First Steps: Service Coordinator

Unit III Lesson 1: Evaluation and assessment

In the Evaluation and Assessment Module you spent time learning about the differences between evaluation and assessment. It is appropriate to revisit the definitions to refresh what these terms mean.

Definitions

Evaluation and Assessment

Evaluation and assessment are two different activities performed at various times or occasions during the early period, subsequent to referral, or at various points of review and evaluation of the IFSP. Federal and state regulations require that the IFSP is evaluated at least annually, not the eligible child.

Evaluation

Evaluation includes the procedures used by appropriate qualified personnel to determine a child’s initial and continuing eligibility (for the program, according to the defined eligibility criteria adopted by the state), including determining the status of the child in the domains of cognitive, physical, communication, social or emotional, and adaptive development.

Assessment

Assessment refers to the ongoing procedures used by appropriate qualified personnel throughout the period of the child’s eligibility to identify:

The child’s unique strengths and needs and the services appropriate to meet those needs.

The resources, priorities, and concerns of the family and identification of the supports and services necessary to enhance the family’s capacity to meet the developmental needs of the child with a disability.

Informed Clinical Opinion

Informed clinical opinion means a decision made by appropriate, qualified personnel, regarding the developmental status of a child, which is used for purposes of evaluation, assessment, and preparation of an IFSP, and which is based on observation, interviews, or other appropriate techniques.

Sue Mackey Andrews, a First Steps redesign consultant, developed some information on approaches for evaluation and assessment. We would like for you to read her article now "Approaches to Evaluation and Assessment."

Approaches to Evaluation & Assessment

Evaluation and Assessment

By Sue Mackey Andrews

Child Evaluation and Assessment

Parents must give prior written notice and informed written consent prior to conducting any assessments. The notice consent must state the actions proposed and the reason for taking the action and document provision of procedural safeguards.

Because no one instrument or individual can establish eligibility, the variety of data collected is viewed as valid and should be considered in eligibility determination and service planning. Family intake, developmental checklists, formal and informal observations, previous assessments, individual or combined assessments, and medical records all form the basis of decision-making. It is imperative that procedures are not duplicated and that families and children are not subjected to assessment procedures that are not necessary. The use of informed clinical opinion was especially targeted to avoid undue formal testing particularly in light of limitations of instruments designed for young children and infants. Clinical judgment and family members’ opinions are key sources of information and are to be considered valid.

The IFSP requirement of a statement of functioning in all developmental domains can drive unnecessary assessment. This statement can draw on the sources of information discussed above. Formal tests yielding standard scores or age equivalents are not necessary. Although all areas of development need to be covered, the statement can be written in a variety of ways.

Key questions that a service coordinator should raise to assist in making decisions include:

Can eligibility be determined with existing information?
If so, is the information adequate to move into IFSP development?
If so, is the information sufficient to develop a statement of the child’s developmental skills in all domains?

Approaches for Evaluation and Assessment

In order to help with evaluation and assessment planning, the service coordinator must be familiar with the variety of ways in which information about a young child can be gathered by the multidisciplinary team in order to make a determination of eligibility.

1. Review of records/existing data

Consider, if the parents permit, any previous evaluations or assessments conducted within the last 6 months, as well as pertinent records related to a child’s health status and medical history. Take into consideration the child’s functional status, recent rate of change, and prognosis for change when using these records. Documentation of a diagnosed condition, biological risk factor, or of developmental delay found in these records could establish eligibility without additional procedures needed.

2. Observations

Observational assessment involves simply watching and recording a child’s behavior without presenting stimuli to which the child must respond. Observation can be an important tool for filling in “gaps” left when a standardized test is inappropriate for a specific child.

3. Parent report or interview

Parents may complete a checklist about their child, collect observations about their child, or be interviewed about their child.

4. Informed clinical opinion of the multidisciplinary team members, which includes the parents

This evaluation method recognizes that standardized tests are sometimes not available for young children, and that young children may not cooperate when they are available! The team may develop its opinion by using review of records, observations, and parent reports. This evaluation method gives respect to the clinical perspective and acknowledges that infants and young children not be best assessed with methods developed for older children and adults.

5. Team assessment procedures

Most providers have had training and experience in conducting traditional assessments using instruments that are relevant to their own singular discipline— usually involving the examiner and the child in a one-on-one interaction. Team assessments involve multiple instruments and methods; can be conducted according to multidisciplinary, interdisciplinary, or transdisciplinary models of team process; and usually involve parents in the assessment process.

6. Play-based assessment techniques

A variety of play-based assessment techniques exist. Individuals, pairs, or teams may be involved in this type of assessment and may use observation of free play, an organized format with a specific sequence of activities, or specific instruments or tests. The common feature is that play activities are used to assess the child’s development in a variety of areas.

7. Developmental scale/inventory

Developmental scales provide a means of rating a child’s development according to identified milestones that are associated with a particular age range. These scales or inventories are particularly useful in identifying when further assessment of a child’s strengths and needs may be necessary.

8. Standardized tests

A standardized test is a set of tasks presented to the child in a consistent fashion, using the same materials, administrative procedures, scoring procedures, and interpretation, across all children and all occasions for administering the test. Two types are generally used. Norm-referenced tests are designed to determine a child’s level of development with respect to the normal or average development of most children. These tests may be useful in developing eligibility for services. Criterion referenced tests are designed to measure success or failure in meeting tasks or objectives in a functional area or developmental domain. These tests may be useful in developing outcomes or determining strategies, activities, and services for a child.

Considerations\Questions to help make decisions regarding eligibility

Can eligibility be determined with existing information?
If so, is the information adequate to move in the IFSP document?
If so, is the information sufficient to develop a statement of the child’s developmental skills in all domains?

Existing Screening/Assessment data