Using The HELP

The Importance ofAssessmentUsing the HELPMarch 25, 2011Presented by:Martha Craycraft, ITDS &Elli Emmanuel, CCC-SLP

Agenda What do you want to know about EarlySteps Assessment Measuring progress Introduction to the HELP Developmental age levels (DAL’s) OSEP HELP report Reporting progress in monthly providerreports.

Assessment (ESSOdefinition) The ongoing procedures used by appropriatequalified personnel throughout the period of achild's eligibility to identify the following:A. The child's unique strengths and needs and theservices appropriate to meet those needs.B. The resources, priorities, and concerns of thefamily and the supports and services necessaryto enhance the family's capacity to meet thedevelopmental needs of their infant or toddlerwith a disability.

Why is frequent assessmentimportant. Goal based To monitorprogress so theintervention hasintervention planbeen found to becan be adaptedmore successfulas needed.than generalintervention. To monitorachievement ofgoals.Your team needs you! We need up to dateinformation to help with decision making.

What types of assessmentcan be used. Formal test and measures Informal observations Data records, Check lists Graphs Photographs Video’s

When should assessmentoccur? Initially to give abaseline. Every session Every month At the end ofauthorization period(6-months) Prior to transition Reported inassessment Reported innote Reported inreportinitialpage E.progressmonthly Reported prior toteam review Reported at transitionconference.

What is the HELP? One tool authorized by ESSO forassessment of children in the Early stepsprogram. An assessment tool for children 0 - 3. Not a standardized or norm-referencedtest and is not used for eligibilitydetermination. A curriculum based assessment. Used as an on-going assessment tool totrack the progress of the children weserve.

Components of the HELP HELP HELP HELP HELP HELP HELP HELP HELPStrandsChecklistChartsActivity guideat Homewhen the parent has disabilitiesfamily-centered interviewOSEP report

HELP Domains HELP assessment is divided into 7Domains– 0.0– 1.0– 2.0– 3.0– 4.0– 5.0– 6.0Regulatory/Sensory OrganizationCognitiveLanguageGross motorFine MotorSocial EmotionalSelf Help

HELP Strands & Skills Each domain is divided into strands. Each strand has a number– E.g. Strand 1.3 is in the cognitive domain,sound awareness. Each strand is made up from skills.– The skills are listed in a sequential order.– Each skill is built on the skills listed before it.– The numbers may not be in order as the skillswere based on the HELP checklist which isn’tdivided into strands.

Developmental Age levels Each skill has a DAL assigned. This DALwas determined according to research inthe literature. It is often reported as arange s opposed to a single age, due tothe variations of age of attainmentreported. These DAL’s have not been tested by theauthors of HELP and have not beendetermined through testing with a normalpopulation.

How to perform theassessment No special kit is needed as the assessment is notstandardized Use toys and items in the natural environment asmuch as possible. Observe the child in natural situations first. Offer toys and materials to encourage the skillyou are looking for. Ask the parents to be actively involved in elicitingthe skill Record the skill on the HELP Strands using thecode for credits. Finish assessing if the child looses interest ofbecomes tired and continue at a later date.

Giving credit for the skills. /ASkill or behavior is presentSkill is not presentSkill appears to be emergingSkill or behavior is atypical ordysfunctional.N/A Not appropriate or applicableFor domain 0.0 Regulatory/SensoryA Hyper responsiveA - Hypo responsive

Rule of Thumb There are always exceptions to rules!!! Report the highest skill achieved in eachstrand unless There is a wide age range listed for theskill There is a several month gap betweenskills A child is older or developmentally higherthan the age range for the last skill in thestrand.

When to complete the HELP Collier, Lee, Hendry & Glades County Within 30 days of referral (hand in at next monthlybilling) Prior to each team review if needed for eligibility. When changes in status have occurred and there is aneed for new information. When team is considering new outcomes andstrategies for the IFSP. Prior to transition conference 33 months of age.

Improving our reporting! Our goal is to obtain the bestoutcomes for the children andfamilies in the program. We need your help. We need more accurate information. How is the child progressing, is theplan working how do you know? Involve parents in data collection.

The monthly report The monthly report is used to let therest of the team know the progresstoward the goals. The monthly report will be reviewedby a team member and if there hasbeen a supporting LHCP assigned tothe primary provider they will reviewthe report, and forward any concernsto the PSC.

Great things we’ve noticed! Requesting help from the team if the childis not making the expected progress. Informing the team the child hasmastered the goal, and needs a teamreview. Reporting specific progress since lastmonth (e.g. now says “mama eat”). Reporting progress across differentroutines

Review the new monthlyreport A few things we want to see less of: The provider is not working on the IFSP goals The child has achieved the goals long ago. “child is progressing” but no details Non age appropriate strategies (i.e teachingthe child to read). The strategies did not correspond to thegoals. The same report month after month

Thank you Thank you to everyone who puts somuch effort into the program for ourchildren and families. We want to continue to improve ourprogram and strive to be the best wecan be.

Questions & Wrap up

Resources www.vort.com

A curriculum based assessment. Used as an on-going assessment tool to track the progress of the children we serve. Components of the HELP HELP Strands HELP Checklist HELP Charts HELP Activity guide HELP at Home HELP when the parent has disabilities