Learning to Use the Early Screening InventoryRevised

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Learning to Use the Early Screening
Inventory-Revised

• Sponsored by the
• Minnesota Department of Education

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Disclaimer

• Nancy Wallace is an independently contracted
  instructor with the MN Dept. of Education (MDE).
  Her comments and/or opinions may not reflect
  current MDE policy or positions. Participants
  are encouraged to communicate directly with MDE
  staff in all matters related to policy.
• While the speaker may reference or demonstrate
  use of certain goods or services, she holds no
  financial interest in any company producing,
  distributing, or selling those goods or services.

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Goals for this Training

• Enhance awareness of the screening process
• Introduce the Early Screening Inventory-Revised
• Practice using the ESI-R
• To begin implementation
• To help make a decision about screening
  instrument choice

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Introductions

• Name
• Program
• Your role in the screening process
• Discuss
• Benefits and limitations of the screening process
  as you know it

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Quality Early Childhood Screening in Minnesota
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What is Screening?

• Screening To identify children who may need
  further health or developmental assessment,
  promote healthy development, and connect families
  to resources
• Assessment To determine existence of disability
  and to propose possible health or educational
  interventions

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Appropriate Uses of Assessments across the Early
Childhood Age Continuum (http//govinfo.library.u
nt.edu/negp )

• Purpose 1
• Assessing to promote childrens learning and
  development
• Purpose 2
• Identifying children for health and special
  services
• Purpose 3
• Monitoring trends and evaluating programs and
  services
• Purpose 4
• Assessing academic achievement to hold individual
  students, teachers, and schools accountable.

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MN School Readiness Definition

• The skills, knowledge, behaviors and
  accomplishments that children know and can do as
  they enter school
• Physical well-being and Motor development
• Social and Emotional development
• Approaches to Learning
• Language development
• Cognition and general development
• Creativity and the Arts

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Early Childhood Screening in Minnesota

• For children 3-5 years of age
• Required for public school entrance
• Connected to other early childhood programs
  School Readiness
• Coordinated with Public Health and
• Head Start

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Screening Components

• Immunization Review
• Risk Factors
• Health Insurance
• Summary Interview
• Optional Components
• Referral/Follow-up

• Outreach
• Screening
• Vision
• Hearing
• Growth
• Developmental

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(No Transcript)
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Matrix of Outcomes
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MINNESOTAS EARLY CHILDHOOD HEALTH AND
DEVELOPMENTAL SCREENING PROGRAM AND PROCESS
ONGOING CHILD ASSESSMENT or HEALTH AND
DEVELOPMENTAL SCREENING Documentation and
recording of childrens progress in order to plan
and individualize for each child

• COMPREHENSIVE SCREENING
• Growth
• Hearing
• Development (cognition, fine gross motor
  skills, speech language, social/emotional)
• Immunization
• Identification of Risk Factors
• Vision
• Health Care Coverage
• Health (lab, dental, nutrition)

No suspected problems
INDIVIDUALIZED EDUCATION PLAN IEP, IIIP or IFSP
(0-3 years) Plan for specialization and related
services to meet childs needs.

• INDEPTH EVALUATION
• OR HEALTH ASSESMENT
• Evaluation and determination of eligibility for
  disability services
• Assessment by health provider and determination
  of medical intervention

Suspected problems



Evaluation or
assessment based on identified problem
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MN ECS Required and Optional Components and
Personnel

• http//education.state.mn.us/mdeprod/groups/EarlyL
  earning/documents/Form/002294.pdf

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Introduction to Developmental Screening

• Including criteria for screening instruments

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MN Developmental Screening

• 1.Standardized Developmental Screening Instrument
• norms for the age range screened
• written procedures for administration, scoring,
  and interpretation

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MN Developmental Screening

• 2. Parent report of childs development
• skill development
• emotional status
• behavioral status
• concerns about childs development
• 3. Professional judgment-child observation

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Reliability is an indicator of how
consistently identical results can be obtained
using the same screening instrument
Validity is an indicator of the accuracy of the
screening instrument and of the inferences drawn
from it
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Relationship of Screening and Outcome

• Sensitivity
• The proportion of children at risk who are
  correctly identified

• Specificity
• The proportion of children not at risk who are
  correctly excluded from further assessment

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Screening Test with Follow-up Assessment
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Limitations of Screening Instruments

• Data only identifies potential problems
• Screening instruments are not identical to
• school entrance tests
• Screening instruments are not IQ tests
• Screening should not be used to assign a
  diagnosis
• Cultural limitations
• Screening should never be performed in isolation
• (context of assessment, evaluation, and
  intervention)

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What criteria should I use to
assess developmental tools?

• What are the ages of the children?
• Is it enjoyable?
• How long?
• Cultural sensitivity?
• What is the parent role?
• Is it difficult to learn?
• Who will administer the instrument?
• Is the instrument reliable and valid?
• Are normative scores available?
• What does it cost?

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www.health.state.mn.us/divs/fh/mch/devscrn
Minnesota Interagency Developmental
Screening Web Pages (MDH, MDE and DHS)
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(No Transcript)
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Introduction to the Early Screening Inventory --
Revised
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Early Screening Inventory-RevisedMeisels,
Marsden, Wiske Henderson, 1997

• Developmental screening instrument for preschool
  and kindergarten children
• ESIP Preschool 3 - 4 1/2
• ESIK Kindergarten 4 1/2 - 6
• Parent Questionnaire
• High specificity and sensitivity

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Designed for Children, Parents and Examiners

• Enjoyable for children to take
• Easy to learn and to administer
• Easy to interpret and parents to understand
• 15-20 minutes per child
• English and Spanish versions

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Qualities

• Three classifications OK, Rescreen, Refer
• Standardized on 6,000 culturally, racially and
  socio-economically diverse children (currently
  undergoing re-norming)
• Highly reliable very high interrater and
  test-retest stability
• Highly valid Identifies nearly all children who
  are at risk (9 out of 10)

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Publisher

• Pearson Learning
• Assessment
• ESI-R
• www.pearsonlearning.com

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Materials

• Examiners Manual
• Toy Kit
• Blocks
• Cards (forms and visual memory)
• Toys (car, ball, button)
• Tape
• Score Sheets
• P version (3-4 ½) and K version (4 ½-6)

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ESIR Content

• Visual-Motor/Adaptive
• Block building
• Copy forms
• Visual sequence memory

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ESI-R Content

• Language and Cognition
• Number concept
• Verbal expression
• Verbal reasoning
• Auditory sequential memory

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ESI-R Content

• Gross Motor
• Balance
• Hop
• Skip

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Rounded Age

• Screening Date 2007 12 8
• Date of Birth 2002 8 2
• Age 5 4 6
• Rounded Age 5 4

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• Screening Date 2007 3 17
• Date of Birth 2002 4 26
• Age 4 10 21
• Rounded Age 4 11

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• Screening Date 2007 7 1
• Date of Birth 2003 7 15
• Age 3 11 16
• Rounded Age 3 12
• or 4 years

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Verbal Expression

• Give 2 general prompts (tell me about this)
• Then elicit responses to specific questions
  (name, color, use, and shape in K version)
• Spontaneous responses on left side (2 points)
• Elicited responses on right side (1 point)
• Once you begin eliciting responses, record all
  responses on right side
• Record exact responses
• Use scoring grid on bottom left and translate to
  right hand scale
• Review Examiners Manual example

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Scoring

• Pass
• Child receives number of points
• Refuse
• I cant do it I dont want to do it
• 3-4 refuses, you cannot score the screening
• Fail
• Incorrect answer I dont know

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Differences P and K Version

• 9 block tower
• Bridge
• Gate from demo (4 yr)
• Vertical/horizontal line demo circle/ cross
  person (4 yr)
• 5 block count (4 yr)
• Not administered
• Verbal expression name, color, use

• 10 block tower (0 points)
• Not administered
• Gate from model
• No lines circle/cross/person plus
  square/triangle
• 10 block count
• All together
• Verbal expression name, color, use, shape

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• Jump, walk on line
• Balance 5 sec
• Hop (4 yr)
• Not administered
• Point differences

• Not administered
• Balance 10 sec
• Hop
• Skip

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Your Role

• Focus on standardized administration!
• Inter-rater reliability
• Say written directions as much as possible
• Protocol, protocol, protocol!!!
• Check ages before beginning
• Choose the correct rounded age category when
  scoring
• Use the criteria in the Manual for guidance
• Add correctly and write scores in appropriate
  places (front and back)

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For More Information
Debbykay Peterson, Early Childhood Screening,
Minnesota Department of Education debbykay.peter
son_at_state.mn.us Mary Vanderwert, State Head
Start Collaboration Office, mary.vanderwert_at_stat
e.mn.us Lynnea Piotter, Child and Teen Checkups,
Minnesota Department of Health lynnea.piotter_at_s
tate.mn.us