. If more than 2 items on a scale are omitted or spoiled, the exam is invalid and should not be scored. CHAPTER 7: Bayley Scales of Infant Development 5/23/07 Page 7-2
3 After testing, obtain the child s date of birth and calculate the child s chronological age. Refer to Norm Table A.1, Appendix A of the Bayley Manual to transform the total raw scores for mental and motor items to Index scores: Calculate adjusted and unadjusted Index scores using the norm tables for the child s gestational and chronological ages. Record the raw and adjusted and unadjusted Index scores on the covers of the Record Forms. Ask the caregiver questions 1 and 2 of the Behavior Rating Scale (BRS) directly after the exam. Complete the BRS as soon as possible after the caregiver and child leave. Do not complete items 3 and 4. Transfer the item scores to the cover of the BRS and sum the appropriate items within each factor and across all items to obtain 3 factor scores. (Total Orientation/Engagement Factor, Total Emotional/Regulation Factor, Total Motor Quality Factor). Add the 3 factor scores, plus the Total Additional Items to obtain the Total Raw Score. Note that items 19 and 29 are part of 2 factors. They are added into each factor score but one entry of each must be backed out of the total score (see manual). Examiners do not need to obtain the percentile ranks for the factors or total score. Record each of the raw factor scores and the total score on the cover of the Behavior Rating Scale Record Form. The examiners or site coordinator will enter the summary data onto the Summary Sheet (SUM) for data entry Incomplete Exams The Mental, Motor, and Behavior Rating Scales are independent; thus missing data on one scale does not affect the other. If the examiner omits an item by mistake, the item is given "no credit. If more than 2 items are omitted, spoiled, or judged to be 'not applicable', the exam is invalid. If the basal and ceiling are not achieved, the exam is invalid. Invalid data should be discarded Administration guidelines Examiners should typically use the child's corrected age to select initial item set, usually the months set. However, they should use clinical judgment in selecting the initial item set when a child presents with impairments that are likely to adversely affect the child s abilities to perform at corrected age. Administer the mental and motor scales adhering to the basal and ceiling rules in the Bayley manual (p. 44) Record the child's scores on the BSID-III protocols. Score C, NC, RF, RPT, and O as explained in the manual. Use the following scripts to control caregiver input into the assessment: CHAPTER 7: Bayley Scales of Infant Development 5/23/07 Page 7-3
4 "Thanks for coming in today. I want to explain what I will be doing with (child's name). I am going to show him/her different toys and see how he/she responds to them. I will be giving him/her items at his/her age level and above, so I don't expect him/her to know how to do every item today. I have to present the items in a certain way, with certain instructions, so I will ask that you not repeat the instructions or show him/her what to do. Just make him/her comfortable on your lap. It's O.K. to encourage him/her by saying "Go ahead, you do it". Also, all the toys are washed and are a safe size (except the red beads) so it's O.K. if things go to the mouth." It also helps to give reminders to parents before bringing out certain items. For picture book items and toys that you want child to label say, "I don't want to say the names of these". For crayon and pencil items, "I don't want to tell him/her what to do with these --" "let's see what he/she does" or "Please don't hold the paper for him/her". Give gentle reminders as necessary to an over-involved parent. Encourage the child without over-repetition of instructions prescribed by the manual (e.g. You re trying hard, "Good job", "OK"), rather than comments linked to success. Examiners may use a flexible order of item administration. Reference the manual as needed during the administration, but the examiner should know the items well enough not to break the flow if the exam. Organize test materials to be nearby but out of sight of the child. Keep test materials and stop watch off the table to avoid distracting the child. Time appropriate items with a stop watch. Use the "Bayley" stairs. If Bayley stairs cannot be accommodated due to lack of storage space, other stairs may be used if they are within 1 inch of the description of the Bayley manual. 7.4 Additional guidelines Refer to the manual regarding all instructions related to equipment, timing, presentation (pegs, boards), teaching, demonstrating, helping, eliciting responses, and interpretation. 7.5 Behavior Observation Inventory The examiner should respond to each statement that best describes how often the behavior was observed during testing. For the caregiver ratings, the examiner should CHAPTER 7: Bayley Scales of Infant Development 5/23/07 Page 7-4
5 read the description of each behavior to the caregiver and ask him or her to rate the degree to which each statement is typical of everyday behavior. 7.6 The Modified Checklist for Autism in Toddlers (M-CHAT) The M-CHAT is a 23-question, parent-report questionnaire designed to identify children at age 24 who are at increased risk of autism spectrum disorders. For consistency, we would like for the M-CHAT to be completed by the mother, unless the mother is not the primary caregiver. This Checklist follows the Bayley exam and is administered by the Bayley examiner. The mother is instructed to respond based on how your child USUALLY is. If the behavior is rare (i.e., only seen it once or twice), they should be instructed to answer as if the child does NOT do it." The idea is that there will be no "maybes. If a parent asks you how to interpret or answer a particular question, remind him/her that what the child USUALLY does deserves a "yes." Do not try to explain a question or expand on it. All questions should be completed. CHAPTER 7: Bayley Scales of Infant Development 5/23/07 Page 7-5
Meeting someone with disabilities etiquette
Meeting someone with disabilities etiquette Many people unsure how to go about meeting someone with a disability because they don t want to say or do the wrong thing. Here are a few tips to keep in mind
More informationNew Mexico TEAM Professional Development Module: Autism
[Slide 1]: Welcome Welcome to the New Mexico TEAM technical assistance module on making eligibility determinations under the category of autism. This module will review the guidance of the NM TEAM section
More informationAUTISM SCREENING AND DIAGNOSIS PEARLS FOR PEDIATRICS. Catherine Riley, MD Developmental Behavioral Pediatrician
AUTISM SCREENING AND DIAGNOSIS PEARLS FOR PEDIATRICS Catherine Riley, MD Developmental Behavioral Pediatrician Disclosure I do not have any financial relationships to disclose I do not plan to discuss
More informationModified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) TM. Diana L. Robins, Ph.D. Deborah Fein, Ph.D. Marianne Barton, Ph.D.
Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) TM Diana L. Robins, Ph.D. Deborah Fein, Ph.D. Marianne Barton, Ph.D. Acknowledgement: We thank the M-CHAT Study Group in
More information2018 Municipal Elections Accessibility Plan
Dated this 17 th day of September, 2018. This Plan is for use in the 2018 Municipal Elections in conjunction with the Municipality of St.-Charles Multi-Year Accessibility Policy. Page 1 of 11 Table of
More informationDATA Model Skills Checklist: Curriculum Crosswalk
APPENDIX B DATA Model Skills Checklist: Curriculum Crosswalk This document is a crosswalk of the DATA Model Skills Checklist with the Assessment, Evaluation, Programming System (AEPS). The crosswalk with
More informationThe Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F)
The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Gerri L. Mattson, MD, MSPH, FAAP Pediatric Medical Consultant Children and Youth Branch Objectives Understand the importance
More informationTips for Effective Communications
People who have Mobility Impairments Always ask the person how you can help before attempting any assistance. Every person and every disability is unique. Even though it may be important to evacuate the
More informationDEAF CHILDREN WITH ADHD AND LEARNING DIFFICULTIES
DEAF CHILDREN WITH ADHD AND LEARNING DIFFICULTIES Scott R. Smith, MD, MPH Developmental-Behavioral Pediatrician University of Rochester Medical Center Common Complaints about Children with Problems Your
More informationAutism Spectrum Disorders: An update on research and clinical practices for SLPs
DSM-IV to DSM-5: Primary Changes Autism Spectrum Disorders: An update on research and clinical practices for SLPs Laurie Swineford, PhD CCC-SLP Washington State University DSM-IV Previously we used the
More informationGuidelines for the Westmead PTA scale
Guidelines for the Westmead PTA scale N.E.V. Marosszeky, L. Ryan, E.A. Shores, J. Batchelor & J.E. Marosszeky Dept. of Rehabilitation Medicine, Westmead Hospital Dept. of Psychology, Macquarie University
More informationUsing Pediatric Pain Scales
Using Pediatric Pain Scales We care about your child s comfort. You are an important member of your child s healthcare team. You know your child best. We want to partner with you to help control your child
More informationI. Language and Communication Needs
Child s Name Date Additional local program information The primary purpose of the Early Intervention Communication Plan is to promote discussion among all members of the Individualized Family Service Plan
More informationThere are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children
There are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children are not yet ready to work on specific strategies for
More informationTips When Meeting A Person Who Has A Disability
Tips When Meeting A Person Who Has A Disability Many people find meeting someone with a disability to be an awkward experience because they are afraid they will say or do the wrong thing; perhaps you are
More informationChild Development Inventories. Jacelyn Vital- McPherson & Antonio McMillian. Houston Baptist University
ASSESSMENT 1 Child Development Inventories Jacelyn Vital- McPherson & Antonio McMillian Houston Baptist University 2 Abstract This paper will discuss my research on the Child Development Inventories (CDI)
More informationMeeting a Kid with Autism
What s up with Nick? When school started, we had a new kid named Nick. He seemed a little different. My friends and I wondered, What's up with Nick? Turns out, Nick has autism. What is Autism This year,
More informationWell Child Surveillance And Screening: Emphasizing the Identification of General Developmental and Autism Spectrum Disorders
Well Child Surveillance And Screening: Emphasizing the Identification of General Developmental and Autism Spectrum Disorders Patricia Quigley, M.D. Clinical Assistant Professor Stead Family Department
More informationInclusive Education. De-mystifying Intellectual Disabilities and investigating best practice.
Inclusive Education De-mystifying Intellectual Disabilities and investigating best practice. Aims for this session: To understand what the term Intellectual Defiency means To understand the broad spectrum
More informationCopyright 2016, University of Rochester 1. Anxiety in Autism Spectrum Disorder. Rochester Regional Center for Autism Spectrum Disorder (RRCASD)
Anxiety in Autism Spectrum Disorder Suzannah Iadarola, Ph.D., BCBA-D Rochester Regional Center for Autism Spectrum Disorder Strong Center for Developmental Disabilities Rochester Regional Center for Autism
More informationHelping your Child with ASD Adjust to New Siblings. Af ter the baby s birth
Helping your Child with ASD Adjust to New Siblings Af ter the baby s birth 2 Table of Contents Af ter the baby s birth 5 Why might it be dif ficult for my child with ASD? 6 Communication: 8 Managing Change:
More informationUSING CUED SPEECH WITH SPECIAL CHILDREN Pamela H. Beck, 2002
USING CUED SPEECH WITH SPECIAL CHILDREN Pamela H. Beck, 2002 Cued Speech is used with children with and without hearing loss for a variety of purposes, such as accelerating the learning phonics or speech
More informationUniversal Newborn. Your baby has referred for another Hearing Screening or Diagnostic Hearing Test
Parents are important partners. They have the greatest impact upon their young child and their active participation is crucial. Mark Ross (1975) Universal Newborn HEARING SCREENING Your baby has referred
More informationLSU Health Sciences Center
LSU Health Sciences Center Speech-Language-Hearing Clinic, Department of Communication Disorders, School of Allied Health Professions, 1900 Gravier Street, 9 th Floor, New Orleans, La 70112 Date: Identification
More informationUNIT 2. Getting Started
UNIT 2 Getting Started My Advice (pg. 39) TO-GRAB Literally meaning grab NONE Related to nothing, none is more empathic WARNING Use this sign to say watch out Did you know? Pg. 39 ASL students are eager
More information(p) (f) Echolalia. What is it, and how to help your child with Echolalia?
(p) 406-690-6996 (f) 406-206-5262 info@advancedtherapyclinic.com Echolalia What is it, and how to help your child with Echolalia? Echolalia is repeating or echoing what another person has said. Children
More informationAccessibility. Serving Clients with Disabilities
Accessibility Serving Clients with Disabilities Did you know that just over 15.5% of Ontarians have a disability? That s 1 in every 7 Ontarians and as the population ages that number will grow. People
More informationThe Nuts and Bolts of Diagnosing Autism Spectrum Disorders In Young Children. Overview
The Nuts and Bolts of Diagnosing Autism Spectrum Disorders In Young Children Jessica Greenson, Ph.D. Autism Center University of Washington Overview Diagnostic Criteria Current: Diagnostic & Statistical
More informationChoosing Life: empowerment, Action, Results! CLEAR Menu Sessions. Adherence 1: Understanding My Medications and Adherence
Choosing Life: empowerment, Action, Results! CLEAR Menu Sessions Adherence 1: Understanding My Medications and Adherence This page intentionally left blank. Understanding My Medications and Adherence Session
More informationFor a certificate or if you have any questions about the information included in this Journal summary, please contact:
Date: May 26-27, 2010 Topic: How to Talk with Families about a Diagnosis of Autism Hosts: Jen Brown & Mary Zaremba Early Childhood Learning Network Guest Facilitators: Judy Ledman, MD, and Mareth Williams,
More informationYMCA of Oakville. Accessibility Standard for Customer Service. Training Workbook
YMCA of Oakville Accessibility Standard for Customer Service Training Workbook Contents The following workbook contains valuable information about the Accessibility Standard for Customer Service. Information
More informationDirector of Testing and Disability Services Phone: (706) Fax: (706) E Mail:
Angie S. Baker Testing and Disability Services Director of Testing and Disability Services Phone: (706)737 1469 Fax: (706)729 2298 E Mail: tds@gru.edu Deafness is an invisible disability. It is easy for
More informationChapter 12: Talking to Patients and Caregivers
Care Manager Skills IV Chapter 12: Talking to Patients and Caregivers Working With Patients with Bipolar Disorder or PTSD This chapter provides an introduction to working with patients who are suffering
More informationSection 5: Communication. Part 1: Early Warning Signs. Theresa Golem. December 5, 2012
Section 5: Communication Part 1: Early Warning Signs Theresa Golem December 5, 2012 Deficits in the area of communication are one of the key characteristics of autism spectrum disorders (ASD). Early warning
More informationThe Visual Communication and Sign Language Checklist: Online (VCSL:O) Part of the VL2 Online Assessment System
The Visual Communication and Sign Language Checklist: Online (VCSL:O) Part of the VL2 Online Assessment System Software and Database Design: Thomas E. Allen Programming and Database Administration: Ralph
More informationSAMPLE. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings. Interpretive Report. By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D.
Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. Interpretive Report This Interpretive Report is intended for use by qualified assessors only.
More informationCare of the HIV-Exposed Infant
Care of the HIV-Exposed Infant Use of Flipchart To promote quality and consistency of counseling Why use the counseling flipchart? To improve HIV-exposed infant outcomes through high quality counseling.
More informationA. C. E. Audiologic Counseling Evaluation Informing Parents of Their Child s Hearing Impairment By Kris English, Ph.D. and Susan Naeve-Velguth, Ph.D.
Available at http://gozips.uakron.edu/~ke3/ace.pdf and http://www.chp.cmich.edu/cdo/faculty/susan-naeve-velguth.htm A. C. E. Audiologic Counseling Evaluation Informing Parents of Their Child s Hearing
More informationObservation and Assessment. Narratives
Observation and Assessment Session #4 Thursday March 02 rd, 2017 Narratives To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices,
More informationInsurance Cigna Date of Birth- 08/09/1949. Preferred Language - English Emergency Contact Mary J. (Wife) Phone (555)
Visit Type Ambulatory Surgery Patient Name Marquis J. Date of Visit - 2/1/2017 Time 12:15 p.m. Insurance Cigna Date of Birth- 08/09/1949 Medical Record # 05-16-31 Sex Male Marital Status - Married Preferred
More informationThe KEYHOLE Early Intervention Programme in Autism Spectrum Disorder. Booklet 4. Interaction. Facebook: /AutismNI
The KEYHOLE Early Intervention Programme in Autism Spectrum Disorder Booklet 4 Interaction Facebook: /AutismNI Twitter: @AutismNIPAPA THE KEYHOLE EARLY INTERVENTION PROGRAMME IN AUTISM SPECTRUM DISORDER
More informationSensory Regulation of Children with Barriers to Learning
Sensory Regulation of Children with Barriers to Learning What is Sensory Dysregulation? When we talk about sensory processing difficulties or sensory integration dysfunction, we are talking about some
More informationInclude Autism Presents: The Volunteer Handbook
Include Autism Presents: The Volunteer Handbook 1 The Volunteer Handbook: Working With People Who Have An Autism Spectrum Disorder Brought to you by: Include Autism 2 Include Autism, Inc. 2014 Table of
More informationCoordinated Family Services Plan
Page 1 of 8 Dear family, Creating a (CFSP) is a family-centred process. The goal of the CFSP is to: 1. Document shared goals for your child/family in a written/visual format; 2. Support communication between
More informationSex Talk for Self-Advocates #3 Safe Sex Practices - Sexually Transmitted Infections (STIs)
Sex Talk for Self-Advocates #3 Safe Sex Practices - Sexually Transmitted Infections (STIs) Self-Advocacy Educator - Max Barrows Sex Educator - Katherine McLaughlin www.elevatustraining.com Sex Educator
More informationNew Mexico TEAM Professional Development Module: Deaf-blindness
[Slide 1] Welcome Welcome to the New Mexico TEAM technical assistance module on making eligibility determinations under the category of deaf-blindness. This module will review the guidance of the NM TEAM
More informationWhat is the CHAT? How is the CHAT administered? How is the CHAT scored? What happens if a child fails the CHAT?
What is the CHAT? The Checklist for Autism in Toddlers is a short questionnaire which is filled out by the parents and a primary health care worker at the 18 month developmental check-up. It aims to identify
More information1. Before starting the second session, quickly examine total on short form BDI; note
SESSION #2: 10 1. Before starting the second session, quickly examine total on short form BDI; note increase or decrease. Recall that rating a core complaint was discussed earlier. For the purpose of continuity,
More informationTeaching Play to Young Children with Autism and Developmental Disorders
Teaching Play to Young Children with Autism and Developmental Disorders Jena K. Randolph, Ph.D. MU Assistant Professor Thompson Center Training & Education Division Director Children Learn Through Play
More informationCRC Screening Materials
CRC Screening Materials Item Page A. Screening Invitation Letter 2 B. CRC Screening Brochure 3 C. Navigation Script 5 D. Screening Plan Template 13 E. Colonoscopy Reminder 14 F. SBT Reminder 15 G. Screening
More informationINSTRUCTIONS FOR THE AD8 DEMENTIA SCREENING INTERVIEW (10/22/2015) (ADS, VERSION 1, 4/29/2015)
INSTRUCTIONS FOR THE AD8 DEMENTIA SCREENING INTERVIEW (10/22/2015) (ADS, VERSION 1, 4/29/2015) I. General Instructions The AD8 Dementia Screening Interview (ADS) is a measure used to detect dementia. The
More informationDevelopmental Screening in Wisconsin
Developmental Screening in Wisconsin Community of Practice on Autism February 10, 2010 Christine M. Breunig, Program Administrator, NE Regional Center - CYSHCN Mala Mathur, MD, Group Health Cooperative
More informationAppendix C: Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses
Appendix C: Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses Scribing a student s responses by an adult test administrator is a response accommodation that allows
More informationHEARING SCREENING A Parent s Guide
Parents are important partners. They have the greatest impact upon their young child and their active participation is crucial. Mark Ross (1975) Universal Newborn HEARING SCREENING A Parent s Guide What
More informationObserving and Recording Progress and Behavior of Children. Documentation
1 Time Sampling The observer records only the frequency of a behavior or category over a specific time frame. Time sampling may be used when a specific behavior has happened often enough to warrant the
More informationTips on How to Better Serve Customers with Various Disabilities
FREDERICTON AGE-FRIENDLY COMMUNITY ADVISORY COMMITTEE Tips on How to Better Serve Customers with Various Disabilities Fredericton - A Community for All Ages How To Welcome Customers With Disabilities People
More informationH e a l th Whole Health and Exercise o n
Page 1 Whole Health and Exercise Youth will be able to identify specific exercises they can perform to enhance their health through physical activity. Youth will also be able to identify the components
More informationInstructional Practices for Students with Autism A.. Kimberly Howard M.Ed.
Instructional Practices for Students with Autism A. Kimberly Howard M.Ed. The mission of the Kentucky Autism Training Center is to strengthen our state's systems of support for persons affected by autism
More informationDSM 5 Criteria to Diagnose Autism
DSM 5 Criteria to Diagnose Autism Patient Name Patient Date of Birth Patient Health Plan Provider Name and Credential Date of Exam Only a doctoral level clinician (MD, PhD, and/or PsyD) can complete this
More informationQuick guide to autism
Quick guide to autism What it looks like and how you can help What is autism? Autism is a lifelong neurodevelopmental disorder We don t know what causes autism but we do know genetics plays a role 1 in
More informationHomework #1: CARING FOR A CHILD IMPACTED BY FETAL ALCOHOL SPECTRUM DISORDER
Homework #1: CARING FOR A CHILD IMPACTED BY FETAL ALCOHOL SPECTRUM DISORDER A foster child has been placed in your home. You are told that she has been prenatally exposed to alcohol and has a Fetal Alcohol
More informationA Training Module for Early. Interventionists. VT-ILEHP ASD LEND Program 2010
A Training Module for Early Interventionists VT-ILEHP ASD LEND Program 2010 Screening tool for Autism and other pervasive developmental disorders in children 12 to 48 months old Relies on a parent or person
More informationEvaluations. Learn the Signs. Act Early. The Importance of Developmental Screening. Conflict of Interest Statement.
Learn the Signs. Act Early. The Importance of Developmental Screening. April 19, 2012 Featured Speakers Judith Lucas, MD Pediatrician, Behavioral Health Albany Medical Center Donna M. Noyes, PhD Associate
More informationCHAPTER 3 DATA ANALYSIS: DESCRIBING DATA
Data Analysis: Describing Data CHAPTER 3 DATA ANALYSIS: DESCRIBING DATA In the analysis process, the researcher tries to evaluate the data collected both from written documents and from other sources such
More informationAccessibility Standard for Customer Service:
Accessibility Standard for Customer Service: Employee Tips It has been said that it is not our differences that are the problem; it is our responses to differences. Manitoba s new accessibility standard
More informationChoosing Life: Empowerment, Action, Results! CLEAR Menu Sessions. Substance Use Risk 5: Drugs, Alcohol, and HIV
Choosing Life: Empowerment, Action, Results! CLEAR Menu Sessions Substance Use Risk 5: This page intentionally left blank. Session Aims: (70 Minutes) To understand the health consequences of drugs and
More informationToastmasters District 55 New Member Orientation Guidelines
www.toastmasters.org Toastmasters District 55 www.tmd55.org New Member Orientation Guidelines 1 Table of Contents Orientation of New Members 3 Orientation Officer Responsibilities 4 Setting up the Orientation
More informationAppendix C Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses
Appendix C Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses writes or types student responses into the Student Testing Site or onto a scorable test booklet or answer
More informationEmotional Disturbance Multiple Disabilities 1. Autism
The Administrator s Assignment Manual F-19 1/10 Visual Education Specialist Instruction Credentials (initially issued effective September 7, 1997) *Authorizes providing resource instructional services
More informationImproving Communication in Autism Spectrum Disorders (ASD) Eniola Lahanmi Speech & Language Therapist
Improving Communication in Autism Spectrum Disorders (ASD) Eniola Lahanmi Speech & Language Therapist Communication in ASD We will cover Typical language development Language presentation in ASD Language
More informationAutism and Physical Education: Strategies for Success JUSTIN A. HAEGELE, PHD, CAPE OLD DOMINION UNIVERSITY
Autism and Physical Education: Strategies for Success JUSTIN A. HAEGELE, PHD, CAPE OLD DOMINION UNIVERSITY Food for Thought When preparing an activity for children with autism, a teacher should plan to
More informationFact and Fiction: Sorting through the
Fact and Fiction: Sorting through the Information on Autism to Guide Best Practice Carol Schall, Ph.D. The Virginia Autism Resource Center cschall@varc.org Fact: There are many more young children with
More informationVisual timetables for helping to develop positive bedtime routines
Visual timetables for helping to develop positive bedtime routines As adults, we all know that there are things we can do to help us wind down and switch off at the end of a busy day; it might be taking
More informationLearning to use a sign language
85 Chapter 8 Learning to use a sign language It is easy for a young child to learn a complete sign language. A child will first begin to understand the signs that others use, especially for people and
More informationExecutive Functioning
Executive Functioning What is executive functioning? Executive functioning is a process of higher brain functioning that is involved in goal directed activities. It is the part of the brain that enables
More informationFollow the Yellow Brick Road: Monitoring Developmental Milestones
Developmental Monitoring: Strategies, Resources and Tools to Inform Practice, Improve Early Identification of Developmental Concerns and Autism, and Share Concerns with Families Janet Kilburn, Act Early
More informationA PARENT S GUIDE TO DEAF AND HARD OF HEARING EARLY INTERVENTION RECOMMENDATIONS
A PARENT S GUIDE TO DEAF AND HARD OF HEARING EARLY INTERVENTION RECOMMENDATIONS 2017 Developed by the Early Hearing Detection & Intervention Parent to Parent Committee A PARENT S GUIDE TO DEAF AND HARD
More informationAPPLICATION FOR PARATRANSIT ELIGIBLE SERVICE
Targhee Regional Public Transportation Authority 1810 W. Broadway #7, Idaho Falls, ID 83402-5072 Phone: (208) 535-0356 Fax: (208) 524-0216 APPLICATION FOR PARATRANSIT ELIGIBLE SERVICE There are two types
More informationCaring Sheet #23: Questions about Caregiving:
: Questions about Caregiving: An Assessment Checklist By Shelly E. Weaverdyck, PhD Introduction This caring sheet lists questions a caregiver can ask to discover how well the caregiver s interactions with
More informationSelf Harm and Suicide Alertness for professionals working children & young people three month followup. June 2017 October 2017
Self Harm and Suicide Alertness for professionals working children & young people three month followup survey June 2017 October 2017 Jonny Reay Training Administrator An online survey was sent out to all
More informationWhat s New for ASQ:SE-2
What s New for ASQ:SE-2 Jane Squires, Ph.D. Diane Bricker, Ph.D. Webinar objectives Describe ASQ:SE-2 and social-emotional screening Highlight changes and new features Show samples of ASQ:SE-2 Q&A 1 What
More informationhandouts for women 1. Self-test for depression symptoms in pregnancy and postpartum Edinburgh postnatal depression scale (epds) 2
handouts for women 1. Self-test for depression symptoms in pregnancy and postpartum Edinburgh postnatal depression scale (epds) 2 2. The Cognitive-Behaviour Therapy model of depression 4 3. Goal setting
More informationObjectives. Age of Onset. ASD: Communication Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (2000)
Autism and ADHD What Every Orthodontist Should Know! Heather Whitney Sesma, Ph.D., L.P. Assistant Professor of Pediatrics Division of Clinical Neuroscience Objectives Review the core features of autism
More informationCBT+ Measures Cheat Sheet
CBT+ Measures Cheat Sheet Child and Adolescent Trauma Screen (CATS). The CATS has 2 sections: (1) Trauma Screen and (2) DSM5 sx. There are also impairment items. There is a self-report version for ages
More informationTake Action! Caring for Your Diabetes
Educator Guide: Take Action! Caring for Your Diabetes Table of Contents Take Action! Caring for Your Diabetes Series Goals...2 Audience...2 Purpose of Guide...2 Icons Used in this Guide...3 Description
More informationALZHEIMER S DISEASE, DEMENTIA & DEPRESSION
ALZHEIMER S DISEASE, DEMENTIA & DEPRESSION Daily Activities/Tasks As Alzheimer's disease and dementia progresses, activities like dressing, bathing, eating, and toileting may become harder to manage. Each
More informationThank you for your time and dedication to our industry and community.
secti To: AFP International Fundraising Conference Speakers From: Troy P. Coalman, Board Member, AFP Advancement Northwest, and Member, AFP International Committee for Diversity & Inclusion Date: February
More informationNational Stroke Association s Guide to Choosing Stroke. Rehabilitation Services
National Stroke Association s Guide to Choosing Stroke Rehabilitation Services Rehabilitation, often referred to as rehab, is an important part of stroke recovery. Through rehab, you: Re-learn basic skills
More informationDeciding whether a person has the capacity to make a decision the Mental Capacity Act 2005
Deciding whether a person has the capacity to make a decision the Mental Capacity Act 2005 April 2015 Deciding whether a person has the capacity to make a decision the Mental Capacity Act 2005 The RMBI,
More informationPervasive Developmental Disorder Not Otherwise Specified (PDD- NOS)
Pervasive Developmental Disorder Not Otherwise Specified (PDD- NOS) What is Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)? (*Please note that the criteria according to the DSM-V changed
More informationT1: RESOURCES TO ADDRESS THE NEEDS OF PERSONS WITH DEMENTIA AND THEIR CAREGIVERS 2014 GOVERNOR S CONFERENCE ON AGING AND DISABILITY
T1: RESOURCES TO ADDRESS THE NEEDS OF PERSONS WITH DEMENTIA AND THEIR CAREGIVERS 2014 GOVERNOR S CONFERENCE ON AGING AND DISABILITY Melanie Chavin, MNA, MS Alzheimer s Association, Greater Illinois Chapter
More informationAutism Spectrum Disorders: Interventions and supports to promote independence
Autism Spectrum Disorders: Interventions and supports to promote independence Presented by: Greg Valcante, Ph.D. University of Florida www.card.ufl.edu How to Get a Copy of These Handouts www.card.ufl.edu/training/asd-powerpoint
More informationThis is Rachel who came to her 18 month well-visit at age 20 months instead. Fortunately the PEDS:DM has a continuous set of forms so if children
Note: This case example shows use of PEDS, PEDS:DM Screening Level, and the M-CHAT, all used within a primary health care setting. Due to problematic results, this child was referred to her local early
More informationPractitioner Guidelines for Enhanced IMR for COD Handout #2: Practical Facts About Mental Illness
Chapter II Practitioner Guidelines for Enhanced IMR for COD Handout #2: Practical Facts About Mental Illness There are four handouts to choose from, depending on the client and his or her diagnosis: 2A:
More informationTeaching Family and Friends in Your Community
2 CHAPTER Teaching Family and Friends in Your Community 9 Old people can remember when there were fewer problems with teeth and gums. Children s teeth were stronger and adults kept their teeth longer.
More informationFluency Case History Form
Jennifer Bauer, MA, CCC-SLP 970-590-6206 jennifer@bauertherapy.com www.bauertherapy.com Date: Fluency Case History Form Child s Name: Date of Birth: Male Female Home Address: Home Phone #: Form Completed
More informationPRINCIPLES OF CAREGIVING DEVELOPMENTAL DISABILITIES MODULE
PRINCIPLES OF CAREGIVING DEVELOPMENTAL DISABILITIES MODULE CHAPTER 1: KNOWLEDGE OF DEVELOPMENTAL DISABILITIES CONTENT: A. Developmental Disabilities B. Introduction to Human Development C. The Four Developmental
More informationPathway to Care. Rationale. Organization of the Pathway. Education about the Suicide Safe Care Pathway
Pathway to Care Goal 7: Individuals assessed to be at risk will receive care in accordance with the Suicide Safe Care Pathway. Agencies will use quality management tools to monitor adherence to the Suicide
More informationPain Relief During Labor
UW MEDICINE PATIENT EDUCATION Pain Relief During Labor Common pain relief options This chapter explains common pain relief options used during labor and delivery, when and how they are used, and what the
More informationSCRIPT: Module 3. Interpreting the WHO Growth Charts for Canada SLIDE NUMBER SLIDE SCRIPT
SCRIPT: Module 3 Interpreting the WHO Growth Charts for Canada 1 Welcome Welcome to Module 3 - Interpreting the WHO Growth Charts for Canada. Each of the modules in this training package has been designed
More information