Administering the HELP® Hawaii Early Learning Profile

Administering the HELP® Hawaii Early Learning Profile
WELCOME!! We’re glad you’re here! Introduce trainers; Ask: Who has used HELP in the past? Will have opportunity to meet each other in a few minutes. PPT adapted from Stephanie Parks, HELP ® Author © Mehler, Schroeder & Gooden, Baby KEDS 2008

© Mehler, Schroeder & Gooden, Baby KEDS 2008
Housekeeping Make yourselves comfortable Learn by doing Table supplies & Numbers Comfort station Parking lot Lunch & Breaks Ground rules Take care of yourself—coffee refill, restroom, stand, etc. We will have practice activities, since learn by doing. Share knowledge/expertise with each other. Point out fidgets, post-its for their use. Remind of purpose of parking lot. This session is only on how to administer the HELP. Refer to humorous posters on walls. Any other “ground rules”? E.g., cell phones. Write these on chart paper. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Let’s Get Acquainted Note room locations #1, #2, #3, #4. Read series of statements/questions on screen. Go to the Room # of the statement that best reflects you. In your small group, follow directions on overhead. If group is over 4, subdivide. Goal: meet several new people. Give all instructions first. Four nos. on wall. Statements are numbered 1-4 or 1-3. Pick one that is closest to you. Tell your name and other information indicated on slide—very quickly. If too many in group (more than 5), sub-divide into two smaller groups. Will use chimes or clapper to move for next statement. © Mehler, Schroeder & Gooden, Baby KEDS 2008

My profession is . . . Developmental interventionist OT or PT SLP Other Introduce yourself and tell one thing you like about your job. © Mehler, Schroeder & Gooden, Baby KEDS 2008

I have worked in the First Steps system for . . .
Less than one year One to two years Three to five years More than five years Intoduce yourself and tell what is most rewarding about your work in First Steps. © Mehler, Schroeder & Gooden, Baby KEDS 2008

I . . . Have heard of the HELP, but know almost nothing about it. Know a little about the HELP, but have not administered it. Have administered the HELP a few times. Am very knowledgeable about the HELP and have used it extensively. Introduce yourself and tell one thing you know about the HELP. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Agenda for Administering the HELP®
Overview of HELP® components Hands-on exploration of Inside HELP and HELP Strands Practice item crediting using video clip Practice determining approximate developmental age levels for HELP® Strands Summary Have this posted on a chart page instead of handing out copies of agenda. Refer to agenda, but do not elaborate—instead review the Outcomes (next slide). © Mehler, Schroeder & Gooden, Baby KEDS 2008

© Mehler, Schroeder & Gooden,
Outcomes for Today By the end of this session, participants will: Gain knowledge and skills in using the Hawaii Early Learning Profile (HELP®) Describe the various methods for collecting information as part of the assessment process Observe and credit children’s skills using the HELP Strands protocol Determine approximate Developmental Age Levels Note to trainers: Computing children’s developmental ages (DALs) is included in scoring and the use of the HELP Strands protocols. Note to trainers: Emphasize that this is an abbreviated overview training. Further training and practice is needed before participants should expect to become competent assessors using the HELP. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Materials Inside HELP Administration and Reference Manual HELP Strands protocols Handouts: PowerPoint Guidelines for Determining Developmental Age Levels and Practice Examples Make sure everyone has all materials. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Why assessment in all domains?
Assist in developing functional child outcomes Track progress for Office of Special Education Programs Use data to make program decisions Use a common tool that tracks child progress across developmental areas Present the rationale. OR Ask participants why it’s important to assess in all domains. Then use slide to debrief and add additional reasons. © Mehler, Schroeder & Gooden, Baby KEDS 2008

What is the HELP®? = Hawaii = Early = Learning = Profile By Stephanie Parks Warshaw M.A Published by VORT Corp Copyright 2006 © Mehler, Schroeder & Gooden, Baby KEDS 2008 Slide Adapted from Jennifer Grisham-Brown, 2007

What the HELP® Is…and Is NOT
The HELP ® is not… Normed A screening tool This training is not… Q & A of First Steps policies and procedures The HELP ® is… Criterion-referenced Curriculum-based This training is… Introduction to the HELP Strategies for administering Guidelines for crediting Trainers remind of what this training is and is not—is training on administering the HELP, not training on any agency procedures or policies. Differentiate between criterion/curriculum based assessment tools and normed tools. Adapted from Jennifer Grisham-Brown, 2007 © Mehler, Schroeder & Gooden, Baby KEDS 2008

Characteristics of the HELP®
Comprehensive Includes pertinent and specific skills from all domains Regulatory/Sensory Organization added to Strands Part of a linked system Uses natural observations Involves families Allows for adaptations and modifications Ask for definitions or explain briefly what Section 0.0 (Regulatory/Sensory Organization) covers: Child’s self-regulation capacities (sleep cycles, mood, consolability, attention) Child’s capacities to perceive and organize various sensory experiences (sights, sounds, touch, taste, smell, vestibular—body movement and head position, and proprioception—awareness of body position in space) © Mehler, Schroeder & Gooden, Baby KEDS 2008

Characteristics of the HELP® (cont.)
Useful for determining child’s present level of development and for IFSP/curriculum development Monitors performance over time May be used by teams or individuals (2 formats for protocol) Will introduce to two formats for protocol later in session. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Hawaii Early Learning Profile: A Tour
Inside HELP HELP for Preschoolers Administration Assessment & and Reference Curriculum Guide Manual (0-3 years) HELP Checklist HELP Strands HELP Online HELP Charts HELP Family- Centered Interview Display the HELP components on a table for participants to view. Hold up each item as it is referenced on this slide giving a one sentence description (suggestions below) of each item and its purpose or relationship to the other items. It is helpful if the co-trainer is the one to hold up each item while the presenter does the explanations. Inside HELP®- - This is an essential guide to all of the items listed on the test booklet protocols. Each item is listed with examples, definitions, and scoring credit information. Assessment planning, family involvement, and a skills cross-reference index are included in the this manual and much more important information. This manual should be read thoroughly prior to using the HELP. HELP® Strands - We will cover this version only today. HELP® Checklist - First version of HELP, arranged by chronological age progressions. HELP® Charts - These are good visual representations of what skills the child has mastered. Charts are helpful to communicate progress to families and IFSP team members. HELP® at Home, HELP® Activity Guide, HELP® Family- Centered Interview - Helpful for program planning, IFSP development, and determining family priorities. HELP® Online - Useful for entering and tracking individual child data on the HELP. HELP at Home HELP Activity Guide Adapted from Jennifer Grisham-Brown, 2007 © Mehler, Schroeder & Gooden, Baby KEDS 2008

HELP Strands Organizes 685 functional skills into 58 conceptual strands within 7 domains 0.0 Regulatory/Sensory Organization 1.0 Cognitive 2.0 Language 3.0 Gross Motor 4.0 Fine Motor 5.0 Social-Emotional 6.0 Self Help Have participants look at Inside HELP, pp to see domains/sub-domains and strands/sub-strands. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Organization of Items on the HELP Strands
Grouped by skill sets/concepts Developmentally sequential/hierarchical within skill set/concept; each skill lays foundation for next one Not always in numerical order Ask participants to look at protocol. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Organizational Structure of HELP® Items
Cognitive (Domain) 1-1 Symbolic Play (Strand) 1-4 Problem Solving (Strand) Object Permanence Means-End Cause & Effect 1.13 1.09 1.25 1.11 1.15 Ask participants to find these sequences in the protocol (Strands, p. 5). Explain why items not in numerical order—hold up HELP Checklist (original version). Ask why 4.39 (from Fine Motor) is in Cognitive strand—and explain. 1.20 1.26 1.14 4.39 1.32 1.40 1.35 = Easy to more difficult. Slide adapted from J. Grisham-Brown, 2007 © Mehler, Schroeder & Gooden, Baby KEDS 2008

HELP Strands (cont.) Protocol provides columns for: date each item is credited crediting items item identification number (for cross reference with other materials) typical age range that skill emerges abbreviated item and definition of criteria Unbound protocol for multidisciplinary teams Recommended for children with suspected delays Refer to each column on Strand version. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Helpful Tips for Navigating HELP®
Skills have same # on all materials for easy cross-referencing Cross-reference chart on back of Strands protocol and on pp of Inside HELP Note shaded “always assess” items Look up cross-reference pp. Have participants find 1 or 2 of the shaded/astericked skills. These are foundational skills and should always be observed/assessed. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Quick Pair and Share Work with the person next to you or behind you Get out one copy of the Inside HELP and pencil Decide together on the answers to the 3 questions on the next slides Ask participants to get out Inside HELP and be ready to use it to answer the three questions on the next slides. Slide from Schroeder, C., & Mehler, T. (2007, June). Administering the HELP®. Lexington, KY: First Steps Primary Level Evaluator Training. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Finding your way around the Inside HELP
What methods are described for gathering information about a child to be recorded on the protocol? (Look at the Inside HELP pp. i.19 - i.21) Can do this as a large group activity – or assign one question to each table to answer. For latter, have a handout with all 3 questions and corresponding page numbers to distribute to tables. Debrief: Answers on next slides (but not on participants’ copy of ppt.) Ask participants to volunteer answers quickly. Repeat what is said for all to hear. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Information Gathering Methods
Review records Family interview Observation Direct testing/Eliciting situations Ask participants to volunteer answers quickly. Repeat what is said for all to hear. Slide from Schroeder, C., & Mehler, T. (2007, June). Administering the HELP®. Lexington, KY: First Steps Primary Level Evaluator Training. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Finding your way around Inside HELP
2. A characteristic of this instrument is the age range listed for each skill. What does this age range tell you and what is the purpose of expressing the age in this manner? (Look at the Inside HELP p. i.23.) Answers on next slide. Ask participants to volunteer answers quickly. Repeat what is said for all to hear. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Purpose of Age Ranges in the HELP®
Expressed as range at which skill or behavior typically begins (not when it begins and ends) Is reflective of discrepancies in literature re: age at which a skill or behavior emerges Allows for variance in skill development among children Ask participants to volunteer answers quickly. Repeat what is said for all to hear. Answers fly in. Slide from Schroeder, C., & Mehler, T. (2007, June). Administering the HELP®. Lexington, KY: First Steps Primary Level Evaluator Training. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Finding your way around Inside HELP
3. Describe specific ways that the HELP® supports involvement of the family in the assessment process (Look at the Inside HELP pp. i.16 and pages 1, 3) Answers on next slide. Ask participants to volunteer answers quickly. Repeat what is said for all to hear. Slide from Schroeder, C., & Mehler, T. (2007, June). Administering the HELP®. Lexington, KY: First Steps Primary Level Evaluator Training. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Family Involvement Family-friendly interpretation of each strand Parent interview questions for each strand Family-Centered Interview Form Parent as facilitator of play during observation/eliciting situations Ask participants to volunteer answers quickly. Repeat what is said for all to hear. Answers fly in. Slide from Schroeder, C., & Mehler, T. (2007, June). Administering the HELP®. Lexington, KY: First Steps Primary Level Evaluator Training. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Let’s practice Looking in your Inside HELP and HELP Strands, find the item(s) that measures: standing alone finger feeding turning to sound sharing with peers indicates “no” verbally or gesturally completing simple puzzles Have table groups work on these—or assign certain items to each table, if short on time (see next slide also if assigning items to tables) Answers (these p. # are for team version of protocol): standing alone 3.60 p7; 3.68 p7; 3.71 p7; 3.83 p9; finger feeding 6.21 p16; 6.25 p16; turning to sound 1.16 p3; 1.19 p3; 1.41 series p3; sharing with peers 5.46 and 5.93 p20; indicates “no” verbally or gesturally 2.40 and 2.41 p6; 2.44 p27; 5.71 p19; completing simple puzzles 4-6C formboard all items p21; p29 Answers (these p. # are for individual version of protocol): standing alone 3.60 p13; 3.68 p13; 3.71 p13; 3.83 p16; finger feeding 6.21 p27; 6.25 p27; turning to sound 1.16 p4; 1.19 p4; 1.41 series p4; sharing with peers 5.46 and 5.93 p25; indicates “no” verbally or gesturally 2.40 and 2.41 p9; 2.44 p10; 5.71 p24; completing simple puzzles 4-6C formboard all items p20; p6 © Mehler, Schroeder & Gooden, Baby KEDS 2008

More “Find The Item”… Entertains self with toys Counts to 2 Uses hammer as tool Imitates single words Holds feet in air for play (or brings to mouth) Finds fully hidden object Uses prepositional phrase If have time and need more practice, do these also. Answers (p. # are for team version of protocol): Entertains self with toys: 1.35 p3; Counts to 2: p29 NOTE the Carolina includes counting to at least 3 Uses hammer: 5.35 p3 for xylophone Imitates single words: 2.49 p27 Holds feet in air for play (brings to mouth): 1.29 p7 Finds fully hidden object: 1.32a p4 Uses prepositional phrase: 2.93 p6 © Mehler, Schroeder & Gooden, Baby KEDS 2008

Review Inside HELP Preface (pp. i.16-i.18)
Family friendly interpretation Professional FYI Parent questions with samples Sample outcome statements Transactional assessment Identifying needs for intervention Assessment adaptations Procedures & processes Assessment materials Briefly review each of these items (some have already been covered) and point out pp. in manual where described. These are helpful and should be reviewed in each domain before administering. Look at specific examples in one of the domains (e.g., Cognitive or Fine Motor). © Mehler, Schroeder & Gooden, Baby KEDS 2008

How to Use the HELP®: Before the Assessment
Conduct family-centered interview With permission, review pertinent information Review skills in the range above and below child’s developmental age in each domain Plan activities to elicit skills across domains Family-centered interview (home visit or phone call) Purpose, what to expect, participation options Child’s key milestones in major domains Family’s concerns, priorities, and preferences May use HELP® Family Centered Interview or Parent Questions from Prefaces With permission, collect & review existing pertinent information Medical history, current conditions Previous evaluations & assessments Other info that is pertinent Secure releases/permissions © Mehler, Schroeder & Gooden, Baby KEDS 2008

How to Use the HELP®: During the Assessment
Bring protocol with credited items and any notes/questions Use notes on protocol (Use Inside HELP as reference) Credit child’s responses/skills during observation and eliciting situations Continue family interview May need to take notes on child’s skills and credit items later, instead of paging through protocol during assessment. As become more familiar with tool, can credit on protocol more easily. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Crediting with HELP®: During the Assessment
Where to start and stop in the Strands: If child displays 2 or more skills (+, +)with good quality, usually assume achievement of earlier skills If missed 2 skills in a row (-,-), you can usually stop that strand with good confidence Consider videotaping session Ask: Why would it be helpful to video tape? How could you present this option to a family? © Mehler, Schroeder & Gooden, Baby KEDS 2008

Crediting Options Domains + = present as defined in Inside HELP +/- = emerging, not fully part of repertoire = NOT observed or reported in any situation N/A = NOT appropriate to assess due to age, disability, cultural or functional relevance or family preference A = atypical, dysfunctional, or quality concerns O = circle any credit if family requests support or has concerns For Atypical Responses in Regulatory/Sensory Organization A+ = hyper responsive A- = under responsive NOTE: Use this wording, and Refer to Skill Credit Key in Strands p. 2 © Mehler, Schroeder & Gooden, Baby KEDS 2008

How to Use HELP®: After the Assessment
Review notes (and videotape) Check credit criteria for any questionable credits you had during assessment Note items not assessed or items for re-assessment Determine approximate developmental levels for each domain and across domains, if appropriate © Mehler, Schroeder & Gooden, Baby KEDS 2008

Crediting the HELP®: VIDEO PRACTICE Logan (26 months)
Be sure to mention source of video clip. Logan (26 months) From Positive Beginnings CD © Mehler, Schroeder & Gooden, Baby KEDS 2008

Suggested Procedure for Crediting Items
View video clips of Logan twice & take notes Credit items Refer to Inside HELP for crediting criteria View clips again, if desired Review crediting with large group Add note about summarizing results © Mehler, Schroeder & Gooden, Baby KEDS 2008

Logan (L): 26 months Developmental age: begin crediting at 15 months Using Inside HELP and HELP Strands, find items in: 1.0 COGNITIVE 2.0 I. LANGUAGE-RECEPTIVE 2.0 II. LANGUAGE-EXPRESSIVE 4.0 FINE MOTOR Video clips 1, 2, 3, 4 Score all areas-give about 15 minutes to do Play first four clips twice. Then ask participants to mark protocols using the correct scoring symbol PLUS the child’s initial. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Logan (L): 26 months What do you think Logan’s presenting issues might be? What progress do you see Logan displaying over the course of these video clips? What items on your protocol did you credit for Logan? No credit? Emerging? Atypical in quality etc.? © Mehler, Schroeder & Gooden, Baby KEDS 2008

Determine Approximate Developmental Age Level (DAL)
Guidelines or “Rules” from website Developed to enhance consistent reporting of DAL across programs and staff Can assist in curriculum planning and in tracking progress Record on HELP Strands Profile, pp. 23 and 26 Basic guidelines are in Manual, pp Also “Rules” on VORT web site, October 2007 (HO). These are an ongoing work in progress—check the VORT website for updates. Or you can sign up for automatic updates. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 1 The highest skill in each strand Plus, plus, minus, minus (++,-- ) General Rule: Highest skill accomplished with good quality, if two consecutive skills credited, is generally the developmental level reported For first “rule”, refer participants to Inside HELP, p – see Example 1. Use practice examples as each rule is explained. If only one “minus” possible due to end of Strand, o.k. Examples on handout of second point? © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 1 Example Example 1: Strand 1-4A, Inside HELP, p. i.23 Child’s CA = 24 mos. Approximate DAL = 14-15 Handout page 5 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 2 Age gaps within a strand The age range listed for the highest skill is not always the developmental range that you will report. When there is a several month gap between skills and the child’s CA is is higher than the last skill credited but lower than the highest age on the next skill, report the Approximate DAL as O.K. or as the child’s CA. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 2 Example Example 2: Strand 1-4C, Inside HELP, p. i.24 Child’s CA = 17 mos. Approximate DAL = O.K. or “age appropriate” Manual, page i.24, Ex. 2b Gap between the listed age ranges and CA is in the gap; list as age appropriate but not 17 months since there is no skill at 17 months. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 3 Add “Atypical” (A) whenever applicable 3.1 If most items in Strand are credited as atypical, do not assign an age range, just “A” 3.2 If only 1-2 skills have an “A”, add “A” to the approximate DAL (e.g., 6-8 A) 3.3 If the Strand assesses “Left” and “Right”, record “A” if skill is observed on one side but not the other See examples on handout, p. 6 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 3 Examples Example 3.1: Strand 3-2 Supine, HO p. 6 Child’s CA = 6 mos. Approximate DAL = “A” Example 3.2: Strand 3-3 Sitting, HO p. 6 Child’s CA = 8 mos. Approximate DAL = 5-6 A (support rationale in report*) *Parks, S. (Oct. 2007). correspondence. Note that write-up needs to show differences in left and right hand Handout page 6 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 3 Examples (cont.)
Example 3.3: Strand 4-3 Reach/Approach, HO p. 7 Child’s CA = 5-6 months Approximate DAL = 5-6A (support rationale in report*) *Parks, S. (Oct. 2007). correspondence. Handout, p. 7 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 4 Always assess and consider skills marked with an * (and shaded), even if the skill is far below the child’s age level. These are lifetime, foundational skills. If skill is missing or atypical, record “A” and add “A” to the approximate DAL assigned © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 4 Example Example: Strand 5-1, Attachment/Separation/Autonomy, HO p. 8 Child’s CA = 12 months Approximate DAL = 8A Handout page 8 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 5 Recording N/A a. At the skill level: 1) some skills are for anticipatory guidance only 2) some skills build into more complex or difficult skills b. At the Strand level: Record N/A when the entire strand is not appropriate due to age, disability, or circumstance. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 5 Examples Example 5a(1): Strand 3-2, Supine, HO p. 9 Child’s CA = 12 months Approximate DAL = O.K. Example 5a(2): 1-4C. Cause and Effect, HO p. 10 Handout pages 9-10 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 5 Examples (cont.)
Example 5b: Strand 3-7, HO p. 11 Child’s CA = 6 months Approximate DAL = N/A Handout, p. 11 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 6 Usually, do not consider isolated minuses (-) in developmental age computations All skills are not relevant, appropriate, or necessary for every child Not normal to demonstrate every skill Use clinical judgment Exception: * or shaded skills © Mehler, Schroeder & Gooden, Baby KEDS 2008

DAL: “Rule” 6 Example Example 6: Strand 2-4A Gesturally, HO p. 12 Child’s CA = 16 months Approximate DAL = 9 Handout page 12 Child hasn’t done 12 month skills. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 7 “Aging Out” If child’s age is beyond the age of a Strand: Record “OK” if: -- Child displays last one or two skills with good quality AND -- Child’s CA is within a few months of the highest age of the strand © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 7 Example Example 7: Strand 1-2 Gestural Imitation, HO p. 13 Child’s CA = 24 months Approximate DAL = “OK” or “age appropriate” Handout page 13 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 8 If last skill credited in a Strand is in a range that includes the child’s age, mark OK rather than recording the age range. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 8 Example Example 8: Strands 1-4B. Means-Ends, HO p. 14 Child’s CA = 21 months Approximate DAL = O.K. (or 21) Handout, p. 14 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 9 If last skill credited in a Strand has an age range higher than child’s CA, record the lowest age in that range for the approximate DAL. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 9 Example Example 9: Strand 3-3 Sitting, HO p. 15 Child’s CA = 4 months Approximate DAL = 5 Handout page 15 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 10 If the age range of the last skill credited in a strand is greater than the range of the next skill in the strand (that the child could not accomplish), do not report the DAL as the full age range for that last skill accomplished. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 10 Example Example 10: Strand 1-4 B Means-End, HO p. 16 Child’s CA = 12 mo. Approximate DAL = 5-7 NOTE: There is some latitude here in determining DAL since the HELP® does not provide exact scores. Look at other items that exemplify the child’s abilities and use clinical judgment to determine approximate DAL.* *Parks, S. (Oct. 2007). correspondence. Handout page 16 © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 11 and a Note… 2 strands are conceptually based and in consecutive age order, but not hierarchical: Rule 11: Strand 0.0 (Regulatory/Sensory Organization) Report as typical, over-reactive, or under-reactive Note: Strand 1-5 (Spatial Relationships) Assess more skills above and below “start” and “stop” skills Use clinical judgment for age level NOTE: Items in Strand 0.0 are pulled from all domains. © Mehler, Schroeder & Gooden, Baby KEDS 2008

“Rule” 12 When you adapt skills to accommodate a child’s disability, determine the child’s approximate DAL with adaptations and add a notation/description to qualify the credit and help plan interventions. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Summarizing Results: Developmental Profile
Profile provided on pp. 23 and 26 of Strands and on web for download Can report overall age range profile for each domain as long as there are not large gaps in scores within that domain If gaps are present, report scores by strands rather than whole domain Point out this feature on pp. 23 and 26 of Strands (team format). Individual protocol format – p. 31 © Mehler, Schroeder & Gooden, Baby KEDS 2008

In Summary… General rule: highest skill in each strand (+,+) For ease of crediting: practice, practice, practice Refer to Web site guidelines (for approximate DALs) and Inside HELP (for crediting) NEW SLIDE—TO SUMMARIZE. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Data Reminders On each child’s protocol: Clearly indicate the basal (+,+) and ceiling (-,-) for each strand Indicate NAs for individual items and for strands as appropriate Clearly indicate the date for each item credited Remind providers that POEs who do NOT know the HELP are entering their data. KY has received permission from the publisher to copy completed protocols only for data entry purposes. DO NOT copy blank protocols. © Mehler, Schroeder & Gooden, Baby KEDS 2008

HELP ® Is Intended for Ongoing Monitoring
Use HELP ® Strands NOT HELP ® CHART to revisit skills often listing dates that particular skills are mastered or emerging Use the hierarchical nature and the “emerging” +/- score to pinpoint the next logical skills to support © Mehler, Schroeder & Gooden, Baby KEDS 2008

Check Your Learning Are you aware of: HELP® components: Strands, HELP At Home & Charts (etc.)? Using observation, interviews, eliciting situations, and previous records to assess child using the HELP®? Using the HELP® to monitor child progress? Can you: Observe & credit sample situations? Calculate approximate developmental age levels? Navigate the HELP Strands? Quickly show this slide to help participants summarize today’s learning. No discussion necessary here unless you wish to discuss. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Evaluation Take a few minutes to fill out your evaluation form. Feedback/comments are appreciated! Put completed forms on resource table and stand behind chair when finished. Ask participants to complete evals before final activity. You will get more helpful comments than if they quickly complete before leaving. Allow 5 minutes. Seeing others standing up will help slower ones finish more quickly. Standing also gives everyone a quick break. © Mehler, Schroeder & Gooden, Baby KEDS 2008

List the Strengths of the HELP®
In your table groups discuss the strengths of the HELP®. List on chart paper. Share with the large group. Have chart pages posted in advance. Have each table go to one chart page on wall to list strengths. Give 3-4 minutes. One person stay at chart as reporter. Report round robin—not repeating what previous reporter said. (Reporters can “check off” similar items on their chart page as others report.) Round robin debrief: CALL on each table for one strength until all are stated with no repetition. © Mehler, Schroeder & Gooden, Baby KEDS 2008

Administering the HELP® Hawaii Early Learning Profile

Similar presentations

Presentation on theme: "Administering the HELP® Hawaii Early Learning Profile"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Administering the HELP® Hawaii Early Learning Profile

Similar presentations

Presentation on theme: "Administering the HELP® Hawaii Early Learning Profile"— Presentation transcript:

Similar presentations

About project

Feedback