a comprehensive model for developmental-behavioral screening and surveillance: frances page glascoe,...

A Comprehensive Model for Developmental-Behavioral

Screening and Surveillance:

Frances Page Glascoe, Ph.D.Nicholas S. Robertshaw

Please use “Notes” view because there are comments below most slides in this show

Goals for this program:

Explain the concept and value of developmental surveillance and how to conduct it with ease and accuracy

Train participants in the administration and interpretation of a range of tools needed for comprehensive surveillance

Ensure that participants understand and are ready to deploy developmental-behavioral surveillance in accordance with American Academy of Pediatrics 2006 recommendations

What is Developmental Surveillance?

Eliciting and addressing parents’ concerns

Ongoing monitoring of:

Health family history

developmental milestones

mental health (parent/child)

parent-child interactions

risk and resilience factors

Developmental promotion/parent education

Periodic use of screening tests including autism screens at 18 and 24 months

Why is the combination of surveillance and screening

a wise approach?

Provides the “big” picture of children’s and families lives including how development is encouraged or deterred

Encourages selection of a broader range of supporting services (e.g., parent education, social work, early intervention)

How can surveillance be provided efficiently?

By making use of information from parents and enhancing your

observations with quality measures (that parents can help complete)!

Getting StartedYou will need:

Copies of Parents’ Evaluation of Developmental Status—Response Forms— and a PEDS Brief Guide

A copy of PEDS: Developmental Milestones and its Recording Form (this includes a PEDS Score and Interpretation Form)

To get familiar with Chapter 4 of the PEDS:DM manual (this has a comprehensive surveillance flow chart and tracking form)

To view the 2nd Section of the PEDS:DM Family Book where the supplemental measures are found

Steps in Comprehensive Surveillance

Step 1: Elicit Parents’ Concerns

This involves using PEDS at each well-visit. Many providers serving at risk patients using PEDS “opportunistically” --especially at return visits, even sick visits

TIMING: every visit (can be completed in waiting or exam rooms

This is the PEDS Response Form showing the questions eliciting parents’ concerns (and positive comments)

The PEDS+PEDS:DM score form shows isssues raised at prior and current visits (shaded boxes are provided when a concern predicts developmental problems while unshaded boxes show concerns not predictive. These change by age. Guidance is given at the bottom of the form based on the type and frequeny of predictive and nonpredictive concerns.


Step 2: Administer (either when indicated by PEDS or routinely) the PEDS:DM (to capture milestones and effectively address parents’ concerns

TIMING: every visit or as indicated

Note: Both measures are screens--and thus satisfy the AAP recommendations for periodic screening but the combination is best for a multi-dimensional view of both parents and children’s needs

PEDS:DM Combined Score and Interpretation Form

This form Shows, if you’ve given PEDS first, When the PEDS:DM is needed and how its results inform decisions on developmental and behavioral needs. However, it is usually easier to give both at the same time.

Items at the 4 - 11 to 5 - 5 year level

Scoring Template: Failure in Fine Motor

Fine Motor

Receptive Language

Expressive Language

Reading

Self-Help

Social-Emotional

Math


Step 3: Administer the Modified Checklist of Autism in Toddlers (M-CHAT)--found in the 2nd section of the PEDS:DM Family Book

Timing: all children at high-risk on PEDS, all children regardless of PEDS results at 18 and 14 months

Selected items from the Modified Checklist of Autism in Toddlers


Step 4: Supplemental Screening for emotional and behavioral/mental health problems using the PPSC-17

Timing: ages 4 - 8 years when parents raise concerns about behavior and social-emotional issues, otherwise at 9-18 years and at each visit (otherwise the PEDS:DM items capture this issue at younger ages

Clip from the PPSC-17


Step 5: Administer the Family Psychosocial Screen (for parental depression/substance abuse, hx of abuse as a child, and other risk factors such as homelessness, frequent household moves, limited education, etc.

Timing: new patient with repeat screens for parental depression during the first two

post-natal years. Otherwise, as needed.

Clip from the FPS


Step 6: Assess parent-child interactions with the Brigance Parent-Child Interactions Scale

Timing: As needed (especially in the presence of numerous psychosocial risk factors, or symptoms of autism spectrum disorder)

Clip of the parent-report version of the BPCIS


Step 7: Review Child and Family Medical History

Timing: Initial or pre-birth, with periodic probes, or as health or other issues arise.


Step 8: Conduct Physical Examination

Timing: Every well visit (although if adding a 30 month visit, this could be devoted only to development and behavior).


Step 9: Promote Development and Identify Family or Child Interventions

Timing: As indicated

Selecting Among InterventionsInformation handouts--for those with limited psychosocial risk and no delays

Head Start, parent training, ROR, social work--for those with risk factors, few resilience features, and no or minor delays

Early Intervention/SE--for those with delays without or with or psychosocial risk factors (also referring the later to social and other services

EI or Special Ed/Subspecialty pediatricians - for those with delays and significant medical histories

Surveillance with children 8 years and older

The PEDS:DM Family Book contains a measure of academic skill, The Safety Word Inventory and Literacy Screener (SWILS) that, in combination with the PPSC-17, the Family Psychosocial Screen (and clinical observation) provide a brief approach to surveillance for older children that could be expanded with Bright Futures trigger questions.

Case example

Maria, age 19 months

Multiple psychosocial risk factors

Parental depression

Limited and problematic social support

Problematic parenting/care-taking

Autism Spectrum Disorder

Any or all of the above

Maria’s Differential

Service/Referral PlansSocial Work Services,

thus facilitating referrals to:

Subsidized day care

Food stamps/WIC

Housing Assistance

Job training/placement

Mental health counseling

Early Intervention for further assessment and monitoring

Downloadable referral letter template in the PEDS:DM

Follow-up: I

Follow-up: II

Guidance given Maria’s mother(Chapter 6 of the PEDS:DM

manual/downloadable)

Maria: Summary

A rich exploration of probable causes, using quality instruments,

led to focused interventions

Longitudinal tracking within a comprehensive surveillance

model

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