Introduction Touch is one of the most essential elements of human development, a profound method of communication, a critical component of the health and growth of infants, and a powerful healing force Bowlby, ; Harlow,; Barnett, Touch has been an essential part of ancient healing practices. In his seminal work, Touching:
It includes clear definitions, flexible and authentic assessment guidelines, and credit criteria for each of the developmental skills and behaviors appearing in all the HELP products Birth In addition, it provides guidelines for understanding and interpreting the child's skills and behaviors in the context of his caregiving relationships and environments, and recognizes families as central to the assessment process.
As a curriculum-based assessment, HELP is directly linked with parent and professional curriculum activities and strategies to help promote the child's development and positive parent-child interactions. Identify and report qualitative descriptions of the child's developmental skills and behaviors along multiple lines of development Determine approximate developmental levels within and between major domains of development Identify strengths and needs within and between major domains of development Interpret how one area of development may be influencing another area of development Conduct a family-directed assessment of family concerns, priorities and resources as they relate to the development of their child; Recognize factors in the child's physical environment that support development Recognize caregiver interactions that support and facilitate the child's development Develop child and family outcome statements with the family that are meaningful and functional to the child and family.
Designed to support Infant and Toddler Legislation IDEA Professionals who work within early intervention programs will find Inside HELP especially valuable because it addresses many of the requirements for multidisciplinary, family-centered assessment as required under Part C, Individuals with Disabilities Education Act, and ongoing assessment and curriculum under the Head Start Act.
Curriculum assessment is a multidimensional ongoing process Curriculum assessment should go beyond evaluation and observation of a child's skills and behaviors; Curriculum assessment should be family-centered The curriculum assessment process should be pleasurable and meaningful for infants and families Disabilities should not interfere with a true assessment of a child's abilities; Assessment should be logically linked to intervention.
No other currently available birth-to-three curriculum includes as many developmental skills and behaviors and intervention strategies as the HELP. This density provides families and clinicians considerable choice in the process of assessment and curriculum planning, and facilitates monitoring of the child's progress in small incremental steps.
As such it is intended to be used as a resource for the professional to refer to on an "as needed basis" for clarification of specific skills when using HELP products, and for review or expansion of knowledge and skills in early childhood development and assessment.
Although the HELP is formatted along multiple lines of development through the use of developmental domains and strands, no domain, strand or skill can be understood in isolation of other areas of development or in isolation of the environment.
Separating development into domains and strands can be helpful for understanding and pinpointing underlying areas of strengths and needs, but children should never be viewed in separate, fragmented or isolated areas of development.
The challenge for the clinician is to analyze the mutual impact and interplay of these multiple lines of development and then integrate findings with the family to determine integrated intervention strategies and functional outcomes. Inside HELP stresses the importance of interdependence and interrelatedness between and within domains, strands, and the environment.
This project was conducted under the auspices of the School of Public Health, University of Hawaii, and was funded by the Bureau of the Education of the Handicapped. Six-hundred and eighty-five developmental skills and behaviors were selected by the multidisciplinary team from numerous available growth-and-development scales and standardized tests.
The age ranges provided for the skills on the Charts and in the Activity Guide were "based on a synthesis of research and project data. All skills are not necessary or critical to the child's development, but were included according to the project team because of their teachability and amenability to intervention.
The materials were also used and reviewed by programs in 35 states and 7 different countries for additional feedback.
Additional HELP materials have been developed to meet the growing field of early intervention: This manual is intended to promote consistency and a common framework of reference among multidisciplinary professionals using HELP as a curriculum assessment for planning comprehensive programs for infants and toddlers with special needs and their families.
This manual is not intended to provide standardized evaluation, or diagnosis. The definitions, credit criteria, and assessment guidelines were derived from a variety of growth and development scales, standardized norm-referenced tests, infant curriculums, and extensive early intervention research papers, articles, and texts listed under References at the end of this manual.
The guidelines presented in each strand "Preface" e.Designed for Your Child. Instructional treatment plans specifically designed for your child: Upon acceptance to the Center, a Board Certified Behavior Analyst (BCBA) will perform a skills assessment with your child using autism-specific, criterion-referenced assessments.
Question 5 of 10 A developmental psychologist might use _____ to observe how children behave on a playground, at a daycare center, or in the child's own home. case studies experiments naturalistic observation surveys 1 out of %(29).
Classroom Teacher Observation Report - A. Evaluation Form or Observation Protocol The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, ).
Consent Form Child Observation _____ is a student in the Childhood and Adolescent Development course at Hanover College. All students are being asked to observe a child in his or her home, daycare center/family daycare.
A developmental psychologist might use _____ to observe how children behave on a playground, at a daycare center, or in the child's own home.
Naturalistic observation The continuous development approach views development as a ________. NATURALISTIC OBSERVATION Course Number: DEP Course Title: HUMAN GROWTH AND DEVELOPMENT |Description | |To conduct observations is an important part of studying human development. Select a subject to watch either (not a family member) | |at a mall, playground, daycare, school, library, etc.