1. Team Collaboration: Review Observation and Credit Notes from the direct child
assessment with all team members to ensure a comprehensive, interdisciplinary perspective.
2. Refer to "Credit Criteria" in Inside HELP to
confirm any questionable credits you may have had during the direct assessment.
Note regarding use of A (Atypical): Atypical variation does not definitively indicate
that the child is abnormal in his development. Variation in development is common.
In addition, atypical motor or behavior patterns can be transient, especially during
the first year.
3. Note any items which were not assessed that need to be followed up on or reassessed.
4. Determine any further specialized evaluations that may need to occur.
5. Determine approximate developmental levels across and within major domains. Be
sure to note any adaptations used during the assessment to qualify credits and to
help plan successful interventions.
6. Develop outcome statements with the family which reflect their concerns and priorities
related to enhancing their child's development. The groundwork for developing outcome
statements will have already occurred from initial contacts through the direct child
assessment.
Outcomes may be long- or short-term, and may change frequently as the child and family
concerns, priorities, and resources change.
7. Determine services and strategies to meet the unique needs of the child and family
to achieve identified outcomes. These will be based upon several variables, e.g.,
family resources, concerns and priorities, child's strengths and needs, factors contributing
to child's delays.
HELPful Tips
Remember, parents are an integral part of the team.
Review available videotaping.
If a child displays persistent atypical patterns, it is important to refer to a professional
with expertise in that area of development; however, it is important not to unduly
alarm families. Atypical patterns should be monitored and reassessed over a period
of several months before assuming it is a more lasting area for concern.
For example, the child may have tired before you had an opportunity to assess a certain
item, or certain eliciting situations or materials were not available.
For example, if the child displayed atypical muscle tone, further motor assessment
by a pediatric therapist should be
scheduled.
See "How to Determine and Report Levels of Development" for detailed steps.
If you are using the HELP Family-Centered Interview, confirm and prioritize with
the family the tentative outcomes you have outlined in the final column "Possible
Final Outcome Statements."
Use the following sections from the Strand Preface to help determine services and
strategies:
* Transactional assessment
* Identifying and Interpreting Needs for Intervention
* Assessment Adaptations
Address skills which were credited A, i.e., Atypical, and skills which were circled.
