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Children's Medical Services - Special services for children with special needs
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Infant Toddler Development Training
Module 3, Lesson 1

Review

 

1. Ms. Phono (the speech/language pathologist); Mr. Otee (the occupational therapist); Ms. Early (the Infant Toddler Developmental Specialist [ITDS]) and Mrs. Ruiz (Jose's mother) are spending part of a morning at the Ruiz house observing Ms. Early interacting with Jose who is two years old. They are watching Ms. Early as she plays with Jose on the floor with his toys while she administers the Assessment, Evaluation and Programming System for Infants and Children (AEPS). Ms. Ruiz says that it is time for Jose's snack. Ms. Ruiz places Jose in the high chair. Ms Early talks to Jose while she gives him a graham cracker and sits and talks with him while he is eating. Ms. Phono asks Ms. Ruiz to ask Jose what he is eating. The team members make notes while Ms. Early is feeding him the graham cracker and talking with Jose. This is an example of:
a. a clinical assessment
b. an arena assessment
c. a case study
d. a speech and language evaluation


2. Mr. Chin is preparing to evaluate Jen in order to determine eligibility for Early Steps. He should select which of the following instruments?
a. Battelle Developmental Inventory, 2nd Edition
b. Hawaii Early Learning Profile for Infants and Toddlers
c. The Denver Developmental Screening
d. The Early Learning Accomplishment Profile


3. Whenever possible, the family assessment should be conducted
a. at the time of developing the IFSP
b. to determine eligibility of the child for Early Steps' services
c. for all families even if the child is determined not to be eligible for services
d. within the context of First Contacts and ideally conducted in the home


4. In order to be eligible for Early Steps services, an infant or toddler must have an established condition or
a. The developmental delay must be equal to or greater than 2 standard deviations on a standardized assessment tool or at least a 50% delay in terms of months of age.
b. The developmental delay must be equal to or greater than 1 standard deviation on a standardized assessment tool or at least a 50% delay in terms of months of age.
c. The developmental delay must be equal to or greater than 1.5 standard deviations on a standardized assessment tool or at least a 25% delay in terms of months of age.
d. The developmental delay must be equal to or greater than ½ standard deviation on a standardized assessment tool or at least a 20 % delay in terms of months of age.


5. Ms. Aponte is assigned to have the First Contacts with the family as the service coordinator. She should perform a(n)
a. evaluation to determine if the child is eligible for program services as well as to interview the parent in order to determine the family resources, concerns and priorities.
b. assessment to plan intervention services for the child and get the family's permission to assess the child
c. developmental screening for the purposes of evaluation/assessment planning and to interview the parent in order to determine the family resources, concerns and priorities.
d. referral for a physical examination by a physician

 

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