During the Direct Child Assessment
Suggested Steps
1. Bring any notes you've prepared prior to the direct assessment (i.e., "Eliciting
Situations" and Credit Notes) with the HELP assessment recording form you've
chosen (i.e., HELP Strands or HELP Checklist) into the direct assessment.
2. Record the child's responses to eliciting situations and observations of parent-child
interactions directly on the HELP assessment form or note paper.
Suggested credit codes:
+ skill or behavior is present
- skill is not present
+/- skill appears to be emerging
A skill or behavior is atypical or dysfunctional
N/A item is not applicable or not appropriate to assess due to disability or parent
preference.
O circle any credit (i.e.,. +,-, or A) when the environment or caregiver interactions
compromise the child's development in this area, and whenever family requests additional
information or help in this area.
Note: In domain 0.0 - Regulatory/Sensory Organization, there are two credit options
for "Atypical" reactions or responses:
A+ hyper responsive
A- under responsive
3. Continue assessing until the child losses interest, tires, or cannot complete
higher level tasks.
If you are using the HELP Strands:
a. If a child displays two or more skills in a row with good quality, you can generally
assume that he has achieved earlier skills because of their hierarchical relationship.
b. You can usually stop trying to elicit skills in a strand after the child has missed
two skills in a row.
Using the HELP Checklist or the HELP Charts, since skills are not always in hierarchical
order, you may need to assess at least 4-5 skills above and below the child's apparent
developmental level. Use clinical judgment.
4. Continue the family interview process.
HELPful Tips
You generally do not need to bring Inside HELP into the direct child assessment.
Use it for a reference guide prior to and after the direct assessment.
Abbreviated definitions and credit notes are already included on the HELP Strands.
If more than one discipline is involved during the direct assessment, they can act
as a consultant to the primary evaluator (professional and/or parent) by "coaching
from the sidelines" to help elicit specific skills, and to record responses
and interactions.
Some crediting is tentative at this point and will need to be confirmed after the
assessment with the credit criteria listed for each skill in Inside HELP.
Record any needed adaptations directly on the HELP assessment you are using.
If a child "masters" a skill, you will still include it in your intervention
plan if it is circled, for example, if the child can "Pull up to stand"
but there are no sturdy furnishings at home for the child to use, you would circle
this credit and could include interventions.
See "Sample Structure of a Direct Assessment."
If permitted, use videotaping to help
capture subtle responses and to confirm questionable credits after the assessment.
