How to Involve Families in the Child Outcome Summary (COS ...

How to Involve Families in the Child Outcome Summary (COS ...

How to Involve Families in the Child Outcome Summary (COS) Process Debi Donelan, MSSA Early Support for Infants and Toddlers Katrina Martin, Ph.D. SRI International/DaSy/ECTA Center May 6, 2016 Objectives

Objectives: Discuss why family involvement throughout the COS process is important. Explore ways to engage families as partners in assessment. Learn about resources that promote collaboration with families.

Supporting Multiple Needs Why team for the COS process? Obtaining a complete picture of the childs functioning requires people who: Spend time with the child in different settings,

situations, and everyday routines, and Have different perspectives about the childs functioning based on their particular expertise in observing skills and behaviors. Who should be on the team? Family Resources Coordinator

Childs family Early Intervention Specialist Other therapists or related service providers Other caregivers (child care, extended family, etc.) Preparing the Family

Before the meeting: Explain the COS process to the family. Share written materials describing the process. Review what the family can expect. Check for understanding and answer questions. Washington Resource- COS Brochure

http://www.del.wa.gov/development/esit/training.aspx National Resource- PACER Family Guide PACER Center/ECTA Center (2013): http://www.pacer.org/publications/earlyChildhood.asp

National Resource- Maryland Family Worksheet Family Worksheet, page 13 of A Family Guide to Understanding the Individualized Family Service Plan (IFSP)

http://msde.maryland.gov/MSDE/divisions /earlyinterv/infant_toddlers/resources.htm l Effective Teaming Practices All members participate.

It is not necessary that all team members be knowledgeable in all 5 areas There is no expectation that families understand the rating scale of typical child development Diverse perspectives and different opinions are encouraged.

Acronyms and jargon are minimized. Professional terms are explained. Effective Teaming Practices Use appropriate eye contact. Listen empathically with responsive body language and appropriate facial expressions.

Allow speakers to reflect on and finish their thoughts before moving on. Summarize, paraphrase, or ask for descriptive examples to check understanding. Ask follow-up questions to get additional information, as needed.

Quality COS Teaming Practices (1) 1. Plan ahead to have the information needed for the discussion. Quality COS Teaming Practices (2) 1. Plan ahead to have information needed for the discussion.

2. Discuss the childs functioning on each outcome, across settings, and relative to what is age expected. Involving families in a conversation about their childs functioning Ask questions that allow parents to tell you what they

have seen. Tell me how Anthony eats Avoid questions that can be answered with a yes or no. Does Anthony finger feed himself? Is that what you see at home?

Rich Discussion: Example Questions to Ask What skills and behaviors does the child use? In what settings and situations? How often is the child using those skills and behaviors? What supports are needed for the child to use them? Are these skills and behaviors that we expect of a child this age?

Are there skills or behaviors that we would expect a child this age to use that this child is not yet using? Rich Discussion: Addressing the Full Content of Each Outcome For example, for Positive Social Relationships: How does the child interact with familiar adults? With

unfamiliar adults? How does the child interact with peers? How well does the child follow rules and routines when at child care? How does the child express himself when he is frustrated? Excited? (other emotions) How does the child handle transitions between activities?

Rich Discussion: Considering Age Expectations Discuss how the childs functioning relates to age expectations. Draw on child development resources to age-anchor skills.

Consider such factors as What is expected in the childs culture, and Availability and use of assistive technology devices. Quality COS Teaming Practices (3) 1. Plan ahead to have information needed for the discussion.

2. Discuss the childs functioning on each outcome, across settings, and relative to what is age expected. 3. Consider as a team what you have learned about the child in relation to the criteria on the 7-point scale and use the decision tree to help apply the criteria. Summary of Functional Performance

Descriptor statements rather than numbers There is no reason to mention the numbers on the scale during the discussion or ask families to come up with a number IFSP Process and Resource Guide: http://www.del.wa.gov/publications/esit/

Culture and Summary of Functional Performance The age appropriateness of some behaviors varies across cultures, especially those related to independence and self care. It is important for working with the child and for completing the Summary of Functional Performance to understand expectations within the childs culture.

Summary of Functional Performance Example Example: With regard to positive social relationships, Bella interacts in age-expected ways with adults but is not

yet interacting with peers. We are seeing a mix of age-expected and not ageexpected skills. Does everyone agree? Discussion Questions How are you currently engaging families in the COS

process? What obstacles have you encountered with regard to involving families in the COS decision-making processes? Video

Engaging Families in the COS Process Video Discussion Questions What steps did the providers take to help prepare for the IFSP meeting, including the actions they took to prepare the family? What unique perspective did each team member

bring to the discussion? Video Engaging Families in the COS Process Video Discussion Questions

How did the Special Educator transition the discussion of the childs strengths and needs into the COS rating discussion? How will you apply what you saw in the video to your current practice to better engage families in the COS process? How would you adjust your questioning strategies in situations where a parent is not as easily able to describe

his/her childs strengths and needs? How did the professionals demonstrate that they valued the parents contributions to the team discussion? Remote Participation Face-to-face interactions are preferable, but getting all team members together can be difficult

Team discussions can be held with one or more members present remotely (phone or web) When Teams Struggle with Consensus Make sure team members Share the same understanding of the three outcomes. Have the opportunity to thoroughly describe the childs

functioning. Agree on the age-anchoring of skills. Revisit/review the definitions or criteria for the ratings being considered. Is the COS Rating Subjective? What does subjective mean?

Relating to the way a person experiences things in his or her own mind based on feelings or opinions rather than facts. Merriam-Webster Dictionary Research shows that consistent application of rating criteria, like those in the COS process, produces valid information.

http://ectacenter.org/eco/pages/enhance.asp Final Thoughts Evaluations Please take a few moments to complete an evaluation. Thank you!

Resources ESIT COS brochure: http://www.del.wa.gov/development/esit/training.aspx PACER brochure: http://www.pacer.org/publications/earlyChildhood.asp Maryland form:

http://msde.maryland.gov/MSDE/divisions/earlyinterv/infant_t oddlers/resources.html ENHANCE study: http://ectacenter.org/eco/pages/enhance.asp Videos: http://olms.cte.jhu.edu/olms2/128983

Recently Viewed Presentations

  • Developmental Theory

    Developmental Theory

    Developmental Theory Development
  • Plant Diversity - Ashley Public School

    Plant Diversity - Ashley Public School

    Plant Diversity. Ch 22, pg 550 - 572. Chapter Overview. ... List 2 benefits and 2 challenges for algae evolving into land plants. ... List the four groups of plants. Intro To Plants (22-1) Plants share the following characteristics: Multicellular.
  • HMIS: Domestic Violence - dca.ga.gov

    HMIS: Domestic Violence - dca.ga.gov

    If you have questions on topics not discussed today please contact Jasmine Rockwell at [email protected] Phone: 470-446-9176. If you are new to the Comparable Database and need a step-by-step tutorial please email Jasmine to set up a TA meeting.
  • Dias nummer 1 - bck.kk.dk

    Dias nummer 1 - bck.kk.dk

    Ting jeg skal bede om hjælp til at få løst - Vil kun have betydning for mig i dag. Vær fleksibel, Fortæl det til en voksen, forbliv rolig ... Programmet følgeforskes af professor Simon Calmar Andersen fra Aarhus Universitet og...
  • 2006 Pearson Education, Inc. Chapter 33 MISDEMEANORS AND

    2006 Pearson Education, Inc. Chapter 33 MISDEMEANORS AND

    MISDEMEANORS AND HIGH CRIMES Chapter 33 The American Nation, 12e Mark C.Carnes John A. Garraty THE ELECTION OF 1988 Republicans nominated Vice President George H.W. Bush Democrats nominated Massachusetts governor Michael Dukakis Tarnished by furlough program and Willie Horton Bush...
  • Globalization: What it is and what it isn't?

    Globalization: What it is and what it isn't?

    Globalization: What it is and what it isn't Trade and movement of infected cattle and poultry across national borders have contributed to recent outbreaks of mad cow disease in the northern hemisphere and avian influenza in Asia.
  • Selling - Block #5

    Selling - Block #5

    New CAN SLIM investors might wish to not use this rule until they have enough post analysis data to be comfortable using it. IBD and probably even Bill and Scott O'Neil don't use this rule in 2016 and 2017. Add...
  • University of Sheffield Michelle Holdsworth, Professor of Public

    University of Sheffield Michelle Holdsworth, Professor of Public

    3. Possible areas of collaboration. Double burden of obesity and undernutrition considering the highly diverse geography and cultural background of Peru. What are common drivers of the different forms of malnutrition? Drivers . of consumer and dietary behaviours to inform...