1. DEVELOPMENTAL ASSESSMENT OF THE NEONATE,INFANT AND A CHILD LECTURER MISS ANNA HAYFRON BENJAMINE presented by EFUA YEBOAH QUAYE

2. OBJECTIVES OF THE PRESENTATION By the end of the presentation participant would be able to : Define Developmental Assessment Identify some developmental anomalies of the children across the age Identify some tools for developmental assessment of children Identify key aspects of Early Intervention system for infants and toddlers with disabilities

3. INTRODUCTION Early childhood is a period of rapid physical growth during which an individual acquires a complex set of skills and functional competencies that should facilitate achievement of their potential in life Developmental assessment is the process of mapping a child’s performance compared with children of similar age. Children develop in four domains––physical, cognitive, social, and emotional––and not at the same pace through each. No two children are the same; each child has a unique rate of development.

4. Developmental assessment serves different purposes, depending on the age of the child. In the neonatal period, behavioural assessment can detect a wide range of neurologic impairments During infancy, assessment serves to reassure parents and to identify sensory, motor, cognitive, and emotional problems early, when they are most when they are most amenable to treatment. Middle-childhood and adolescence assessments often help with addressing academic and social problems.

5. Developmental assessment is done everyday by attentive caregivers, but the term usually refers to various STRUCTURED systems for observation.

6. Why we Assess young children? The purpose of assessment of children is to collect information necessary to make important decisions about their developmental and educational needs. It important to assess To monitor children’s development and learning To guide planning and decision making For early intervention and referral To report and communicate with others (families, state/federal agencies, etc.) To identify children who might benefit from special services

7. . During infancy, assessment are done to reassure parents and to identify sensory, motor, cognitive, and emotional problems early, when they are most amenable to treatment. Middle-childhood and adolescence assessments mostly help with addressing academic and social problems

8. DOMAINS OF ASSESSMENT Physical growth & movement Health Achievement Socio-emotional Cognitive Neuropsychological Personality Identity / Self-

9. DEVELOPMENTAL ASSESSMENT TOOLS There are various developmental assessment tools that are used for various purposes and age groups. The commonly used are following developmental assessment tools. Adaptive Behaviour Assessment System: – Third Edition (ABAS-III) to assess adaptive functioning for individuals aged 0 to 89 years. Adaptive Behaviour Assessment System: The Bayley Scales of Infant Development: – Third Edition (Bayley-III) to assess children from one month old to 3.5 years. The Bayley Scales of Infant Development: The Griffith Mental Development Scales (GMDS): to assess the rate of development of infants and young children from birth to 8 years. The Griffith Mental Development Scales (GMDS):

10. Adaptive Behaviour Assessment System--This is used to assess children from one month old to 3.5 years Adaptive Behaviour Assessment System

11. The Griffith Mental Development Scales (GMDS): this is also used to assess the rate of development of infants and young children from birth to 8 years. The Griffith Mental Development Scales (GMDS): this is also used

12. Adaptive Behaviour Assessment System: – Third Edition (ABAS-III) to assess adaptive functioning for individuals aged 0 to 89 years Adaptive Behaviour Assessment System:

13. IDA 2 IDA-2 is a comprehensive, multidisciplinary, family-centered process designed to identify children birth to 3 years of age who are developmentally at risk. Its team- based approach helps determine the need for monitoring, consultation, intervention, or other services for the child and family and may be used to develop an initial Individualized Family Service Plan

15. TIPS TO HOW TO IDENTIFY DEVELOPMENTAL DELAYS IN INFANTS AND CHILDREN Most developmental milestone can be observed during play time in a variety of activities such as daily routines throughout the day. If a milestone do not occur naturally while observing the child, caregivers can use social interaction stuff like toys, demonstrations to try and bring out some skills. Teachers, and childcare providers are able to recognise certain skills naturally because they work with a lot of kids closely.therefore watching kids closely and recognising certain skills comes naturally.

16. Policies or support systems Early identification of problems and timely intervention helps mitigate or even eliminate long term effect on the child.

17. VEDIO