Reunião para discussão do ASQ-3 (versão em Português)
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Transcript of Reunião para discussão do ASQ-3 (versão em Português)
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Screening and Follow-up of Young Children’s Development: Ages and Stages Questionnaires
Jane Squires, Ph.D.University of
OregonEarly Intervention
Program jsquires@uoregon.
edu
Brazilia, BrazilDecember, 2011
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Objectives
Define and discuss benefits of developmental screening.
Describe Ages & Stages Questionnaires.
Describe Ages and Stages: Social-Emotional.
Discuss and compare screening approaches. 2
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Poor environments during early childhood can be like shifting the course of an ocean liner two degrees at the beginning of a voyage. Over a thousand mile trip (or a 70 year life span) you wind up in a different port. Or you may crash into rocky shores.
Myers, 2006, American Project
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Why screen?
2.53% 11.36 %5.74%
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Incidence of children identified as having disability (2009)http://www.ideadata.org
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Cumulative effects of riskSameroff et al, 1987
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Earlier age for receiving services and supports
Improved child and family outcomes
Reduced stress
Cost effective6
Benefits of early, universal screening
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3 to 1 benefit-cost ratio Better health and academic outcomes $3-9 for every dollar invested 16% annual return
• http://epinet.org
• http://brookings.edu
• http://minneapolisfed.org/
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Early childhood programs save money
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Biomedical/PsychiatricMorbidities& Health Care Utilization
Nonrandom Distribution of Childhood Morbidities
1 in 5 children are responsible for over ½ health cost, morbidity
W. T. BoyceUniversity of British Columbia
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Childhood experiences of adversity/trauma predict leading causes of adult mortality(Felitti et al, 1998)
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Investment
Cost effective to intervene earlier
Less use of community resourcesHealth/mental healthSocial serviceSchoolLegal system
Large pay off for services for each dollar spent
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Cost-Benefits of Early Child Development Programs
Participants in programs• Have higher scores on reading and math
achievement tests• Better language and cognitive abilities• Improved social emotional development• Better prepared to succeed in elementary
school• More likely to pursue secondary
education
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Cost-Benefits of Early Child Development Programs
Participants in programs• Have less need for special education and other
remedial services• Have lower dropout rates and higher graduation
rates• Have better health and• Experience less child abuse and neglect
These children are less likely to become teenage
parents, more likely to be employed as adults, have
less rates of drug use, lower rates of delinquency and
adult crime, and lower incarceration rates.
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Screening Assessment
A brief assessment procedure designed to identify children who should receive more intensive diagnosis or evaluation from local early intervention, early childhood special education, health, mental health agencies.
Similar in theory to health screenings such as a quick hearing or vision screen. 14
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Screening
Not near cutoffBelow Cutoff
Eligible
Near Cutoff
Professional
Assessment
Not Eligible
Continue to monitor (re-screen) & use curriculum-based assessment to develop learning plans
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Informal checklists or tests without psychometric data
Expensive professionally administered tests
“Islands” of screeningNo system for referral, follow up
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Barriers to effective screening systems
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Detection rates of children with existing delays
Without Screening Tools
With Screening Tools
Developmental Disabilities
30% identifiedPalfrey et al, 1994
70-80% identified
Squires et al, 1996
Mental Health Problems
20% identifiedLavigne et al, 1993
80-90% identified
Sturner, 1991Courtesy of START
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Parent or caregiver completed Quick and easy to administerLow costValid and reliableAble to be used in a variety of ways
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Effective screening tests
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What are effective measures?
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Qualities of assessment toolsValidity
Reliability
Adequate normative
population
Cultural sensitivity
Comprehensiveness
Attractiveness to children
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Types of screening instruments
Professionally-administered
Parent-completed
Information on screening tools http://www.dbpeds.org/ http://www.fpnotebook.com http://www.cimh.org Individual publishers
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Professionally-administered
Battelle Developmental Inventory Screen, 2nd (http://www.assess.nelson.com)
Bayley Scales of Infant Development Screen, 3rd (http://harcourtassessment.com)
Brigance Screens (http://www.curriculumassociates.com)
Denver II (http://www.denverii.com/DenverII.html)
Early Screening Inventory (www.pearsonearlylearning.com)
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Parent-Completed
Pediatric Evaluation of Developmental Status PEDS--Glascoe• www.pedstest.com
MacArthur Communicative Development Inventory--Fenson et al.
Minnesota Child Development Inventories• http://www.childdevrev.com/cdi.html
Ages & Stages Questionnaires• http://www.brookespublishing.com• http://agesandstages.com
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Assessment
“the science of examining the strange behaviors of children in a strange situation with strange adults for the briefest possible periods of time”
(Bronfenbrenner, 1979)
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Advantages of Parent-Completed Screening Measures
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Engaging families in the assessment of their child
Parents are reservoirs of rich information about their children
Parental involvement reduces cost
Screening structures observations, reports and communications about child development
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Screening may become a teaching tool for parents and teaching staff
Information/communication can be useful for primary health care providers and communication based rehabilitation center
Effective and efficient method of early identification
Engaging families in the assessment of their child
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Research on parent report of child developmental level
As accurate as formal measures for identifying cognitive delay (Glascoe, 1989, 1990; Pulsifer, 1994)
As accurate as formal measures for identifying language delay (Tomblin, 1987)
As accurate as formal measures for identifying symptoms of ADHD and school related problems (Mulhern, 1994)
More accurate than Denver for predicting school-age learning problems (Diamond, 1987)
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Dinnebeil & Rule (1994) 23 studies High reliability in parent report
Area specific studies Cognitive (Glascoe, 1999) Communication (Ring and Fenson,
2000) Attention deficit and school related
problems (Mulhern, 1994) Gross motor (Bodnarchuk & Eaton,
2004)29
Accuracy of parent report
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Low cost, economicalOften know child bestNatural environment for child
Accurate, if based on current, observable behavior 30
Parent, caregiver report
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Accuracy of low and middle income parents
Agreement between parent-completed ASQ andprofessionally administered standardized
assessment:
Low income parents .85 (N = 54)(below federal poverty level)
Middle income parents .89 (N = 42)No statistical significance between groups
Squires, Potter, & Bricker, (1998) Early Childhood Research Quarterly,13, 2, 345-354.
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Advantages of parent-completed screening tests
Parents/caregivers can provide rich information about child across settings
Parent involvement reduces cost• 3-10 times less
Screening structures observations, reports, communications about child development
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Parent-completed assessments range between $1.25-10 per assessment (U.S. interview/mail models)
Professionally-administered cost 3-10 times more(Chan & Taylor, 1998; Dobrez Lo Sasso, Holl et al., 2001;
Glascoe, Foster, & Wolraich, 1997)
Cost Effective
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ASQ vs. Bayley Scales
24 month olds, 52 infants/mothersBayley administered by psychologistCommunication and personal social
—moderately correlated .55Gross motor & motor .46Sensitivity = 100%Specificity = 87%Recommended, as cost effectiveGollenberg, Lynch et al., 2010
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What are the Ages and Stages Questionnaires? Identify children at risk for
developmental delays
Series of questionnaires for children ages 1 month to 5 ½
Parent- or caregiver-completed screening tool that
encourages parental/ caregiver involvement
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ASQ History
ASQ initiated in 1980 at University of Oregon by Diane Bricker and colleagues.
Authors reviewed standardized tests, literature.
ASQ skills selected were: Easily observed or elicited by
parents in home. Adopted by pediatric, child care, early
intervention, child welfare programs for early identification
Most widely tool by pediatricians (70%)
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ASQ Evolution
Follow-up of medically at risk infants
Developmental screening for infants/toddlers living in poverty, other risk conditions
Universal screening
Translated, used internationally
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ASQ Domains
ASQCommunicatio
nGross motorFine motorProblem
solvingPersonal-
social 38
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Example of 4-month ASQ
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Example of 24-month ASQ
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Features: ASQ-3 intervals
21 Questionnaire intervals:
• 2*, 4, 6, 8, 9*, 10, 12, 14, 16, 18,
20, 22, 24
• 27, 30, 33, 36 (spaced 3 months
apart)
• 42, 48, 54, 60 (spaced 6 months
apart)
*New intervals included in ASQ-3 system
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Features: ASQ-3
5 developmental areas (e.g., Communication)
6 questions in each area Questions are in hierarchical
order Questions #5 and #6 are
average skills for children of that age interval (i.e., a 12 month skill for a 12 month child).
Response options: Yes, Sometimes, Not Yet
Written at 4th to 5th grade reading level
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Features: ASQ-3 Overall Section
Un-Scored Section Looks at quality of skills (e.g.,
speech) Example: “Does your baby use both
hand equally well?” “No” response indicates possible
cerebral palsy. Important to follow up.
Parent concerns very predictive. Any concerns or questionable
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Scoring the ASQ-3
Not yet = 0 points
Sometimes = 5 points
Yes = 10 points
Domain scores are totaled and compared to cutoff points
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Features: ASQ-3 cultural adaptability Alternative administration methods
for individuals from different cultural backgrounds.
Alternative materials for individuals from different cultural backgrounds.
Normative sample includes diverse populations.
Scoring permits omission of inappropriate items.
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The Ages and Stages Questionnaires: Social Emotional
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Ages & Stages Questionnaires: Social Emotional
ASQ companion tool
Focused on social emotional, behavioral, self regulation competencies
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ASQ:SE features
6, 12, 18, 24, 30, 36, 48 & 60 month intervals
3-6 month administration window on either side
4th to 5th grade reading level
Competence and problem behaviors targeted
From 19 items (6-month interval) to 33 items (60-month interval)
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Behavioral Areas DefinitionSelf-Regulation Ability/willingness to calm, settle, or adjust to
physiological or environmental conditions orstimulation
Compliance Ability/willingness to conform to the directionof others and follow rules
Communication Verbal/nonverbal signals that indicatefeelings, affect, internal states
Adaptive Ability/success in coping with physiologicalneeds
Autonomy Ability/willingness to establish independence
Affect Ability/willingness to demonstrate feelingsand empathy for others
Interaction withPeople
Ability/willingness to respond or initiatesocial responses with caregivers, adults andpeers.
ASQ:SE behavioral areas
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Features of ASQ:SE
Open-ended questions Questions related to eating, sleeping,
toileting. All intervals include question “Is there
anything that worries you about your baby (child)? If so, please explain.”
Tell me what you enjoy most about your baby (child)?
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Features of ASQ:SE
Scoring Options Points
Most of the time 0 or 10 Sometimes 5 Never or Hardly Ever 0 or 10 Is this a concern? Yes= 5
Scores are totaled and compared with empirically-derived cutoff points.
High scores indicative of problems
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12 month ASQ:SE
Does your baby laugh or smile at you and other family members? (z)Most of the time (v) Sometimes
(x) Rarely or neverDoes your baby like to be picked up
and held? (z)Most of the time (v) Sometimes (x) Rarely or never
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30 month ASQ:SE
Does your child destroy or damage things on purpose?
Does your child hurt himself on purpose?
Does your child play alongside other children?
Most of time SometimesRarely/Never
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ASQ-3 Concurrent Validity
ASQ-3 N Sens.% Spec.%
2-12 mo. 108 84.691.3
14-24 mo.78 89.2 77.9
27-36 mo. 90 85.985.7
42-60 mo.103 82.5 92.1Normative sample = 18,572
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ASQ-3 Concurrent Validity
Overall (2-60 months) Sensitivity: 86.1% Specificity: 85.6% Percent agreement: 85.8% Under-identified: 6.0% Over-identified: 8.1% Test retest reliability: 92%
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ASQ:SE Research
Validity Reliability Utility Conducted
between 1995-2001
Sample of 3014
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ASQ:SE Sensitivity and SpecificityN = 1043; 3000 in total sample
N Cutoff Sens Spec % Agree6 71 45 78.6 98.2 94.012 85 48 71.4 97.2 93.0
18 99 50 75.0 96.6 93.9
24 152 50 70.8 93.0 89.5
30 115 57 80.0 89.5 87.8
36 179 59 77.8 93.0 89.9
48 174 70 76.9 94.6 92.0
60 171 70 84.6 95.8 94.0
Overall 78.0 94.5 91.8
Test-retest reliability = 94%Utility = parents said easy to understand,
appropriate, helped think about child’s behavior
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Uses for the ASQ
Developmental screeningMonitoring course of
developmentCaregiver/teacher toolPrevention—target low areasGeneral overview of
development of classroomResearch
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Screening/monitoring
Identify children with potential delays in development 5-18% may have scores below cutoff
points
Monitoring Follow-along screening 9, 18, 24, 36, 48 months (pediatric
guidelines) Make sure development on course
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ASQ vs. Parents’ Eval of Developmental Status
334 children 12-60 monthsASQ and PEDS and Bayley, Wechsler,
or VinelandPEDS = .74 sensitivity, .64 specificityASQ = .82 sensitivity, .78 specificity
Limbos & Joyce, 2011, Dev & Behavioral Peds
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Equador
Flower growing regionASQ administered to children as well
as growth measurement, blood testChildren 24-61 months residing in
high-exposure communities scored significantly lower on gross motor skills compared to low exposure group
Handal, Lozoff, Breilh, & Harlow, 2007
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Percentage of children displaying developmental delay for 5 ASQ domainsrelated to proximity to flower fields
Comm
unicat
ion
Gross
mot
or
Fine
mot
or
Prob
lem
sol
ving
Socioi
ndivid
ual
05
101520253035404550
Community CCommunities A and BP
erc
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t d
ela
y
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ASQ:SE Screening
Minnesota--statewide Large Hmong and Somali populations
ASQ:SE on small PDAs, paperwww.patienttools.org
Screened 10,000 children Extremely low cost—start up was most High satisfaction by programs and parents Identified between 5-28% of children Foundationforsuccess.org
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ASQ Research: Online vs. Paper
Currently on line and paper versions
Over 10,000 on-line questionnaires completed.
http://asq.uoregon.edu Initial “DIF” Analysis conducted
Few differences found between on-line versus paper completed ASQ’s.
Differential item functioning = 45/500 items
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Caregiver/teacher tool
Provides feedback on general development of individual children
Allows monitoring of classroom, school
Can target skills or areas that are in need of practice
Prevent further delaysCan compare curriculum with needs
in classroom
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ASQ related follow-up- activities Prevention
Intervention
ASQ User’s Guide activities
ASQ Learning Activities (available in Spanish)
Beautiful Beginnings (Raikes & Whitmer)
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ASQ Activities (User’s Guide)Put toys on a sofa or sturdy table so
that your baby can practice standing while playing with the toys.
Find a big box that your baby can crawl in and out of. Stay close by and talk to your baby about what she is doing. “You went in! Now you are out!”
Read baby books or colorful magazines by pointing and telling your baby what is in the picture. Let baby pat pictures. (8-12 months)
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Day Care Centers(Campos, Squires, & Ponte, 2010)
Galicia, Spain2-step processParents complete PEDSPreschool teachers complete ASQFocus curriculum on children’s needsProvide follow-up to individual
children with low scoresRefer children with very low scores to
specialistMonitor through ASQ 69
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ASQ Research: ASQ and AutismDoes the ASQ identify children with autism?
Retrospective study on children diagnosed with ASD who had ASQ data
N = 58; 81% < 3 years100% identified
96.6% failed communication 86.2% failed personal-social 81.0% failed problem solving
100% of parents identified concerns
High sensitivity in identifying ASD 70
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Magpie Study
Follow-up study (magnesium sulfate)Latin American, Africa, India (125
centers in 19 countries)Completed ASQ interview in homes
and community based health and rehabilitation centers
2600 children screened by ASQ 78% sensitivity, 79% specificity Children whose mothers received
magnesium sulfate during birth had improved outcomes (Duley at al., under review)
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ASQ Research: Pediatric Office StudyDoes adding a standard screening tool to well-child check-ups increase referral and identification rates of children?
12 and 24 months 20 pediatric practitioners 76% agreement between ASQ
and pediatrician estimate of development (OK, at risk)
Pediatricians referred mostly for communication, gross motor delays
Referrals for further assessment increased 224% in one year
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ASQ Office Study
ASQ in the office or mail it from home 30 minutes of training for staff Resource staff scored the ASQ forms Itemized cost = $1.61 - $2.43 per
patient. Cost varied on the mail-back option and
practitioner f/u decisions Reception, Nurse, Doctor all said:
“The ASQ is a fun and very important part of this well-child visit. Please fill it out. If you don’t have time, take it home and mail it in.”
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Control and screening year referrals
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To Review
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Parent, caregiver-completed tools Low cost, effective Flexible administration Provides common platform for multiple
agencies serving young children and families
Follow up activities on “not yet” skills using activity based intervention
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ASQ-3 and ASQ:SE
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ASQ & ASQ:SE ApplicationsKiosk in office with toy kitMail to home and bring in at visit
(or email back)Complete first one at office, mail
remainder to homeHome visiting--nurses, social
workers, child welfareChild care settings
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Identification of delays Better outcomes for children/families Requirements of system
Valid, reliable, culturally relevant measures
Low cost methods
Coordinated systems
for follow-up and referral
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Universal screening systems
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Effective systems identify children at risk for developmental delays
Benefits in terms of economic savings and investment in future
Technology offers creative and unique solutions
Use of videoconferencing, embedded video, web-based screening involving multiple agencies
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Universal screening systems
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Obrigada
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