A Comprehensive and Additive System for Child-Focused Assessment and Evaluation in EI/ECSE 
Pages 187-197
Diane Bricker, Jane Squires, Rebecca Frantz and Huichao Xie

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.04.4

Published: 07 January 2016

Abstract: One of the more serious problems facing the field of early intervention/early childhood special education is the disconnect between the community programs that offer screening, eligibility determination, curricular assessment (i.e., programmatic assessment), and progress monitoring services. First, we provide definitions of these service components to ensure clarity. Second, the substantial disconnect found between the screening, eligibility determination, curricular assessment, and progress monitoring components in most communities is discussed. Third, an alternative conceptual framework and its rationale are offered. This framework is designed to ensure that information collected is comprehensive, and that information/data gathered during each component serves as the platform for the next component. An example clarifies the application of the framework.

Assessment and Early Identification of Young Children with Social Emotional Difficulties and Behavioral Challenges
Pages 198-204
Elizabeth A. Steed and Rashida Banerjee

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.04.5

Published: 07 January 2016

Abstract: This paper discusses the issues and challenges to the assessment and early identification of social emotional and behavioral issues in young children birth through five years of age in the United States. The linked system framework of social emotional assessment and intervention [1] is outlined, and recommendations for authentic assessment of social emotional development are provided to assist professionals in identifying young children early for amelioration and prevention of behavioral challenges.

A Collaborative Approach to Early Identification and Referral of Children Who are in Family Childcare Settings, Birth to Five, Born to Teenage Mothers
Pages 205-212
Suzanne Yockelson, Cynthia Linder and Rachel Asman

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.04.6

Published: 07 January 2016

Abstract: Children of teenage mothers are at high risk for developmental delays, intellectual and learning disabilities, behavior disorders and school related problems [1]. Early identification and referral into prevention or early intervention programs may ameliorate that risk. Children of teen mothers who are in family childcare may not have access to routine developmental and behavioral screenings that would lead to early identification and referral. Members of an early childhood advisory board collaborated to conduct a screening event using the ASQ-3® and the ASQ:SE® at a local children’s museum for 26 children of teen mothers who had no previous access to developmental screenings. Parents completed the questionnaires while playing with their children at the museum. Nine of the children scored well within the range of typical development and 17 scored at or beyond the cut-off scores on the ASQ-3 and/or the ASQ:SE. Each child who scored at or beyond the cut-off received referrals for evaluation, parent and child programming and/or family support services. When there were concerns, families also received care coordination while all families received activities and a child’s book. The implications for this study suggest that collaborative efforts are effective in providing access to developmental screenings and referral into subsequent services for at-risk young children who are in family childcare settings. 

Language and Communicative Functions as well as Verbal Fluency in Children with High-Functioning Autism
Pages 147-153
Aneta Rita Borkowska

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.03.4

Published: 14 October 2015

Abstract: The study was designed to investigate selected aspects of language and communicative functions as well as verbal fluency in children with HFA. The study group comprised 51 children, aged 10-12, including 23 subjects diagnosed with High-Functioning Autism, with normal IQ and able to communicate verbally, as well as a group of 28 controls. The applied tools included RHLB-PL Battery, a verbal fluency task and WISC-R Vocabulary subtest. The findings show significantly varied profiles of the investigated functions in the group of children with HFA. In comparison with their peers, they have greater difficulties drawing logical conclusions from stories. They find it difficult to grasp humour conveyed by linguistic expression and by metaphors, presented with the use of both linguistic materials and drawings. They have lower capacitates for understanding prosodic (emotional and language) aspects of utterances addressed to them. It has been established that they are able to correctly understand isolated words and recognize their designates despite the present distractors. No generalized deficits have been found in the subjects’ verbal fluency. In comparison to the controls, the children with HFA generated similar number of words matching the phonemic criterion. Furthermore, their performance showed no perseverations, and comparably frequent clustering and switching. Lexicon matching the semantic criterion was more difficult to access for the children with HFA than for the controls. Children with HFA had difficulties in defining familiar words.

Incidence of Anxiety in Patients with Multiple Sclerosis (MS)
Pages 82-86
Rivka Green, Jennifer Kalina and Krupa Pandey

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.02.6

Published: 07 August 2015

Abstract: Objective: To investigate the (1) incidence of anxiety and (2) association of anxiety with disease duration, depression, and age in an outpatient Multiple Sclerosis (MS) Center.

Background: The incidence of anxiety varies in the literature but is estimated to affect 44.5% of people with MS. Anxiety can be a predictor of poor Quality of Life, especially relevant in progressive illnesses, such as MS. Though research has shown that patients newly diagnosed experience higher anxiety levels, the relationship between anxiety and disease duration is unclear. Since anxiety can be comorbid with depression in MS populations, it is relevant to establish its association in this setting. Finally, though anxiety usually increases in older age, research for this relationship in MS populations is inconclusive.

Design/Methods: The commonly used Hospital Anxiety and Depression Scale, was distributed once to patients with MS over a 3 month period to assess anxiety and depression scores. MS disease duration and age were confirmed by neurologists.

Results: Out of 160 patients with MS who completed the HADS, 19% reported abnormal anxiety, 14% reported borderline cases of anxiety, and 67% did not report anxiety. After following up on significant correlations, depression and younger age were related to higher anxiety levels, (R2=.35, F(4,144)=19.26, p<0.001). The standardized partial regression coefficients indicated 2 statistically significant predictors, depression (β=.55, p=<.001) and age (β=-.25, p=<.001).

Discussion: 33% of patients reported symptoms of anxiety, emphasizing the need to focus on treating anxiety, specifically, early in their disease course. Clinicians may also want to recognize that elevated depression scores predicted anxiety. Lastly, in our cohort, the younger population reported higher anxiety, demonstrating that progressive illnesses may affect anxiety levels in younger populations more. Since approximately one third of patients with MS expressed anxiety symptoms, it is important to incorporate this into treatment plans.