Transcript Developmental Assessment Form

Developmental Assessment
Form
Overview of developmental assessment
assignment
Developmental Assessment
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2 developmental forms due this semester
worth 10 points each
Infant or toddler
school-age or adolescent (16 years or
younger)
Assessment of child and teaching are part of
APU Service Learning and you can receive
ministry credits.
Purpose
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To review growth and development in the
various age groups
To provide teaching and referral as needed
To provide anticipatory teaching in the form of
hand-outs, web site referrals, parenting
groups, church, YMCA or local library.
Six Questions for Developmental
Screening
1.
2.
Do you have any
concerns about your
child’s vision or
hearing?
What changes have
you seen in your
child’s development
lately?
1.
2.
Vision and hearing
impairment
Acquisition of
physical, verbal and
social skills.
Page 227 of Bowden Text
Six Questions
3.
4.
5.
6.
What kind of child is he
or she?
What do you and your
child enjoy doing
together?
What are his or her
favorite play activities?
Have there been any
stressful events in the
family lately?
3.
4.
5.
6.
Child’s temperament and
personality
Socio-emotional
development and parent /
child interaction
Cognitive development
Environmental factors
inhibiting development
Critical thinking
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From the six questions what concerns did
you pick up from caretaker?
Are there areas of concern that you identified
that the caretaker did not?
Write a paragraph or two about why the area
is of concern and and discussion you had
with parent / child.
Worth 10 points
Developmental Assessment
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Use you text book as a guideline, growth and
development text book or
www.brightfutures.com
This is the data collection portion of the
assignment.
Expected versus Actual
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The expected behaviors are those you find in
your textbook or growth and development
text or on-line reliable resource.
The actual behaviors need to be observed or
reported by caretaker.
Use child’s initials only – do not use he or she
– to generic and will result in lost points
Nutritional Assessment
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Nutrition: calories, calcium intake, BMI, sample diet, ounces of
formula consumed, graph height, weight, and Head
Circumference (if under 3 years)
Critical Thinking
 How many calories does the child need to grow?
 Are they getting to many or two few
 What food groups are they deficit in
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Do they look overweight – underweight
Does the parent have any nutritional concerns?
Infant nutrition
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Regain birth weight by 14 days
Gain about 1 oz per day or 2 pounds per
month from birth to age 6 months.
6 to 12 months: gain ½ or 1 pound per month
Double birth weight by 4 months
Triple birth weight by 1 year
Intake
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What kind of formula?
How many calories per ounce?
How many ounces per day?
Solid food? When to introduce? What do you
offer first?
Age 1 to 3 nutrition
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Growth rate declines
BW quadruples by end of second year
Weight gain is 5 pounds a year from age 2 to
9 years
May become picky eaters
Develop consistent eating patterns
Table food
No bottle after 12 months
School age
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Ask what their favorite food to eat is and what their
least favorite food to eat is
Do they eat breakfast
Do they have family meals
How much do they snack
How much soda do they drink
Food pyramid: do they know what it is?
What kinds of physical activity do they do?
Adolescent
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Do they eat breakfast
Favorite foods
How much fast foods do they consume
Eating disorders can be a problem especially in the
teenage girl
Stress good nutritional choices
Simple recipes
Concerns about obesity
Physical activity
Physical Assessment
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General assessment: Each age group has general
physical milestones listed in the Bowden text.
Chapter 5
Oral status / teeth
Sexual
Language / vision
Gross motor
Fine motor
Milestones
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Social
Interpersonal
Emotional
Moral / spiritual
Safety: list needs only in this section
Physical Assessment
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General physical assessment: How does child look
in general
Skin, hair, general hygiene
Teeth: cavities, braces, brushing and flossing, and
visits to dentist
Do not do a medical physical assessment.
In the newborn assess fontanel, and do a normal
newborn reflex exam.
Sexual
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Masturbation
Gender identity
Sexual exploration: toddler
Girl friend – boy friend: school age
Adolescent:
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Dating
Sexual activity
Language and vision
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Use guidelines for specific age group
Be specific in your examples
Observe the child
Parent report
Gross and Fine Motor
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Assess according to age appropriate
guidelines
Observe child in natural setting
Ask parents about behaviors you cannot
observe
Ask about writing or drawing, computer use,
typing etc
Social
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Includes play
Play is an important part of the child’s development
Interaction with caretaker, other children, siblings etc
If they are school-age or older ask about best friend
Any group they associate with
Social isolation is a red flag in all age groups for
autism, depression, suicide.
Emotional
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Ask the parent how they would describe the child’s
temperament
What did you observe during the interview
Temper tantrums (toddler or adolescent)
Discipline needed or used in household
Parent / child fit
Adaptability to environment – quick to adapt – slow
to warm up
Moral / Spiritual
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Kohlberg guidelines per age group
Ask the school age and up about their
spiritual beliefs
Safety Issues
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List the needs only based on the child’s developmental level
Is the child very active and climbing all over the place
Does the child try to imitate everything the old siblings do
If in the home environment – what safety hazards did you
observe
Seat belt, car restraints, sports safety, helmets, knee pads,
stranger safety, emergency contacts, fire and earthquake
preparedness, pool safety, gun storage and safety locks.
The American Academy of Pediatrics has a statement on most
safety concerns for the pediatric population. www.aap.org
Two Theorists
Piaget’s stages of
cognitive development
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Erickson's psychosocial
stages of development
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Page 207 Bowden
Page 210 Bowen
Erickson: example
Trust vs mistrust
Caregiver responds in warm,
caring manner to child’s
needs to create trusting
environment. If care is
inconsistent and unrealistic,
mistrust develops.
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2 months old infant
Mother attentive to needs of
child during the interview.
Looks at baby in enface
position and talks in a
high-pitched voice. Check
diaper and fed baby
formula while being
interviewed. Mother
responded to babies
whimpering by rocking her
and talking to baby is
soothing tones.
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Piaget: example
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Substage 2: primary
circular reactions
(age 1 – 4 months)
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2 month old: When
rattle put in infant hand,
infant grasped it but hit
self in head with toy
when hand moved
towards head. Infant
was startled by action.
All newborn reflexes
still exhibited.
Critical Thinking
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List areas of concern
List the concerns per parent report and your
concerns based on interview and observation
Based on developmental level look to anticipatory
guidance for the next age level
Teaching Referral
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Please note the teaching / referral is worth
48 points in total.
You must address each area and
demonstrate some teaching or referral to
earn full points.
If you refer a client to website be specific in
what you want to refer them to. Include copy
of the teaching.
Nutrition Teaching
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Obesity is a growing problem in the pediatric population
Diabetes type 2 is a growing problem in the school age child
Anorexia is prevalent in the teen population / female athletes
Parents of infant may need information about breast feeding,
formula, and when to introduce solid foods
What do you do about the “picky” toddler who appear to eat
“nothing”.
What do you suggest for the child with a diet full of fast foods and
empty calories
What is missing from the diet: iron rich foods, vegetables,
calcium etc
What suggestion did you give to family or child to improve the
diet?
Nutrition referrals
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Be specific – include sample of the teaching tools
There are games on line that the school-age can play to enhance
their understanding of the food pyramid
How can a teen may wise food choices in a fast food
environment
What can parents pack in lunches
Suggest a parent / child grocery shopping trip to choose food
What about teaching the child to cook simple meals
Don’t forget the importance of stress different body types to the
impressionable pre-teen who is concerned about body image –
just look at the teen magazines and see the “waif-like” bodies of
the teen movie stars
Safety and injury prevention
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The major role of the pediatrician, PNP, FNP,
school nurse, and pediatric nurse is teaching
families / children how to prevent injuries
specific to age groups based on growth and
development and the environment.
Look at AAP American Academy of Pediatrics
www.aap.org for position statements on
safety for each group.
Safety Teaching
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Prevention is so much better than cure
Prepare your house now, and good habits will
save lives and prevent tragedy later
Have poison control number posted
Your friends and relatives homes may not be
as safe as yours
Address sports safety
What to do when home alone
Car safety: car seat, seat belt, driving
Physical Development Teaching
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If no problem area identified do anticipatory
for the next level.
Don’t forget – dental care, immunizations,
vision, hearing, general hygiene fall into this
area.
Developmental / social
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For the infant / toddler : play, social
interaction, temper tantrums, not sleeping the
night, separation anxiety, toilet training, day
care or preschool.
For the school age / adolescent: play, school,
friends, peer pressure, parent – child conflict
Adolescent: dating, drinking, drugs
For 12 years and up do the HEADS
assessment
Adolescent HEADSs Assessment
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H: home
E: Education
A: Activities
D: Drugs
S: sexual activity
S: suicide / depression
Teaching
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Include referrals for your teaching
Web sites are acceptable but you need to specific in what you
referred the family to and why
Remember books can be checked out of the library
Hand outs / pamphlets
Referral to clinic, school, teacher, primary care physician / NP
Don’t forget community centers, YMCA, and church groups for
parenting classes, babysitting referrals, mommy and me classes
or support groups for the various age groups.
In the handicapped child – what groups can the parents become
involved for support – web site referrals for more information
Evaluation
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This section is required in order to give credit
for the service learning project.
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What would you have done different?
Do you think the child / family was receptive to
your teaching?