Implementation of Developmental Screening by Childcare Providers

Shahidullah, Jeffrey D.; Forman, Susan G.; Norton, Amy; Harris, Jill; Palejwala, Mohammed H.; Chaudhuri, Anindita

doi:10.1097/iyc.0000000000000158

Cited by 9 publications

(16 citation statements)

References 15 publications

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“…These results are similar to Shahidullah et al (2020) where surveyed childcare professionals revealed the need for additional information on conducting developmental screening, discussing developmental screening with parents, and linking families to services.…”

Section: Need For Specialized Trainingsupporting

confidence: 74%

“…Although centers varied in their methods of developmental surveillance, most childcare professionals and parents we interviewed expressed positive sentiment about the possibility of using broadband and/or ASD-specific screening practices at their center. The positive attitudes regarding screening that were expressed paralleled two past studies, where more than half of surveyed childcare professionals strongly agreed that conducting developmental screenings should be part of their work role (Shahidullah et al, 2020) and that childcare providers should provide universal screening within their programs (Boh & Johnson, 2018). In the current study, despite the mostly positive attitudes about screening, three practical implications emerged from the data that directly impact a center's ability to implement a broadband and/or ASD screening program for the purposes of identifying children with potential disabilities: 1) the need for specialized training, 2) disconnects between childcare professionals and families, and 3) clarification of roles in the referral process.…”

Section: Discussionmentioning

confidence: 62%

“…In general, the professionals varied in how soon they brought concerns to parents, if at all. This is in contrast to Shahidullah et al (2020) where 87% of childcare providers strongly agreed that it is important to discuss children's developmental concerns with parents. Our findings reflect a lack of family-professional collaboration that is encouraged by the NA-EYC and DEC (Copple & Bredekamp, 2009).…”

Section: Resolving Disconnectsmentioning

confidence: 88%

See 2 more Smart Citations

Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings

Uzonyi

Pagé

DuBay

et al. 2022

Infants &Amp; Young Children

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This qualitative study explored the knowledge and perceptions about early screening for developmental disabilities and autism spectrum disorder (ASD) in childcare settings using semistructured interviews with directors, teachers, and parents at 12 childcare centers. Results indicated that most of the directors and teachers, who were interviewed, were cautiously open to implementing screening programs but wanted additional training in recognizing early signs of ASD and other developmental disabilities, as well as communicating with families about concerns. All interviewed parents reported wanting childcare professionals to communicate with them if they had developmental concerns for their child, and all but one parent was open to the idea of universal screening at their child's center.

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Section: Need For Specialized Trainingsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 62%

Section: Resolving Disconnectsmentioning

confidence: 88%

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Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings

Uzonyi

Pagé

DuBay

et al. 2022

Infants &Amp; Young Children

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“…Preventing or mitigating the impact of language deficits and poor social-emotional skills depends on the timely identification of young children who require developmental support prior to school entry (Shahidullah et al, 2020). Many children enter school with unidentified language delays (Adlof & Hogan, 2019; Tomblin et al, 1997).…”

Section: Universal Screening For Language and Social-emotional Develo...mentioning

confidence: 99%

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Kaiser

Chow

Cunningham

2022

Policy Insights from the Behavioral and Brain Sciences

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Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and behavior are not identified before school entry. These children have missed a critical window for EI that might have prevented or mitigated persistent developmental language impairment and challenging behaviors. The critical need for early identification of children with delays in both language and social-emotional development by proposing a preventive, universal screening approach. This approach to early screening aims to reduce the number of children on a trajectory of academic failure and social difficulties as a result of these early developmental delays.

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“…This persists despite concerns regarding under-identification of delay at this age (2,3,18). Recent studies have supported the feasibility of developmental screening in childcare centres, with providers believing it is an important part of their role (41,42). Unfortunately, these studies focused on screening rather than surveillance.…”

Section: Introductionmentioning

confidence: 99%

Validity of the Early Years Check-In (EYCI) in a Cross-Sectional Sample of Families

et al. 2020

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Background: The objective of the present study was to develop and test the validity of the Early Years Check-In (EYCI), a new tool that measures parent and educator concerns regarding children's development. The study examined the EYCI's agreement with 3rd edition of the Bayley Scales of Infant and Toddler Development (BSID-III) an established measure of child development. Two possible thresholds were explored: one to identify children with a probable delay, and another to identify children at the borderline functioning threshold. Methods: Parents of children aged 18 to 42 months were recruited from childcare settings across Ontario, Canada. The study proceeded in two phases. Phase I, intended to pilot the measure, included 49 children. Phase II, a test of the validity of the final version, included 199 children. Parents and educators completed the EYCI for the child, while a blinded assessor completed the BSID-III. Results: The EYCI demonstrated good sensitivity and specificity (86 and 82%, respectively) as a parent-completed tool that identifies children with a probable delay. However, the positive predictive value (15%) suggests the EYCI is likely to over identify children. When identifying children who demonstrated borderline delay, the EYCI demonstrated good sensitivity (80%) but poor specificity (49%). Results from educator-completed EYCIs were poor for both probable and borderline delay. Conclusions: While further research is required, the EYCI shows promise as a parent-completed tool, particularly to identify more-severe cases of delay. Results with educators were poor overall. Future research investigating accuracy of educators in different types of early childcare centres is needed.

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Implementation of Developmental Screening by Childcare Providers

Cited by 9 publications

References 15 publications

Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings

Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Validity of the Early Years Check-In (EYCI) in a Cross-Sectional Sample of Families

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