Kenyatta Dowdy, LMSWHealthy Steps Program Coordinator

Lorraine Cragan-Sullivan, LMSW, MA, NCCHelp Me Grow SC Developmental Screening Program

Coordinator

• administer and score an ASQ-3

• interpret ASQ-3 results and create a follow-up plan

• identify helpful and unhelpful home visitor practices within the context of developmental screening

• use reflective supervision within the context of developmental screening

• Developmental screening discussion

• Interactive role play

– Administer and score ASQ-3

– Interpret ASQ-3 and create a follow-up plan

– Reflective supervision

• Questions and answers

• Evaluation

• What do you see as the biggest challengesinvolved in Developmental Screening within your program/organization?

• What do you see as the biggest benefits involved in Developmental Screening within your program/organization?

• In an ideal world, what would Developmental Screening look like in your program/organization?

• Prepare – Review record

• Previous screenings

• Medical history

• Case notes

– What screenings am I offering at this visit? • ASQ-3, ASQ:SE-2, etc…

– Confirm child’s DATE OF BIRTH

– Weeks premature (until 24 months of age)

– Select the CORRECT tool for the DAY YOU ADMINISTER THE SCREENING

What do you do if…

• child already diagnosed with a developmental disability or delay?

• child already connected to developmental services?

Should we offer the ASQ-3 to parent?

Should we offer the ASQ-3 to parent?

NO

Why not?

• Billy’s date of birth: January 1, 2015

• Weeks premature: 8 weeks

• Date of administration: September 15, 2016

Hint, use: http://agesandstages.com/free-resources/asq-calculator/

WHICH ASQ-3 INTERVAL SHOULD BE USED?

18 month

18 month

Let’s take a look…

You are a home visitor coming to meet Ashley and her son, Billy, for the second visit. The home visitor who was working with the family had a medical emergency and you are covering this case.

Ashley is a 17-year-old mother with an 18-month old son, Billy. Billy is cared for at home by his grandmother, while Ashley goes to school to complete her high school education. Ashley recently expressed concerns about Billy’s development. Ashley thinks Billy is developing slower than her 4 year old niece, Carly, did when she was Billy’s age. Ashley wants to make sure “it’s not all in her head.” Ashley admits she is somewhat overprotective of Billy, and wonders if her overprotection is hindering his development.

Ashley informs you Billy is able to say a few simple words like “mama,” “da-da,” and “sissy.” He points to show Ashley everything and he did this with you during your first home visit. He is able to follow basic instructions like “put this block on that block.” Ashely’s biggest concern is that Billy is not walking. He is still crawling to get around the house. He was able to pull himself up to cruise along furniture before, but Ashley is concerned he has not done this in quite a while. She states his behavior is “normal” and described short temper tantrums when he doesn’t get his way. Billy is very affectionate and loving and Ashley says “he gives the best hugs ever!” Indeed, Billy is very affectionate and gave you hugs upon arrival.

We need a brave volunteer willing

to play the role of a parent!

• Volunteer: Ashley, 17 year-old mother

• Audience & Kenyatta: voices of reason

• Lorraine: home visitor, 2nd visit with family

• As a team, help the moderator identify helpful and unhelpful developmental screening practices

– Press buzzers if something is unhelpful

– Snap fingers if something is helpful

Response & Point Value

Yes 10 points

Sometimes 5 points

Not yet 0 points

Child earns points for skills they are able to accomplish

Higher the score, the less the concern (generally speaking)

What does this mean?

Re-screen in 4-6 months, give activities to promote development

Re-screen in 1-3 months, give activities to promote development (if only 1 area of grey)

Encourage referral for further evaluation, talk with child’s pediatrician; if parent does not want referrals-rescreen & activities

Evaluating Scores

“Above the cutoff” (scores in white)

indicates “typical development”

“Monitoring” (scores in grey)

Indicates area of potential concern to watch

“Below the cutoff” (scores in black)

-OR-

“Parent concern”

Both are indicators of a likely concern

What should we do?

• Brainstorming ideas

– at home visit or with supervisor

• Sharing the results with parent

• Taking into consideration what the experience really means

• Supervisors should meet with supervisees on a regular basis

• It is NOT Therapy, but it does include active listening and thoughtful questioning

• Offer empathy to explore reactions to the home visitors work, while helping them cope with the stress of working with families

• Help the Supervisor use reflective supervision skills with a home visitor

– Parallel process between:

• Parent-child

• Home visitor-parent

• Supervisor-home visitor

• What things stuck out for you?

• What will you do to improve developmental screening practices in your setting?

Kenyatta Dowdy, LMSW Lorraine Cragan-Sullivan, LMSW, MA, NCC

• Bradshaw Institute for Community Child Health & Advocacy

• Help Me Grow South Carolina

• Developmental Screening Program Coordinator

• lcragansullivan@ghs.org

• 864-454-9102

• Eau Claire Cooperative Health Center

• Healthy Steps Program

• Program Coordinator

• kdowdy@ecchc.org

• 803-733-5969 ext. 3700