Developmental Programming for Infants and Young Children The Early Intervention Developmental Profile (EIDP)
What is the EIDP? <ul><li>Developmental assessment for children from birth to 36 months </li></ul><ul><li>An assessment de...
Who Developed the EIDP? <ul><li>An interdisciplinary team including OT, PT, SLP, Psychologist, and Social Worker. </li></u...
Purpose  <ul><li>To identify strengths and weaknesses </li></ul><ul><li>Provide a developmental range </li></ul><ul><li>Id...
Format  <ul><li>Parent-therapist collaboration in play based, informal assessment environment </li></ul><ul><li>Train acro...
Design  <ul><li>Each of six domains reflects current  developmental theory. </li></ul><ul><li>Each of the items (299)withi...
 
 
 
Criteria for Item Selection: Validation of the Scales <ul><li>FIRST:  </li></ul><ul><li>The item for inclusion must have a...
Criteria for Item Selection  <ul><li>Each item reviewed by project staff member most knowledgeable </li></ul><ul><li>Items...
Age Norms <ul><li>Not standardized </li></ul><ul><li>Strong construct validity </li></ul><ul><li>Criterion referenced  </l...
Reliability <ul><li>Interrater: Page 3 in Volume 1 </li></ul><ul><li>Range from .80 to .97 </li></ul>
Administration <ul><li>1. Determine Chronological Age: In Months </li></ul><ul><ul><li>09 10  12 </li></ul></ul><ul><ul><l...
Administration <ul><li>Begin with interacting with child and parent </li></ul><ul><li>What are we looking for in the front...
Administration <ul><li>Proceed with Perceptual Fine Motor Scale </li></ul><ul><li>Use the 1” cube item in the child’s age ...
F
P Continue within this age range in P/FM Then proceed to Cognition, Language, Gross Motor (much of the Self Care and Socia...
When Do I Stop Administration..… <ul><li>First: Establish Basal: the age  range  preceding the child’s earliest failure </...
Basal <ul><li>From the first passed 1 “ cube item, continue with progressively EASIER items until: </li></ul><ul><ul><li>P...
Ceiling <ul><li>More difficult items from the initial passed item until child has failed </li></ul><ul><li>1. Six consecut...
P P P P P P P P P P P F F F F F F Ceiling Basal Hernandez C.A. 8 months
How do we get the Developmental Age? <ul><li>There is no D.A. in this assessment </li></ul><ul><li>There is a Developmenta...
Sample Profile Graph
Pass or Fail… … <ul><li>Pass (P):  Criteria is met </li></ul><ul><li>Fail  (F):  Criteria is  not met </li></ul><ul><li>Pa...
Important! <ul><li>Read Volume 1 </li></ul><ul><li>Review Volume 2 </li></ul><ul><li>Ask Questions!..Seek Clarification </...
Upcoming SlideShare
Loading in …5
×

Developmental Programming For Infants And Young Children

8,884 views

Published on

Published in: Education, Health & Medicine
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
8,884
On SlideShare
0
From Embeds
0
Number of Embeds
19
Actions
Shares
0
Downloads
61
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Developmental Programming For Infants And Young Children

  1. 1. Developmental Programming for Infants and Young Children The Early Intervention Developmental Profile (EIDP)
  2. 2. What is the EIDP? <ul><li>Developmental assessment for children from birth to 36 months </li></ul><ul><li>An assessment designed for a team to use in planning intervention </li></ul><ul><li>Not specifically diagnostic, but provides a range of development </li></ul>
  3. 3. Who Developed the EIDP? <ul><li>An interdisciplinary team including OT, PT, SLP, Psychologist, and Social Worker. </li></ul><ul><li>Team was based at University of Michigan’s Institute for Study of Mental Retardation and Related Disabilities (ISMRRD Profile) </li></ul>
  4. 4. Purpose <ul><li>To identify strengths and weaknesses </li></ul><ul><li>Provide a developmental range </li></ul><ul><li>Identify emerging skills </li></ul><ul><li>Provides for periodic re-assessment </li></ul><ul><li>Bridge gap between assessment and intervention </li></ul>
  5. 5. Format <ul><li>Parent-therapist collaboration in play based, informal assessment environment </li></ul><ul><li>Train across disciplines so one professional can administer, score, and interpret findings with consultation from the key professional </li></ul>
  6. 6. Design <ul><li>Each of six domains reflects current developmental theory. </li></ul><ul><li>Each of the items (299)within each domain were selected with careful analysis </li></ul>
  7. 10. Criteria for Item Selection: Validation of the Scales <ul><li>FIRST: </li></ul><ul><li>The item for inclusion must have appeared in 2 recognized scales </li></ul><ul><li>OR: it could be an original item if the construct to be assessed did not exist in another recognized scale </li></ul>
  8. 11. Criteria for Item Selection <ul><li>Each item reviewed by project staff member most knowledgeable </li></ul><ul><li>Items selected had to represent all aspects of development (e.g. Language) </li></ul><ul><li>Items selected needed to represent the developmental accomplishments for that range of development </li></ul>
  9. 12. Age Norms <ul><li>Not standardized </li></ul><ul><li>Strong construct validity </li></ul><ul><li>Criterion referenced </li></ul>
  10. 13. Reliability <ul><li>Interrater: Page 3 in Volume 1 </li></ul><ul><li>Range from .80 to .97 </li></ul>
  11. 14. Administration <ul><li>1. Determine Chronological Age: In Months </li></ul><ul><ul><li>09 10 12 </li></ul></ul><ul><ul><li>07 10 25 </li></ul></ul>42 1 11 17 21 08 1 YEAR 11 months 17 days=24 months CORRECTED AGE: FOR PREMATURITY
  12. 15. Administration <ul><li>Begin with interacting with child and parent </li></ul><ul><li>What are we looking for in the front end? </li></ul>
  13. 16. Administration <ul><li>Proceed with Perceptual Fine Motor Scale </li></ul><ul><li>Use the 1” cube item in the child’s age range OR in range you feel is closer to ability </li></ul>
  14. 17. F
  15. 18. P Continue within this age range in P/FM Then proceed to Cognition, Language, Gross Motor (much of the Self Care and Social Emotional items from parent/caregiver report but also will observe some behaviors as well.
  16. 19. When Do I Stop Administration..… <ul><li>First: Establish Basal: the age range preceding the child’s earliest failure </li></ul><ul><li>Second: Establish Ceiling: the age range containing the child’s highest passed item. </li></ul>
  17. 20. Basal <ul><li>From the first passed 1 “ cube item, continue with progressively EASIER items until: </li></ul><ul><ul><li>Passes 6 consecutive items OR </li></ul></ul><ul><ul><li>Passes all items in two consecutive age ranges </li></ul></ul>
  18. 21. Ceiling <ul><li>More difficult items from the initial passed item until child has failed </li></ul><ul><li>1. Six consecutive items </li></ul><ul><li>2. Two age ranges </li></ul>
  19. 22. P P P P P P P P P P P F F F F F F Ceiling Basal Hernandez C.A. 8 months
  20. 23. How do we get the Developmental Age? <ul><li>There is no D.A. in this assessment </li></ul><ul><li>There is a Developmental Range </li></ul><ul><li>The highest number of a sequence of passes, plot that on the profile graph </li></ul>
  21. 24. Sample Profile Graph
  22. 25. Pass or Fail… … <ul><li>Pass (P): Criteria is met </li></ul><ul><li>Fail (F): Criteria is not met </li></ul><ul><li>Pass/Fail: (PF): Emerging skill </li></ul><ul><li>O Ommitted </li></ul>
  23. 26. Important! <ul><li>Read Volume 1 </li></ul><ul><li>Review Volume 2 </li></ul><ul><li>Ask Questions!..Seek Clarification </li></ul><ul><li>Seek out experience! </li></ul>

×