close

Вход

Забыли?

вход по аккаунту

код для вставкиСкачать
Recent Findings and Resources for Early
Childhood Intervention Programs
Deborah Parrish
Vice President for the Education, Human Development
and the Workforce Program, AIR
Copyright © 2011
American Institutes
for Research
All rights reserved.
Presented at the Conference on Inclusive Education
for Children with Disabilities
Moscow, September 2011
Overview of Presentation
• Recent Findings from Preschool for All
Evaluation, San Mateo, California
 Use of Ages and Stages Screening Tool
 Case Study of a Collaborative Inclusion
Model
 Evaluation of a partner agency’s services:
the Early Childhood Mental Health
Consultation Project
2
Overview of Presentation, continued
• Resources from AIR’s work for national
(USA) Technical Assistance Centers:
 National Center on Response to
Intervention
 Center for Early Literacy Learning
 Project Launch
3
Preschool for All (PFA) Process Evaluation,
San Mateo and San Francisco Counties
• State-supported high quality preschool
programs meeting minimum quality criteria
and inclusive of all children
• AIR evaluation examined all aspects of
program implementation, 2005-2010
• Focus on findings from 3 sub-studies:
 Use of Ages and Stages Screening Tool
 Case Study of Collaborative Inclusion Model
 Early Childhood Mental Health Consultation
Project
4
Ages and Stages Screening Tool
• ASQ for children 4-60 months old; ASQ:SE for
children 6 months to 5 years old
• Annual requirement for all PFA children
• Completed with parental input
• Includes communication, gross and fine
motor, problem-solving, and personal-social
skills
• Cut-off scores indicate need for follow-up
assessment(s) and diagnosis
5
Ages and Stages Screening Findings
• Helped staff establish positive relationships
with parents early in the program year
• Identified children early for further
evaluation, assessment, and special services
• Indicated need for standardized decision
rules for results close to the cut-off scores –
and related teacher training for consistency
• Required time and expense to enable
teachers to be trained and participate in
screenings with parents
6
Collaborative Inclusion Model
• PFA teachers desired more training, support,
and specialized staff to serve children with
diagnosed special needs in their classrooms
• Strong and effective partnerships and vehicles
for communication among key agencies were
critical to success
• Parent partnerships were strongly encouraged
and parent feedback was extremely positive
• Close physical proximity to trained special
education providers was a facilitating factor
7
Early Childhood Mental Health (ECMH)
Consultation Project
• ECMH funded through PFA as a support to
staff and families, providing staff/parent
training, prevention, and early intervention
services to address children’s behavior and
social-emotional well-being
• PFA teachers reported ECMH as “highly
effective;” parents modified their parenting
practices and communication with teachers
• Children were served who were not eligible
for services elsewhere
8
Resources
• National Center on Response to Intervention, U.S.
Department of Education, Office of Special Education
Programs (OSEP)
http://www.rti4success.org/
• Center for Early Literacy Learning (OSEP)
http://www.earlyliteracylearning.org/productsct.php
• Project Launch, U.S. Department of Health and Human
Services, Substance Abuse and Mental Health Services
Administration (SAMHSA)
http://projectlaunch.promoteprevent.org/
9
Deborah Parrish
Phone: 650-843-8109
E-Mail: [email protected]
2800 Campus Drive, Suite 200
San Mateo, CA, 94403
USA
Website: www.air.org
10
1/--страниц
Пожаловаться на содержимое документа