Four Tips for Multi-Team Early Childhood Assessments, Buy Diploma Online
Four Tips for Multi-Team Early Childhood Assessments, Buy Diploma Online – Early childhood and prekindergarten professionals often request multi-team assessments. These four tips may be helpful to professionals assessing young children in multi-team settings.
Multi-team assessments can be conducted in many ways. In the school district, the child may be tested or interviewed individually by school psychologists, speech therapists, nurses, special education teachers, general education teachers, and other professionals as necessary (such as occupational therapists, physical therapists, and hearing and vision specialists).
Following the family’s evaluation, the clinicians consult with each other. Some school districts allow children to play with each other while clinicians observe them simultaneously. It is quicker for clinicians to share information and decide if the child requires further assessment, a screener, or a full assessment based on the information shared.
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Getting outside help if necessary is the second tip. There may be a need for more information than can be provided by a one-time assessment. Parents may need to give their consent before outside agencies or organizations can be contacted.
The process may include obtaining additional medical information, contacting preschools or daycare programs the child attends, and contacting social service or foster care agencies. Psychologists and clinicians may need to observe the child as he or she interacts with peers of the same age in preschool. It can help to get a broader sense of how a child appears in different settings and situations with the help of outside assistance.
Three: Make sure parents and guardians are involved in the multi-team assessment. Young children’s parents and caregivers often know them best, so it makes sense to collect as much information as possible from them. It is important to note that guardians often have different perspectives on children.
School psychologists or clinicians can identify similar factors reported by parents and guardians, but they can also note differences in their reporting. Clinicians may have to share some unique or overlooked characteristics the child is presenting with in the assessment process because parents or guardians may not see the child in the same way.
The fourth tip is to write recommendations to reflect any changes that may have occurred in the child. The clinicians and school psychologist may want to consider broad recommendations to understand the child may be making changes. Sometimes recommendations may include areas of the assessment where the child was inconsistent with task completion.
It could be the child needs more practice to fully master a task or needs directions repeated to fully understand how to do an activity. There may also be inconsistencies in characteristics the child presents like limited eye contact that may need to be monitored or observed more as the child attends pre-school or participates in play activities.
