1. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Chapter 3 Partners in Play: An Infant-Toddler Assessment for Natural Environments

2. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Chapter 3 Objectives Parameters and components of the PIP? Preparation activities? Team member roles? General guidelines for administration? Partners and relationship-based care?

3. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Critical Domains and Developmental Milestones Critical domains reflect specific developmental areas. Domains are often interrelated and can influence one another. A delay in one domain may cause a delay in other domains. Developmental milestones are typical behaviors and skills generally expected at certain ages. These schedules should remain flexible to allow for individual variation within normal limits (WNL).

4. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Primary Developmental Domains 1.Neuromotor skills (NM) 2.Sensory-perceptual skills (SP) (including adaptive behavior) 3.Cognitive abilities (C) 4.Language and communication skills (L) 5.Social-emotional behaviors (SE)

5. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Neuromotor Domain Examples: quality of movement and symmetry motor milestones such as rolling, sitting, creeping, pull to standing, and walking transitions in and out of positions reach, grasp, and release skills with hands manipulation of toys and objects

6. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Sensory Perceptual Domain Examples: ability to use the senses (visual, auditory, tactile, olfactory, proprioceptive, gustatory, and vestibular information) adaptive behaviors or self-help skills such as eating, drinking, and dressing response to sensory info in environment

7. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Cognitive Domain Examples: problem-solving skills functional play with toys and persons object permanence cause and effect relationships social/cognitive games symbolic play

8. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Language Domain Examples: vocal play (babbling) imitation of sounds vocalized turn taking vocal play and social games receptive and expressive language early vocabulary

9. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Social and Emotional Behavior Examples: quality of interactions with familiar persons emotional stability attentiveness attention-gaining behaviors purposefulness during play transitions from one activity to another

10. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Partners in Play (PIP) Using the Record Forms A.The Caregiver Record 1. Initial Caregiver Interview 2. Caregiver Report of Child Development B.Developmental Assessment Record Forms 1. Unstructured Caregiver-Child Play 2. Unstructured Examiner-Child Play 3. Structured Examiner-Child Play

11. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Building Relationships with Family and Child It is essential to establish rapport with families and to build a working relation- ship based on caring and mutual concern. Examiners must genuinely communicate their respect for families and truly appreciate that families know the child best.

12. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Building Relationships with Family and Child (continued) Look for opportunities for offering positive feedback to the family about the child’s strengths and progress to date, especially during the initial identification and eligibility process. Your efforts will go a long way toward building trust, rapport, and partnerships between the team and family members.

13. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Building Relationships with Family and Child (continued) Parents are the ultimate authority on dreams for and knowledge of their child (author unknown).

14. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Establishing Rapport Key Factors for Examiner Interview skills Listening skills Nonverbal communication Observation Self-reflection

15. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Interview Strategy Partner with a team member so that one person conducts the interview and one person takes notes. Know the questions beforehand so that the interview flows like a normal conversation. Be cognizant of the child so that he/she becomes comfortable with the team members. Practice, Practice, Practice!

16. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Initial Caregiver Interview Examples: child’s name and date of birth family composition (primary caregivers; siblings?) demographic family information relevant to child review of child’s medical and health history current health needs service provision to date (if applicable) areas of concern?

17. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Caregiver Report of Child Development This interview focuses on the primary caregiver’s observations of a range of child behaviors during daily care, family interactions, play, mealtimes, and other family routines. This sample information is required by the IFSP and constitutes more than 50 percent of the basis for determining eligibility for Early Intervention services. Be sensitive to ask questions that are developmentally appropriate for the child’s general functional level.

18. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Unstructured Caregiver-Child Play The Unstructured Caregiver-Child Play session lasts 20 to 30 minutes. The toys and materials are selected by the primary caregiver for play prior to the team visit. Specific administration instructions are not required, but examiners may offer cues if the family needs additional guidance.

19. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Unstructured Examiner-Child Play The examiner or facilitator interacts playfully with the child. It is best if the same person conducts both the unstructured and structured play sessions. The activities should flow naturally and spontaneously. The child’s interests should guide the examiner. The format is flexible and allows for variations in sequencing items and timing events.

20. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Structured Examiner-Child Play There are specific administrative instructions for each item. The examiner/facilitator carries out the assessment in the context of play with a natural flow of interaction. Although the items are clustered for ease of administration, the format can be flexible. Often it is best to introduce just one or two toys at a time to reduce distractions.

21. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. The Evaluation Process The evaluation process has three stages: 1.Pre-evaluation planning 2.Evaluation activities 3.Post-assessment activities

22. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Pre-Evaluation Planning Team members review the reason for referral and any reports from hospitals or agencies that have had prior contact with family. Team members assign various roles: –Interviewer, examiner, or play facilitator –Initial contact with family

23. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Partnering with Team Members Team should represent more than one discipline to offer a variety of perspectives. Team members should have a basic understanding of the contributions of other disciplines to allow for role release. Team members should collaborate on reviewing and evaluating the child’s performance

24. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Helpful Strategies for Partnering with Families Describe assessment in simple terms to caregivers. Take caregivers step-by-step. Encourage questions throughout process. Written explanations can be helpful. Cross-reference with family for accuracy. Explain and clarify the findings of PIP. Discuss early intervention as appropriate to address child/family needs.

25. Copyright © 2007 Thomson Delmar Learning, a division of Thomson Learning Inc. ALL RIGHTS RESERVED. Evaluation Activities Post-Assessment Activities Keep the Goal in Focus … The ongoing relationship with the child and family forms the “partnership” for play! This mutual relationship is the foundation that supports the child’s growth and development within natural contexts!