Transforming Early Intervention Screening, Evaluation, Assessment, and Collaboration Practices: Increasing Eligibility for Children Impacted by Trauma

Abstract

In this program description, the authors describe outcomes of a 2-year project influencing programmatic changes to screening/assessment practices and increased collaboration with Child Welfare (CW) in an early intervention (EI) program. The EI professionals reviewed how they assessed children who have been abused/neglected. Based on their findings, they revised the eligibility process and assessment tools utilized. Objectives of the programmatic changes were to increase the number of children substantiated as abused/neglected to become eligible for EI services and improve identification of social emotional delays. A summary of overall outcomes is presented aling with implications for policy and practice.

A Systematic Literature Review of the Teaching Considerations and Practices Provided to Children in an Education Setting with Comorbid Disability and Developmental Trauma

“…Two studies [ 26 , 40 ] discussed the high degree of quality teaching practice required to cater to the emotional, social, and behavioural needs of students with high-incidence disabilities, such as ADHD, learning disorders, and autism, as the majority of these students are educated in a mainstream classroom where integration is the norm, and an absence of genuine inclusion is apparent [ 49 ]. Graham et al [ 26 ] highlighted the relational approach being assumed by a teacher aide to support students to experience inclusion as opposed to integration.…”

“…The literature supports a coaching model to assist the competency of educators to enable greater confidence in planning for and implementing programmatic adaptations to ensure inclusion is a priority for each student. Further to this, a quality collaboration between educators and community agency staff who specialise in the mental health and developmental needs of the chronological and developmental stages of students is suggested [ 49 ]. A key focus of all practice considerations when working with students with mental illness is to ensure that classroom teaching practices do not inflict further trauma or activate past traumatic experiences [ 47 ].…”

Occupational Therapy in Primary Care: Positioned and Prepared to Be a Vital Part of the Team

“…In this issue, Stein Duker et al (2019) examine the experience of adults with ASD, caregivers, and primary care providers and uncover the challenges faced by these stakeholders in primary care. Primary care providers are expected to link patients with developmental delays or other risk factors with early intervention and support services, but they often lack the knowledge, training, or resources to create the collaborative practice necessary for a successful outcome for the child and family ( Adrihan et al, 2018 ). In a coordinated, integrated primary care setting, occupational therapy practitioners can support the screening, evaluation, and assessment of early intervention needs and subsequently provide or connect the family with appropriate community-based care ( Baranek et al, 2015 ).…”