DOCUMENT RESUME

ED 081 143 EC 052 457

AUTHOR Hainsworth, Peter; Gilles, CynthiaTITLE Early Recognition and Intervention: Programs for

Children 'with Special Needs..INSTITUTION Boston Univ., Mass...New England Special Education

Instructional Materials center..PUB DATE 73NOTE -17p.

EDRS PRICE MF-80.65 HC-83.29DESCRIPTORS Early Childhood; *Exceptional Child Services;

Guidelines; Handicapped Children; *Identification;Interdisciplinary Approach; *Intervention; *ProgramDevelopment; *Public Schools; Screening Tests

ABSTRACTDescribed in the guidebook are ways to initiate or

improve early recognition and intervention (ERI) programs in publicschools. Suggested for starting a prograg to find at risk orhandicapped children before they and their teachers experiencefailure are three phases, which involve finding an idea, enlistingsupport, and beginning with a pilot screening procedure..Thecomponents of an ERI program are presented graphically, and are thentreated singly. What screening should accomplish is°discussed; andlisted are options relating to who should plan the program, when theprogram should occur, where the program should take place, what theprogram should involve (such as nutrition-health or vision-hearingscreening),, and why some screening programs might be more appropriatethan others...Recommended for follawup is a screening team's feedbackrof-results to regular teachers for program planning or observation ofchildren, to specialists for intermediate evaluation and decision,and to outside support systems, such as physicians or agencies.'Support system mechanisms (such as inservice teacher workshops,specialist consultation, or resource rooms) are described, andconsidered are reasons for and. approaches to program evaluation..(MC)

FILMED FROM BEST AVAILABLE COPY

EARLY RECOGNITION AND INTERVENTIONPROGRAMS FOR CHILDREN WITH SPECIAL NEEDS

A GUIDEBOOK TO PROGRAM DEVELOPMENT IN PUBLIC SCHOOLS

Prepared by:

Peter HainsworthCynthia Gilles

Spring, 1973

1

In Consultation with:

Steering CommitteeEarly Recognition & IntNew England Special EduInstructional Materials704 Commtnwealth[AvenueE,.4.ston, Massachusetts 0

FILMED FROM BEST AVAILABLE COPY

I

EARLY RECOGNITION AND INTERVENTIONPROGRAMS FOR CHILDPEN WITH SPECIAL NEEDS

A GUIDEBOOK TO PROGRAM DEVELOPMENT IN PUBLIC SCHOOLS

U 5 DEPARTMENT OF HEALTHE DUCAT iON A WELFARENATIONAL INSTITUTE OF

EDUCATION

, F A I f.-,),

'n %," 'f

r -

In Consultation with:

SieerIng CommitteeEarly Recognition 6 Intervention GroupNew EngIand Special EducationInstructional Materials Centero4 Commonwealth Avenue

Ec.ston, Massachusetts 02215

STEERING COMMITTEE-NESEIMC EARLY RECOGNITION AND INTERVENTION GROUP

Cynthia GillesCoordinator of Early Childhood ActivitiesNESEIMC-Boston University 4

Dr. Peter MainsworthLexington Film ProjectWarwick, R.I., Project

Mrs. Barbara KingMass. State Department of EducationKindergarten Supervisor

Mrs. Elaine LoomisWellesley Public Schools

Mr. Mike MoriartyDivision of Special EducationMass. State Dept. of Education

Dr. Constance MurrayLexington Public Schools

Mrs. Shirley PartollBrookline Public Schools

Ms. Judi SandlerEducation Collaborative

for Greater Boston (EDCO)

Worcester Region CoordinatorDr. Mary BrassardFramingham State College

Northeast Region Coordinators.

Mrs. Ruth HendyGloucester Public Schools

Mrs. Pam KvilekvalAndover Public Schools

Pittifield Region CoordinatorMr. Jack Hughes

Adams-Cheshire Regional School District

Southeast Region CoordinatorsMrs. Elinor MartinBarnstable Public Schools

Mr. John F. MurphyHingham Public Schools

U.S. DEPARTMENT OP MALTS.EDUCATIONIST/110AR/NATIONAL INSTITUTE OP

EDUCATIONTHIS DOCUMENT NAS SEEN REPRODUCE() EXACTLY Al RECEIVED FROMTHE PINSON OR ORGANIZATION ORIGINATM. ey.J_DCNNTS OF VIEW OR OPINIONSMate 00 NOT NECESSARILY *EISENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

2

(-

THE NESEIMC EARLY RECOGNITION AND INTERVENTION (ERI) GROUP

. . . was organized in the Spring of 1971 through auspices of NESEIMC

. . . hob conducted local meetings in various public schools over the past two years. . . has encouraged the development of regional ER1'groups*

THE OBJECTIVES OF THE GROUP ARE TO:

1. 'Provide opportunities for personnel from public schools, state and private agenciesand various disciplines to exchange ideas and learn about a variety of existing programmodels in public school systems.

2. Disseminate descriptions of programs in various school systems.3. Facilitate communicatior, stimulate the development of cooperative relationships between

school systems, and share the expertise available in many systems.4. Bridge the gaps between preschool and public school programs and between "regular" and

special education.5. Stimulate recognition and support for innovators within school systems.

GENERAL PHILOSOPHY is that . . . .a comprehensive program must contain certain basic. components butthere are a variety of ways to design each component which varywith the needs, resources and experience of each school system

and . . . .the program should be developmentally oriented:For the children - focus on developmental needs rather than deficitsFor the adults - provide opportunities for continuing growth and learnincFor the program - encourage a healthy process of continuing evolution

THIS GUIDEBOOK HAS BEEN DEVELOPED by the Steering Committee to assist professionals and laymen toinitiate or Improve programs which attempt to identify and provideextra assistance for young children with special needs In the publicschools. Such programs will be mandatory under Chapter 766.

*The division of Special Education has provided support for the group through its regional office personnel

,hat rs

EARLY RECOGNITION AND INTERVENTION i)

Children come to school with wide variations in their experienceand skills.

Dvring the elementary school years, there is this general result

i3771777;71iiir"---1

are in specipfor the retarted,disturbed,disabled

failedla trade

farTCO FEW CHILDREN_

*re in educationalprograms adaptedto individualdevelopmental needs

EARLY RECOGNITION & INTERVENTION PROGRAMS, aim to

find children who are at-risk in a school system before they and their teachers, experiencefailure

1

adapt programs for children and provide support and training for teachers

so that --fewer cnildren will be labelled exceptional and withdrawn from their classroom!

----severe emotional reactions and learning problems will be minimized

----teachers and parents (fill in your own hopes)

- ---school administrators

- -specialists

.emalbs

ctoe

5ch-cct ri

An EAitLY RECOGNITION AND INTERVENTION PR

The experience of 200 school sistems which have begun programs in the last five years

indicates at least free ir:tial phasei

The idea....

One or several middlemanagerent personnel (L.D.

Specialist, principal,

psychologist, elementarysupervisor, etc.) catch orinvent the idea out of theirdesire to provide betterservices for children.

Gathering..Support

t,7:0"e-01.5

1

EXper.s

A lot of talk, politics, andmeetings are necessary over aperiod of time to enlist enoughinterest, personnel and finan-cial resources to prepare for afirst step. Every town or dis-trict is different. All requireenergetic/informed leadership.Most are complicated, and a

readiness period is necessary.Legislation in Massachusettswill provide impetus andsupport In the future.

Getting Star

--Everyone starts witscreening procedure.some short screeninglocally constructedadm7histered to

(Plahy aaa a parentnaTre and an intervi

-.7A!though the pattern4;ng, most schoolstarted by screeninthe kindergarten ograde years....

In order to provide traditiohalservices for children earlieearlier

IT WORKS!

however.

.0E5

t5ChCCL 53-5t4.1TI. 5f-a.

"OLY TiE.COGN I TI ON AND I NTER VENT I ON PROGRAM?

5

200 school s'istems Which have begun programs In the last five years

es at least I-J,ree irltial phases

Gathering. Support

50ocAAclai rr,t

1.--C %-f

lz-xpers.5

Ni

A lot of talk, politics, andmeetings are necessary over aperiod of time to enlist enoughinterest, personnel and finan-

e dial resources to prepare for a1. first step. Every town or dis-1, trict is different. All require f IT WORKS!

energetic/Informed leadership.:r Most are complicated, and a

it readiness period is necessary.

Legislation in Massachusettswill provide impetus andsupport In the future.

petting Started

--Everyone starts with a pilotscreening procedure...usuallysome.short screening test orlocally constructed batteryadministered to children(r7apy add a parent question-naire and an interview).

--Although the pattern is chan-ging, most school systemsstarted by screening duringthe kindergarten or firstgrade years....a

In order to provide traditional specialservices for children earlier and .

earlier11.

however. . .

6R4 .GM 431V# (110 641 GRP

because the younger the children,the more preventive (rather than

remedial) things become, and

labelling handicaps is more

difficult if not irrelevantand misleading

the role of the specialistinvolves work with teachersas well as with children

nursery and kindergartenteachers have very

different concerns than

grade 1-3 teachers.

eionf0-3

TO

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because, while sc

to at-risk child

disposes to

SO

LET'S RACK UP AND TAKE A CLOSE LOOK AT

what resources (components) are possible in an ERI program

what's involved in using them successfully in your program

labelling chil(screen1ng and

confused)

avoiding Inv

regular class

and parents (

ticipate in to

providing i

specialist he

that's what us

testing (tha

relate to the

Servecuri3er

st.re,

S tarlin8 c4. newprocr-wl with SCreenkr,

test in," Q.nctker set cjof ?rob 1E1113 arise.5

oat pivanl

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the children,(rather than

moms, and

iicacs is morenot irrelevant

the specialist(with teachersth children

kindergartenhave verymcerns than:hers.

0-3

because, while screening points

to at-risk children, it pre-

ditposes to

AND TAKE A CLOSE LOOK AT

resources (components) are possible in an ERI program

's involved in using them successfully In your program

labelling children(screening and diagnosis areconfused)

avoiding involvement of

regular classroom teachers

and parents (who don't par-ticipate in testing)

providing indiscriminate

'specialist help (becaciie

that's what usually follows

testing (that is hard torelate to the classroom).

I

RECOGNITio

Screening orcollection ofhistorical data

o teh. a it. am,

Ccrltpcsme..rtts c'c on ER I PROGRA

FOLLOW-UP* INTESVEWflON

Parent feedback cf,screening prograTinvolvement in ob-

servation andplanning

Feedback to educationpersonnel; solventinvolvement InobserVaCom andplanning.

Referral for spec:al

diagnostic study

Parent involvement inhome/school generalprogram components

Modification within orin addition toregular classoroaram

Special medical

guidance oreducational suppsftservices

<-10R061W4 EVALUATION ANA evoLuTsow 4

Parent kw:

program d

Volunteer

Teacher ktraining

stninvolvemeprogram p

Communityliaison

SuPPCffr

..----

III

Referral for specialdiagnostic study

leh.ai- are

J It& Corn.perve.n.ts c'F an ER I PROGRAM ?7

FOLLowsup t INTERvainoN

Parent feedback ofscreening programinvolvement in ob-

servation andplanning

Feedback to edvcat;onpersonnel; scivertinvolvement inobservation andplanning

.. ,1)-..M111=11m1)01,

Parent involvement inhome/school generalprogram components1Modification within orin addition toregular classr ram

Special medicalguidance oreducational supportservices

FALUATION ANA !` VGLUTiONd

Parent workshops andprogram development

Volunteer programs

Teacher in-servicetraining programs

Administration'

involvement Inprogram planning

Community agencyliaison

surParr sysrams310

hugrition, of child need

involves some type of observation process

8

surveys all 4hlldren andindicator ihose who needfollow-up; is not an

extensive testiFiprogremor a diagnosis of thechildren

Screening should

and

should lead quickly to specificand relevant follow-up actionon behalf of the child; not adepositing of unusable data in

--hcipes it may be useful.

_ be accomplished as efficiently and simply as possible. . . .which usually means going fromgross measures on all children to finer (and finer) measures on some children as it becomesrelevant;

be related to specific developmental competencies which children will need to functioneffectively;

involve the persons who will be responsible for follow-up action with the child (i.e.principal, classroom teacher, specialists, parents) -- as much as possible.

in planning a UCOGNITION program, THESE ARE THE OPTIONS

D C15 I T

doclassroom teacher

psychologist

guidancespecialist

principal

nurse or physician

physical educator

speech & languageclinician

specialists fromcommunity agencies

L.D. specialist

a!l or combinationof the above

trained volunteer!'parent

Most school systems start cautiously with more highly-trained personnel than they later findthey need, as

--the emphasis shifts to follow-up observation and intervention

.--the pressure to label (diagnose) is overcome--specialist and teacheriparent can communicate better; more teachers and parenti learn

skills in early recognition

special community surveys (age 0-4)1.

6-12 months prior to school entrance (linked with pre-school Intervention).

just prior to school entrance

during first weeks-of school

Screening should be done as early as possible.

within public school (test corner, series of test stations, classroom observation)

within existing pre-school programs (nursery, day care, Head Start)

space in community (churches, community center, health clinic, pre-school program)

home visit

health-nutrition, visiOn-hearing screening

parent developmental queationnalre, with or without interview

individual screening or readiness test.

group screening or readiness testi

classroom observation by teacher or specialist

specialist observation or brief evaluation

continued monitoring of child's progress aoademicaliyisociely

The trend is to use combinations of the above to avoid single measure error,

while at the same time placing more weight on evolving

assessment through analysis of child's response to

initial follow-up efforts. Parents must be. involved.

A basic screening program should briefly survey the following areas:

- - auditory and visual acuity- - physical health and nutrition- - general cognitive development including an overview of speech

and language, visual-motor and gross motor skills- - general social development including an overview of.social compet

and behavioral control.

This screening program need not involve:

- - extreme individual testing- - highly trained specialists exclusively- - hours of testing

a. Although it seems self-evident, there is a large difference between screening foralternative purposes:

to find the severely handicapped and classify children in terms of deficits

to find at-risk children who may or may not become academic or behavioral probl

to obtain a range of developmental' data on incoming children in order to planeducation programs -- rot to predict.

b. How about these anc'llary purposes?

to train and involve a wide range of specialists arid teachers In considering tiof young children entering school

to provide a mechanism whereby specialist and teacher can work together'in the

to gather local norms on screening tests

to demonstrate a need to develop early intervention programs .

to involve parents

to involve teachers in an ongoing screening process.

Every screening program either facilitates or prevents these purposes by the way it I

ll

eening program should briefly survey the following areas:

- - auditory end visual acuity- - physical health_ and nutrition- - general cognitive development including an overview of speech

and language, visual-motor and gross motor skills- - general social development including an overview of social competence

and behavioral control.

ling program need not involve:

-- extreme individual testing- - highly trained specialists exclusively-- hours of testing

rh it seems self-evident, there is a large difference between screening for theseItive purposes:

'Ind the severely handicapped and classify children in terms of deficits

'ind at'-risk children who may or may not become academic or behavioral problems

)btain a range of deve)opmentai data on incoming children in order to plan:ation programs -- rot to predict.

ut these anellary purposes?

train and involve a wide range of specialists and teachers in considering the skillsroung children env:ring school

)rovide a mechanism whereby specialist and tea ;her can work together'in the classroom

;ether local norms on screening tests

demonstrate a need to develop early intervention programs

involve parents

involve teachers in an ongoing screening process.

ring program either facilitates or prevents these purposes by the way. it is set up.

So, now you have screening data. Mow do you use ft to

FOLLOW-UP children's needs?'

Results

60 v.

of

Feeibck to ara 0'eikhsts

Core Evaluation

PATA sits and gathersdust and nothing isdone.

Decis ons

furtherevaluationoutsiae ofschool syste.g., medics

c.Developmental Information SumMar 1

of children goes to regular c assmr purpose of program planning.

A MOredetailed

" #.11 "wi for421. S w

IntermediateEvaluation

Y onOr

teichestel!!!!icVI/1*e

a:7 a fate eva,

clf°144tri74Z:tineed.

*latsin depth evaluation inanearea of functioning (e.g.

speech) by appropriate specialistor

educational diagnostic-prescriptiveevaluation by qualified resource teacher

rimary

nterventionin regular

classroomwith support

for

classroomteacher

second evaluationat request ofparents

"Resource

substant allyseparateplacement(special or tran-sition class orprivate school)

room or otherpartially

integratedplacement

Decisionsor

intervention bysingle specialise.g. speech and

language clInlcian

orResew

assists 're

teacher tcprescripti

Resourceroom program

12

screening data. Mow do you use it to

:hildren's needs?

MOWreams

oagr5

{0%0

ation

5 ons

on

of

yst

adios

IntermediateEvaluation

Developmental Information Summar on majorityof-children goes to regular c assroom teachers

r purpose of program planning.

A mbre 441

,or

.mot e-CIOSsr

'ftf?"7 teacher..Or ',armed/to -ff rep,eivate

w r

stematicry ona Few

children

plusofneed. by.s

resultsn three

monthd

n n9In depth evaluation in onearea of functioning (e.g.

speech) by appropriate specialist.Or

educational diagnostic-prescriptiveevaluation by qualified resource teacher

tic), 611.wed bs to a Plan.scree

rimary

nterventionIn regular

classroomwith support

forclassroom

teacher_evaluationsosstiof

is

"Resource

tent ally room or otherrate partiallyrent integratedOW or tran- placementon class orit. school)

Decisionsor

ntervention bysingle specialise.g. speech and

language ctinIctam

or

keees s

Resource teacherassists regular classroomteacher to implementprescription in the

classroom.

Resourceroom program

;hat kind of

.10811/6511.1111111/04/firs

Service5to 0A - riskr!--1-1; iarem

options are there?

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eeAa ; +or ITwo verocfk %....10.v- C10-SSroor" 112f.c er:,,,r:( vs'

°Ts °'rs InServite l'rfa:r:01:\ k

Some Stec..cA SerNi:ceS. t41:17/)r a tviur e add i 4i on4 -tre.;ritt ior

'SUPPORT SYSTEMS(

What

make the intervention for children work?

14

I. Special Class Teacherand

* 2. Resource Room Teacherhave specified roles which need support of those persons and programsabove BUT

3. The Regular Classroom Teacher will need considerably more of this support initldify to playthe new role which will be required by law.

o/M,/..WIMMWMwm11=1..........wwalia....mu.1.

SOME SUPPORT MECHANISMS THE ER! NETWORK SCHOOL SYSTEMS ANE EXPLORING ARE

1. IN-SERVICE WORKSHOPS FOR REGULAR CLASSROOM TEACHER

These vary from a few outside lectruers to an intensive two-hour per week training courseover one to two years which Involves the teacher (and principal) in a step-by-stepclassroom modification plan.

2. SPECIALIST CONSULTATION IN REGULAR CLASSROOM

Specialists from various disciplines are experimenting with spending part of their timeworking with children within the regular classroom and supporting regular classroomteachers by suggesting and/or demonstrating use of teaching materials and managementtechniques.

3. RESOURCE ROOMS

These settings provide children with specialized instruction on a regularly scheduled part-time basis. Support for regular classroom teachers should also be provided.

15

4. RESCURCE TEACHERS

These specialists carry out Inforal and/or formal diagnostic-prescriptive evaluations ofchildren and their learning environments. A major focus of the resource teacher's effortsis the provision of ongo;ng consultation, support, and in- service training for regularclassroom teachers.

5. EXTRA HELP FOR THE CLASSROOM TEACHER

With training and supervision, parents and volunteers can:

. .

--assist sut,stantially with the initial screening process- -take snal.1 groups of children within, class for special stimulation cr training at

teacher's discretion ,

--serve as individual tutors--make n,aterials, carry out classroom obscrvetions- -explain the program outside the school

6. INTENSIFIED COLLABORATION WITH GENERAL EDUCATORS

the normalizing ofspecial education

partnership of bothin jointly meetingthe needi of a widerrange of children inthe regular classroom

the individualizing ofgeneral education

OwMIMI

7. MUCH GREATER 6 EARLIER INVOLVEMENT OF PARENTS, such as

--group and/or individual education for parents of preschoolers on how to assistdevelopmentally

- -autonomous and semi-autonomous parent-to parent groups 'sing behavior mod or

developmental approaches to child management at home--parents as helpers to classroom teacher (see above) and as community lobbying force.

16

r-

In a developing program, the process of development itself should be "evaluated", I.e.,

--numbers of chidrcn screened and teachers and parents involved

--log of modifications and progress in individual childrems' programs, .or in-servicetrainirT programs, etc.

--log of increase; support of administrators, parents and teachers

- -log of changes in objectives and method from year to the next

in order to obtain Information for decisions relative to irprovement of program quality and continuingrefinement of educational prodrams for individual children.

40 When you have a specifiable program which can be replicated, it is then legitimate to test itseffectivenessiby pre-post or control group evaluation

--pre-post with your screening test (or some relevant measure)

- -pre-post measures of teacher or parent skill attitude

- -comparing experimental vs. control groups with follow-up acheivement/adjustment measures

in order to olatain summative data on program effectiveness.

Remember: Evaluation should serve primarily to help you to develop the kind of programfhat best meetsthe needs of your local system and those of individual children.