Developmental Milestones in Young Children and Infants with Deafblindness Julie Durando, NCLVI Fellow Julie Durando, NCLVI Fellow University of Northern Colorado University of Northern Colorado [email protected][email protected]Kay Alicyn Ferrell, Ph.D. Kay Alicyn Ferrell, Ph.D. National Center on Severe & Sensory Disabilities National Center on Severe & Sensory Disabilities
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Developmental Milestones in Young Children and Infants with Deafblindness Julie Durando, NCLVI Fellow University of Northern Colorado [email protected].
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Developmental Milestones in Young Children and Infants
with Deafblindness
Julie Durando, NCLVI FellowJulie Durando, NCLVI FellowUniversity of Northern ColoradoUniversity of Northern Colorado
Kay Alicyn Ferrell, Ph.D.Kay Alicyn Ferrell, Ph.D.National Center on Severe & Sensory DisabilitiesNational Center on Severe & Sensory Disabilities
ObjectivesObjectives
1). To share quantitative data on the 1). To share quantitative data on the achievement of developmental milestones in achievement of developmental milestones in infants and children who are deafblind, and infants and children who are deafblind, and
2). To discuss the implications of the findings 2). To discuss the implications of the findings for early intervention and educational for early intervention and educational planning for young children who are planning for young children who are deafblind. deafblind.
Project PRISMA National Collaborative Study on the Early Development of Children
with Visual Impairments
Collaborating Agencies• Anchor Center for Blind Anchor Center for Blind
ChildrenChildren• Blind Childrens CenterBlind Childrens Center• Dallas Services for Visually Dallas Services for Visually
Impaired ChildrenImpaired Children• The Foundation for Blind The Foundation for Blind
ChildrenChildren• New Mexico School for New Mexico School for
the Visually Handicapped the Visually Handicapped PreschoolPreschool
• New referrals to collaborating agenciesNew referrals to collaborating agencies• Less than 12 months’ CALess than 12 months’ CA• Diagnosed visual impairment, with or without Diagnosed visual impairment, with or without
additional disabilities and/or health conditionsadditional disabilities and/or health conditions
• Milani-Comparetti Milani-Comparetti Motor Development Motor Development Screening TestScreening Test
• ABILITIES IndexABILITIES Index• Medical and health Medical and health
questionnairesquestionnaires
Family MeasuresFamily Measures
• Demographic informationDemographic information• Parenting Stress IndexParenting Stress Index• Family Resource ScaleFamily Resource Scale• Home Observation and Measurement of the Home Observation and Measurement of the
Environment (HOME)Environment (HOME)
Service MeasuresService Measures
• Amount, type, and extent of special education Amount, type, and extent of special education and related servicesand related services
• Parent satisfaction with servicesParent satisfaction with services• Primary interventionist’s perception of Primary interventionist’s perception of
Family’s participation in servicesFamily’s participation in services
Assessment ProtocolAssessment Protocol
• At referralAt referral– 4 months4 months– 8 months8 months
• Reaches for and touches objectReaches for and touches object• Generally follows directions related to daily Generally follows directions related to daily
routineroutine• Transfers object from hand to handTransfers object from hand to hand• Removes simple garment without assistanceRemoves simple garment without assistance• Sits alone without support 5 secondsSits alone without support 5 seconds• Walks without support 10 feetWalks without support 10 feet• Produces 1 or more C-V soundsProduces 1 or more C-V sounds
• Copies circleCopies circle• Plays peek-a-booPlays peek-a-boo• Uses pronouns I, you, meUses pronouns I, you, me• Moves 3 or more feet by crawlingMoves 3 or more feet by crawling• Walks down stairs alternating feetWalks down stairs alternating feet• Feeds self bite-size pieces of foodFeeds self bite-size pieces of food
• Uses 2-word utterances to express meaningful Uses 2-word utterances to express meaningful relationshipsrelationships
• Searches for a removed objectSearches for a removed object• Repeats two-digit sequencesRepeats two-digit sequences• Points to at least one major body part when Points to at least one major body part when
Demonstration of MilestonesDemonstration of Milestones
Sequence Transfer Object Hand to Hand was Demonstrated (n = 11)
Sequence Feeds Self Pieces of Food was Demonstrated (n = 7)
Percentage Demonstrating Milestone
Percentage Demonstrating Milestone
Percentage Demonstrating Milestone
ImplicationsImplications
• Development for children with deafblindness Development for children with deafblindness is especially uniqueis especially unique
• Holistic, multi-disciplinary approach to Holistic, multi-disciplinary approach to assessments, programming and interventionassessments, programming and intervention
• Use caution when interpreting assessmentsUse caution when interpreting assessments
Factors in DevelopmentFactors in Development
• Degree of functional visionDegree of functional vision• Amount of hearingAmount of hearing• Additional ImpairmentsAdditional Impairments• Age of onset of each impairmentAge of onset of each impairment• InterventionIntervention• EnvironmentEnvironment
• Areas of development are inter-relatedAreas of development are inter-related• Team includes parents and professionals, Team includes parents and professionals,
including persons trained in sensory including persons trained in sensory impairmentsimpairments
• Consider factors and their impact on Consider factors and their impact on developmentdevelopment
Interpret AssessmentsInterpret Assessments with Caution with Caution
• Know limitations of standardized assessments Know limitations of standardized assessments – Norms usually do not include children with Norms usually do not include children with
deafblindnessdeafblindness– Modifications or excluding itemsModifications or excluding items– Does protocol allow child to demonstrate Does protocol allow child to demonstrate
abilities?abilities?
• Guiding intervention Guiding intervention – Consider a different approach to intervention if Consider a different approach to intervention if
development seems stalleddevelopment seems stalled
AcknowledgementsAcknowledgements
Project PRISM was supported by Project PRISM was supported by CFDA 84.0203C CFDA 84.0203C — Field-Initiated Research H023C10188— Field-Initiated Research H023C10188
Julie Durando is a National Center for Julie Durando is a National Center for Leadership in Visual Impairment (NCLVI) Leadership in Visual Impairment (NCLVI) Fellow supported by the NCLVI and OSEP Fellow supported by the NCLVI and OSEP Cooperative Agreement H325U040001 Cooperative Agreement H325U040001