Developmental and Health Services in Head Start Preschools: A Tiered Approach to Early Intervention

Nelson, Bergen B.; Forness, Steven R.; Pillado, Olivia; Savage, Susan; DuPlessis, Helen; Hayslip, Whitcomb; Kataoka, Sheryl H.

doi:10.1016/j.acap.2012.12.007

Cited by 8 publications

(9 citation statements)

References 22 publications

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“…on 179 children aged 36 months among the general population, some of the subjects obtained scores less than or equal to the cut-off point and needed a follow-up, especially in fine motor domain. [ 7 17 ] The frequency distribution of children with developmental delay in the present study was different from the above-mentioned studies in gross motor, fine motor, and personal-social domains (either higher or lesser). Cultural differences including methods of child breeding, parental style, families’ socio-economic status, etc., may be the reasons for this difference.…”

Section: Discussioncontrasting

confidence: 98%

“…[ 2 ] Several studies have shown an increase in prevalence of developmental disorders among children. [ 3 4 5 6 7 ] There is no accurate estimation about the prevalence of developmental disorders in the general population of Iranian children. But few studies conducted in this context show a relatively high prevalence of these disorders among the children.…”

Section: Introductionmentioning

confidence: 99%

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Developmental skills of 36-60-month-old children in Isfahan daycare centers in 2013

Ghazavi

Abdeyazdan

Shiravi

et al. 2015

Iranian J Nursing Midwifery Res

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Background:Assessment of developmental skills is one of the most essential components of children's health evaluation. Since several pubertal disorders are caused by parental negligence in diagnosis, prevention, and treatment of childhood problems, failure to make a timely diagnosis of these problems could have adverse effects on the health of children in future. This study was conducted to determine the developmental skills of 36-60-month-old children in Isfahan.Materials and Methods:In this cross-sectional study, 196 children, aged 36-60 months, were recruited through random cluster sampling. “Ages and Stages” questionnaire was filled for each subject by their parents (father, mother, or both), and the frequency of developmental delay was determined based on cut-off points. The data were analyzed by descriptive statistics using SPSS 20.0.Results:About 52.6% of the children were male. Mean age of the children was 50.71 (SD = 8.16) months. The abnormal findings were in the five domains of communication (1.5%), gross motor (3.1%), fine motor (7.7%), problem solving (7.7%) and personal-social (2%).Conclusions:The results suggest that some of the children had scores below or equal to the cut-off points and needed more evaluation by a professional person. The domains in which the children had problems were fine motor, problem solving, and gross motor. Therefore, health staff should pay more attention to assessment of these domains and parents should be trained to develop their children's skills in these domains.

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Section: Discussioncontrasting

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Developmental skills of 36-60-month-old children in Isfahan daycare centers in 2013

Ghazavi

Abdeyazdan

Shiravi

et al. 2015

Iranian J Nursing Midwifery Res

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“…As with neurodevelopmental disorders more generally, language problems identified at this age can persist in some form into later childhood (Conti-Ramsden, Botting, Simkin, & Knox, 2001;Johnson et al, 1999;Rice, Taylor, & Zubrick, 2008), adolescence (Aram, Ekelman, & Nation, 1984;Stothard, Snowling, Bishop, Chipcase, & Kaplan, 1998) and adult life (Beitchman et al, 2008;Clegg, Hollis, Mawhood, & Rutter, 2005;Richards, Power, & Sacker, 2009;Schoon, Parsons, Rush, & Law, 2010). Language development is closely related to broader social development, and there is a high prevalence of language/communication disturbance in children with social and emotional difficulties (Cohen, Davine, Horodezky, & Lipsett, 1993;Nelson et al, 2013;Ripley & Yuill, 2005;Sim et al, 2013).…”

Section: Introductionmentioning

confidence: 95%

Development of a triage tool for neurodevelopmental risk in children aged 30 months

Sim

Haig

O'Dowd

et al. 2015

Research in Developmental Disabilities

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Neurodevelopmental and neuropsychiatric disorders in young children predict educational, health and social problems. Early identification may significantly reduce this burden but relevant tools largely lack validation. We aimed to develop and evaluate the predictive validity of a simple screening tool for neurodevelopmental problems in a community sample of 30 month old children. A sample of children was selected from a community cohort screened at 30 months by health visitors using the Sure Start Language Measure (SSLM) and the Strengths and Difficulties Questionnaire (SDQ) in 2011. Predictive validity was assessed by comparing screening results with detailed psychometric data from the same sample 1-2 years later. Screening performance using different thresholds was explored using Receiver Operating Characteristic (ROC) with ROC area under the curve (AUC) and bootstrapping techniques. The SSLM predicted both language disorder identified by the New Reynell Developmental Language Scales (NRDLS) at follow-up (AUC 0.905) and global developmental delay assessed by the Griffiths Mental Development Scales (AUC 0.983). The SDQ administered at 30 months predicted psychiatric disorders identified by the Development and Wellbeing Assessment (DAWBA) at follow-up (AUC 0.821). Using optimal cut-offs for the SDQ and SSLM at 30 months, both tools together had sensitivity 87%; specificity 64%; positive predictive value 31%; and negative predictive value 97% in the prediction of any kind of neurodevelopmental problem 1-2 years later. The combined measure reported here is not yet sufficient as a stand-alone population screening tool for neurodevelopmental disorders. The SSLM and SDQ did however show promise in identifying preschool children at risk of ongoing language, psychiatric disorders and global developmental delay 1-2 years later but with fairly high false positive rates. Given that current developmental risk prediction in resource-poor settings is little better than random assignment, the SDQ and SSLM may aid clinical judgement when used as interim triage tools for practitioners with no specialist knowledge, in the context of longitudinal follow-up arrangements.

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“…[ 12 ] However, only 10% of potentially eligible children receive early intervention services [ 1 ] because of various family- and practice-level barriers. [ 13 ] Such barriers prevent young children with developmental delays from receiving appropriate services during this critical period and include failures to address the needs of children and their families, [ 13 ] resource limitations such as therapist time [ 14 ] and therapy dosage, [ 15 ] and service provision (e.g., urban and rural disparities in specialization and access to therapy services). [ 15 ] Ensuring an adequate number of therapy sessions is vital for parents of children requiring early developmental interventions.…”

Section: Introductionmentioning

confidence: 99%

Effects of a family-centered workshop for children with developmental delays

2018

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This study investigated the effects of a short-term family-centered workshop for children with developmental delays.This study was conducted in a rehabilitation outpatient clinic of a teaching hospital. We recruited 30 children with developmental delays and their parents as the study group and 57 age- and sex-matched children with typical development and their parents as the control group. The workshop was conducted for the children with developmental delays and their parents in the form of one 2-hour session per week for 6 weeks by health and education professionals by using a family-centered multidisciplinary approach. The Mandarin-Chinese Communicative Developmental Inventory and Peabody Developmental Motor Scales–Second Edition were used to assess the communication and motor skills of the children with developmental delays. The parent form of the Pediatric Outcomes Data Collection Instrument, Child Health Questionnaire, Pediatric Quality of Life (PedsQL) Inventory, and PedsQL Family Impact Module were administered to the parents of both groups.On study commencement, no significant differences were noted in functional performance and family impact between the children with developmental delays and those without delays. The children with developmental delays had lower health and health-related quality of life (HRQOL) scores than the children with typical development. Following the workshop, the study group exhibited significant improvements in physical health (94.2 vs 80.2, effect size: 1.00, P = .026), global function (94.8 vs 78.7, effect size: 0.88, P = .006), impact of the child's health on parental HRQOL (85.0 vs 70.4, effect size: 0.81, P = .043), and parental HRQOL (81.3 vs 65.0, effect size: 0.81, P = .015). No significant differences were recorded in function, health, HRQOL, or family impact between the children with developmental delays and those with typical development after 6 weeks.The multidisciplinary short-term family-centered workshop for children with developmental delays improved the children's physical health and global functional skills, and it reduced the impact of the child's health on parental HRQOL while also improving parental HRQOL.

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Developmental and Health Services in Head Start Preschools: A Tiered Approach to Early Intervention

Cited by 8 publications

References 22 publications

Developmental skills of 36-60-month-old children in Isfahan daycare centers in 2013

Developmental skills of 36-60-month-old children in Isfahan daycare centers in 2013

Development of a triage tool for neurodevelopmental risk in children aged 30 months

Effects of a family-centered workshop for children with developmental delays

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