NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF I NSTRUCTION, O FFICE OF E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Practices Supporting Early Childhood Outcomes Measurement Using Parent and Teacher Interview Information

Routines based interview Adapted from R.A. McWilliam (2006) Used to gain information about a child’s functional behavior in: – classroom routines – home routines 2

Semi-structured process Handout: “Using a Routines-Based Interview Process to Gather Data that Support the Development of Functional IEP Goals and Child Outcomes Summary (COS) Ratings” 3

Overall process Introduction about the purpose Structured questions about how the child functions during classroom or home routines Have the teacher or parent rate the child’s ability to be engaged and independent during most routines SLPs ask teacher or parent to rate their ability to understand what the trying is saying during those routines (intelligibility) 4

Getting the real “picture” Ask probing questions to get the true picture and not the teachers opinion nor non-specific descriptors: – “What does this look like?” – “What does the child do?” – “How does the child participate in the routine?” – “What is everyone else doing at this time?” 5

Possible interview questions for parents Adapted from McWilliam (2006) Handout: “Possible Parent Interview Questions about Child Functioning in Home Routines” 6

Let’s Practice Introduction about the purpose Structured questions about how the child functions during home routines Have the parent rate the child’s ability to be engaged and independent during most routines 7

Introduction “The purpose of today’s meeting is to go through your day-to- day activities with your family to find out more information about how your child is doing in his/her development. This is the best way of organizing our thoughts. Is that OK? Anything you don’t want to say, don’t say! You can end this at any time. OK? At the end, we’ll have a lot of information that will help us monitor how well your child is progressing. I’m going to ask you to describe what happens in your family during a typical day.” 8

Activity Debrief What went well with this process? What do I need more of to improve on your interviewing skills? How did these questions make me feel from the parent perspective? 9

Nathan’s interview information 10

Organizing Parent Interview Information into the Three Child Outcomes 11

Possible interview questions for teachers Adapted from Clingenpeel & McWilliam, 2003) Handout: Possible Teacher Interview Questions about Child Functioning in Classroom Routines” 12

Let’s Practice Introduction about the purpose Structured questions about how the child functions during classroom routines Have the teacher rate the child’s ability to be engaged and independent during most routines 13

Introduction “The purpose of today’s meeting is to go through your day-to- day activities in your classroom to find out more information about how Nathan is doing in his/her development. This is the best way of organizing our thoughts. Is that OK? Anything you don’t want to say, don’t say! You can end this at any time. OK? At the end, we’ll have a lot of information that will help us monitor how well your child is progressing. I’m going to ask you to describe what happens in your classroom during a typical day.” 14

Activity Debrief For the teacher, how did you feel when you were asked these questions? For the interviewer, how did you feel when you asked those questions? Did you use the probes to get specific information and have the parent give examples? Was it hard? 15

Organizing Teacher Interview Information into the Three Child Outcomes 16

Age anchoring the data Apply the TPBA age tables other validated age referenced developmental skill charts Handout: NC Age Referencing by Early Childhood Outcome Handout: Nathan’s observation script organized into the three child outcomes 17

18 NC Early Childhood Outcomes Brochure

Questions ? 19