Pre se nte rs: E milie Wilding , MA, DS I I I -De a f Me nto r - - PDF document

6/20/2017 1

E valuation Str ate gie s and T

• ols

for Childr e n who ar e De af or Har d of He ar ing

Pre se nte d b y

T he Ne w Me xic o Sc hool for the De af

E a rly I nte rve ntio n a nd I nvo lve me nt De pa rtme nt

fo r the

2017 F IT Annual Me e ting

Pre se nte rs:

 E milie Wilding , MA, DS I I I

• De a f Me nto r Co o rdina to r

 K risti Ha lus, MA, DS I I I

• Assista nt Dire c to r

 Jo a nne Co rwin, MA, DS I I I

• Dire c to r

6/20/2017 2

PROTOCOL FOR ACCESSING SPECIALIZED EARLY INTERVENTION AND/OR CONSULTATION RESOURCES FROM THE NEW MEXICO SCHOOL FOR THE DEAF (NMSD) FOR CHILDREN BIRTH-3 WHO ARE AT RISK FOR OR IDENTIFIED WITH A HEARING LOSS The intent of this protocol is to support early intervention providers of the Family Infant Toddler (FIT) Program and Children’s Medical Services (CMS) in accessing timely and appropriate services for young children who are deaf or hard of hearing. In order to assure appropriate services, a referral should be made to the NMSD Early Intervention and Involvement Division (EIID) as soon as possible for any child with a confirmed or suspected hearing loss. Suspected hearing loss can include children who have failed hearing screening through either the newborn hearing screening process, screening at a FIT provider agency, or whose family has concerns. In this way the family will have developmental services and/or consultation from NMSD personnel with specific training in working with children who are deaf or hard of hearing and their families. Access to specific training is endorsed by the national Early Hearing Detection and Intervention (EHDI) system, the Joint Committee on Infant Hearing (JCIH), and is recognized in IDEA Early Intervention Services regulation §303.13 (12). The NMSD EIID personnel, who are Developmental Specialists as well, will continue to work collaboratively with the FIT provider agencies on the identification process, evaluations, consultation, IFSPs, and can provide service coordination at family request. To make a referral to the NMSD EII Division, please contact the main office in Santa Fe at 505-476- 6402 or the Regional Supervisor in your area of the state. NMSD REGIONAL CONSULTANT CONTACTS: Region Regional Consultant Telephone E-mail Northeast Kristi Halus (505) 690-3517 cell kristi.halus@nmsd.k12.nm.us Metro Lorraine Crespin (505) 231-7962 cell lorraine.crespin@nmsd.k12.nm.us Northwest Wendy Prouse (505) 860-4615 cell wendy.prouse@nmsd.k12.nm.us South Central and Southeast Karla Sanchez (505) 469-7455 cell karla.sanchez@nmsd.k12.nm.us Southwest Ann Swanson (505) 401-1291 ann_swanson@hotmail.com For information or help in contacting a Regional Consultant: Joanne Corwin, Early Intervention and Involvement Division Director at (505) 275-5433 or joanne.corwin@nmsd.k12.nm.us *Services from NMSD are Free of Charge

I mpa c t

 Pe rso na l sto rie s: T he impo rta nc e o f o ur syste m, o ne c o mmo n g o a l, a nd “se e ing two side s o f the pe nny”  She do e sn’ t lo o k De a f, He do e sn’ t lo o k De a f, T he y do n’ t lo o k De a f  Sha ring my fa mily’ s jo urne y  Bro ke n b o ne s VS b o ne fra c ture s  Who le Child a ppro a c h

6/20/2017 3

F lintsto ne s He a ring L

• ss Simula tio n

Pro duc e d b y Ho use Re se a rc h I nstitute

6/20/2017 4

Mild 25-35dB Moderate 35-50 dB

6/20/2017 5

Moderately-Severe 50-70dB Severe 70-90dB

6/20/2017 6

Profound 90+ dB

Cla rific a tio n o n I DA

Be c a use the I DA wa s no t de sig ne d fo r c hildre n with visio n a nd/ o r he a ring lo ss, if a visio n o r he a ring dia g no sis is kno wn prio r to the CME , NMSBVI

• r NMSD

must b e c o nsulte d to c o lla b o ra te with the CME te a m:

• F
• r a c hild who is b lind:

….

• F
• r a c hild who ha s visua l impa irme nts, b ut who is

no t b lind: …

6/20/2017 7

Cla rific a tio n (c o nt.)

• F
• r a c hild who is de a f o r ha rd o f he a ring :

T

• supple me nt info rma tio n g a ine d thro ug h the IDA, NMSD will c o nsult

with the CME te a m a nd will a dministe r o ne o r mo re o f the se c o mmunic a tio n a sse ssme nt to o ls, whic h ha ve b e e n no rme d o n c hildre n who a re de a f o r ha rd o f he a ring :

• L

a ng ua g e De ve lo pme nt Sc a le

• Ma c Arthur Ba te s De ve lo pme nta l Inve nto rie s
• Visua l Co mmunic a tio n a nd Sig n L

a ng ua g e Che c klist

• RE

E L

• 3

T he se re sults will b e pa rt o f the CME Re po rt. If a ppro pria te , NMSD sta ff ma y func tio n a s a n a dditio na l disc ipline fo r the CME a s a De ve lo pme nta l Spe c ia list.

• F
• r a c hild who he a rs a nd who se pa re nts a re de a f, NMSD

sho uld b e c o nsulte d to a sse ss a c hild’ s ASL

• skills. (NSMD will

no t b e a n o ng o ing me mb e r o f the c hild’ s IF SP te a m sinc e the c hild is no t de a f no r ha rd o f he a ring .)

IDA F AQs

http:/ / c dd .unm.e d u/ e c ln/ F I T / F I T Stf/ E va lAsse ssme nt.html

6/20/2017 8

Que stio n 1: Do e s the I DA ha ve to b e use d to de te rmine e lig ib ility fo r c hildre n with a he a ring lo ss?

 YE S, b e c a use it is writte n this wa y in the sta te g uide line s; ho we ve r, de sc riptive info rma tio n fro m a dditio na l a sse ssme nt to o ls (de sig ne d fo r this po pula tio n) sho uld b e use d in the CME re po rt, the I F SP, e tc .  Co nside r a dding a sta te me nt to the re po rt, fo r e xa mple : T he I DA wa s no t de ve lo pe d fo r use with c hildre n who ha ve diffe re nc e s in visio n o r he a ring , a nd the I DA sc o re s ma y no t b e a true re fle c tio n

• f the skills o f the se c hildre n. Additio na l info rma tio n using to o ls

de sig ne d fo r use with c hildre n who ha ve visio n o r he a ring diffe re nc e s sho uld b e c o nside re d.  T he I DA sc o re s the n a re in the re po rts, the I F SP, a nd the F I T K I Ds syste m.

 (e ma il 1/ 17/ 17)

Que stio n 2: Do e s the la ng ua g e po rtio n

• f the I

DA ha ve to b e sc o re d fo r c hildre n who a re de a f o r ha rd o f he a ring ?

 YE S, a ll po rtio ns o f the I DA must b e a dministe re d a nd sc o re d fo r e a c h c hild.  De sc riptive info rma tio n fro m a dditio na l a sse ssme nt to o ls (de sig ne d fo r this po pula tio n) sho uld b e use d in the CME re po rt, the I F SP, e tc .  Ag a in, c o nside r a dding a sta te me nt to the re po rt, fo r e xa mple : T he I DA wa s no t de ve lo pe d fo r use with c hildre n who ha ve diffe re nc e s in visio n o r he a ring , a nd the I DA sc o re s ma y no t b e a true re fle c tio n o f the skills o f the se c hildre n. Additio na l info rma tio n using to o ls de sig ne d fo r use with c hildre n who ha ve visio n o r he a ring diffe re nc e s sho uld b e c o nside re d.

6/20/2017 9

Que stio n 3: Ca n we g ive c re dit fo r the L a ng ua g e / Co mmunic a tio n ite ms tha t a sk a b o ut the c hild’ s vo c a b ula ry a nd e xpre ssive la ng ua g e skills if the c hild is using sig ns?

Answe r fro m IDA F AQs 2nd e ditio n 6/ 2014 :

 Of prima ry impo rta nc e is e sta b lishing whe the r the c hild is using sig ns a s g e sture s o r a s true la ng ua g e . T his ma y b e diffic ult to do if the c hild is o nly using 1 o r 2 "sig ns". T he I DA pra c titio ne r must first a sk the fo llo wing q ue stio ns re g a rding the c hild a nd fa mily situa tio n: 

• Do e s the c hild ha ve a dia g no se d he a ring lo ss o r a no the r c o nditio n o f so me kind tha t

pre c lude s the use o f spo ke n la ng ua g e a nd sig ns a re b e ing ta ug ht a s the prima ry la ng ua g e o f the c hild? AND/ OR 

• I

s the prima ry la ng ua g e o f the fa mily ASL (Ame ric a n Sig n L a ng ua g e ) so tha t is the n the na tive la ng ua g e o f the c hild?  I f the a nswe r to the a b o ve q ue stio ns is NO a nd the c hild is e xpe c te d to ha ve spo ke n la ng ua g e the n the I DA pra c titio ne r wo uld NOT b e a b le to g ive c re dit fo r tho se la ng ua g e ite ms. I f the pra c titio ne r we re to g ive c re dit fo r the se ite ms, the n the y run the risk o f de nying e lig ib ility to a c hild who mig ht, in a c tua lity, q ua lify fo r the F I T Pro g ra m!  I f the re is a ny do ub t re g a rding a ny c hild, with o r witho ut he a ring lo ss, a nd the ir use o f sig ns re la tive to the I DA, ple a se c a ll the Ne w Me xic o Sc ho o l fo r the De a f (NMSD) e a rly inte rve ntio n pro g ra m a t 505-476-6402 fo r g uida nc e . Additio na lly, a lwa ys re me mb e r to invo lve NMSD in a ny e va lua tio n situa tio n whe re the c hild a nd/ o r the pa re nt ha s a kno wn he a ring diffe re nc e .

Que stio n 4: Ca n we sc o re the I DA fo r spo ke n la ng ua g e a nd ASL se pa ra te ly?

 YE S, b ut o nly 1 sc o re c a n b e re po rte d. I f the sc o re s we re diffe re nt, the te a m wo uld ha ve to de c ide whic h sc o re to re po rt b a se d o n the fa mily & te a m’ s prio ritie s.  F

• r e xa mple , the c hild use s ASL

a s the ir prima ry la ng ua g e , b ut is de ve lo ping spo ke n la ng ua g e skills, a s we ll.  T his is a situa tio n whe re it is ve ry impo rta nt to ha ve a pe rso n o n the e va lua tio n te a m who spe c ia lize s in wo rking with c hildre n who a re de a f o r ha rd o f he a ring .  Re me mb e r, the I DA do e s no t se pa ra te o ut re c e ptive & e xpre ssive la ng ua g e .

(mtg 5/ 17/ 2017 CDD)

6/20/2017 10

Que stio n 5: Do e s a c hild ha ve to sc o re >25% de la y in a de ve lo pme nta l do ma in to g e t se rvic e s in tha t do ma in?

 I f the c hild is e lig ib le fo r ANY re a so n, the c hild is a b le to re c e ive ANY se rvic e tha t the I F SP te a m fe e ls is ne c e ssary to addre ss the ne e ds o f the c hild and family. L imita tio ns ma y a pply to ho urs o f se rvic e , b ut no t the type s, a s lo ng a s the I F SP te a m a g re e s tha t the se rvic e is NE CE SSARY in

• rde r to me e t the o utc o me s liste d o n the I

F

• SP. (e ma il IDA

L e a ds & F IT Co o rdina to rs 3/ 2/ 2107)

SK I *HI L a ng ua g e De ve lo pme nt Sc a le (2004 e d.)

De ve lo pe d b y Sue Wa tkins, Uta h Sta te Unive rsity

 Pa re nt o b se rva tio n sc a le listing the re c e ptive a nd e xpre ssive la ng ua g e skills

• f c hildre n a g e s b irth to

five .  It is spe c ific a lly de sig ne d fo r c hildre n who a re de a f

• r ha rd o f he a ring .

 Se nsitivity to a ll mo da litie s (c a n sc o re it using sig n la ng ua g e o r spo ke n la ng ua g e )  Spa nish ve rsio n a va ila b le  Va lidity wa s c o rre la te d with the RE E L

6/20/2017 11

SK I *HI L a ng ua g e De ve lo pme nt Sc a le (c o nt’ d)

 T his sc a le is de ve lo pme nta lly

• rde re d a nd c o nta ins a list
• f c o mmunic a tio n a nd

la ng ua g e skills fo r diffe re nt a g e s.  E a c h a g e inte rva l is re pre se nte d b y e no ug h

• b se rva b le re c e ptive a nd

e xpre ssive la ng ua g e skills to

• b ta in a so lid pro file o f a

c hild 's la ng ua g e a b ility.  Ag e s 0-2yrs: 2 mo nth inte rva ls Ag e s 2-4yrs: 4 mo nth inte rva ls Ag e s 4-5yrs: 6 mo nth inte rva ls

SK I *HI L a ng ua g e De ve lo pme nt Sc a le (c o nt’ d)

 Childre n c a n sc o re a t diffe re nt le ve ls e xpre ssive ly & re c e ptive ly  Sc o re s/ a g e le ve ls link to spe c ific se c tio ns in the SK I*HI c urric ulum  Sho uld b e a dministe re d/ sc o re d b y c e rtifie d o r lic e nse d pe rso nne l with spe c ia lize d kno wle dg e a b o ut the impa c t o f he a ring lo ss o n a c hild’ s la ng ua g e & o ve ra ll de ve lo pme nt, a nd who ha s re c e ive d tra ining in the SK I*HI L DS.

6/20/2017 12

What is the VCSL ?

 Visua l Co mmunic a tio n a nd Sig n L a ng ua g e Che c klist- NORME D!  Autho rs- Dr. L a ure ne Simms, Dr. Sha ro n Ba ke r, & Dr. Dia ne Cla rk  Do c ume nts the de ve lo pme nta l mile sto ne s in sig n la ng ua g e a c q uisitio n  0-5 ye a rs o ld a nd a lso la te la ng ua g e le a rne rs (he nc e the 1st a nd 2nd g ra de rs, a nd CBI )  Mo nito rs the de ve lo pme nt pro g re ss  Ga ps c a n b e ide ntifie d  L e a rning g o a ls c a n b e se t  Appro pria te te a c hing a nd le a rning ma te ria ls c a n b e de ve lo pe d  Ob se rva tio na l to o l use d to do c ume nt la ng ua g e in na tura l e nviro nme nts

6/20/2017 13

6/20/2017 14

VCSL

• SCORING

Not Ye t E

me r ging: no e vide nc e

• f using

E

me r ging: so me e vide nc e o f

using b ut infre q ue ntly

Inc onsiste nt Use : using b ut a t

inc o rre c t time s o r fo r no t rig ht re a so ns

Maste r

e d: using it with skill a nd

fo r rig ht re a so ns

6/20/2017 15

**Ma c Arthur-Ba te s I nve nto rie s a re no rme d o n a va rie ty

• f he a ring le ve ls, fro m mild to pro fo und. T

his is true o f b o th the E ng lish ve rsio n a nd the ASL ve rsio n.

6/20/2017 16

T wo Se pa ra te Pro to c o ls RE E L

• 3

 E xpre ssive & Re c e ptive la ng ua g e to o l de sig ne d fo r use b y SL Ps.  On the F I T a ppro ve d a sse ssme nt to o l list  NMSD Re g io na l Supe rviso rs a re a va ila b le to c o lla b o ra te with the a sse ssme nt te a m to he lp in the inte rpre ta tio n o f info rma tio n fro m the RE E L

• 3.

6/20/2017 17

Any Questions?