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How to Administer PEDS: Parents’ Evaluation of Developmental Status Frances Page Glascoe Adjunct Professor of Pediatrics

How to Administer PEDS: Parents’ Evaluation of Developmental Status Frances Page Glascoe Adjunct Professor of Pediatrics Vanderbilt University. PARENTS’ EVALUATION OF DEVELOPMENTAL STATUS. PEDS. A Method for Detecting and Addressing Developmental and Behavioral Problems.

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How to Administer PEDS: Parents’ Evaluation of Developmental Status Frances Page Glascoe Adjunct Professor of Pediatrics

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  1. How to Administer PEDS: Parents’ Evaluation of Developmental StatusFrances Page GlascoeAdjunct Professor of PediatricsVanderbilt University

  2. PARENTS’ EVALUATION OF DEVELOPMENTAL STATUS PEDS A Method for Detecting and Addressing Developmental and Behavioral Problems • For children 0 to 8 years • Takes about 5 minutes for parents to complete, 1-2 2 minutes to score • Elicits parents’ concerns (in multiple languages • Sorts children into high, moderate or low risk for developmental and behavioral problems • 4th – 5th grade reading level so > 90% can complete • independently • Score/Interpretation form used longitudinally • Online application with automated scoring/results

  3. Peter Jones 7/7/04   0 0 0 0 0 0 0 0 1 0 0 0 0 1

  4. PEDS’ Evidenced Based Decisions Path A: high risk of developmental disabilities, shows what kinds of referrals are needed. Path B: moderate risk of disabilities, need for additional screening, developmental promotion, monitoring Path C: low risk of developmental disabilities but elevated risk for mental health problems, need for parent education, monitoring, and/ or additional behavioral screening Path D: moderate risk of developmental disabilities, problems with parental communication and need for hands-on screening Path E: low risk for either type of disability for which reassurance is the best response

  5. “Oh, by the way…..” Reduces “doorknob concerns” Focuses visit and facilitates patient flow Improves parent satisfaction and positive parenting practices Increases provider confidence in decision- making Survey version used in evaluation of health care plans by FACCT and NSECH

  6. How to Administer PEDS

  7. Ask parents whether they would like to complete the Response Form on their own or have someone go through it with them.

  8. ! If, in writing, parents only circle answers and don’t write anything on the form, you cannot be sure of literacy and should readminister PEDS as an interview

  9. Once parents have completed the Response Form, begin the scoring process by Computing the Child’s Age Correct for prematurity if less than 24 months old

  10. SCORING: Find Age Column Find the correct column for the child’s age on the PEDS Score Form

  11. SCORING: Categorize Concerns Read through all comments Look at the PEDS Brief Guide for examples of how to categorize concerns in the various domains of development

  12. EXAMPLES OF PARENTS’ CONCERNS Expressive Language: He can’t talk plain Receptive Language: She doesn’t seem to understand us Gross Motor: He’s clumsy, falls a lot, awkward, late to walk Fine Motor: She can’t write well, messy eater Global/Cognitive: Slow and behind, can’t do what other kids can Other: trouble hearing, seeing, health problems, family issues Social/Emotional: He’s mean, she’s bossy, doesn’t have friends Behavior: He won’t mind me, temper tantrums Academic/preacademic: trouble in school, doesn’t know ABCs Self-Help:Can’t get dressed by himself I used to be worried but now I think he’s doing OK

  13. SCORING: Mark the Score Form Mark the box to show the kind of concern Even if there are several different kinds of issues under the same category, only check the box once (e.g, tantrums, hyperactivity, biting-- all just get a single check under behavior) When parents circle “a little” to indicate the degree of concern, view this as a “yes”

  14. Scoring: Alert Parents don’t always answer the question asked so be sure to focus on the catagories of concern, not the type of question asked

  15. Scoring: Add your concerns too If you have a concern about a child, you can add checks to the boxes However, don’t remove or ignore the parents concerns

  16. Scoring: Summary Total the number of concerns in the shaded boxes into the large shaded box at the bottom Total the number of concerns in the unshaded boxes into the large unshaded box at the bottom

  17. Scoring: Finding the Correct Path-I First, follow the directions below the large shaded box. If the number is 2 or more, follow Path A If the number is 1, follow Path B

  18. Scoring: Finding the Correct Path-II If no shaded boxes are checked but the number in the large nonshaded boxes is 1 or more, follow Path C If there is a 0 in both large boxes but you have concerns about the child, follow Path D If there is a 0 in both boxes and you don’t have concerns, follow Path E

  19. Interpretation Form: Path A Path A is the High Risk path and suggests possible developmental disabilities. Refer promptly for evaluations through EI or the public schools. Path A suggests the type of evaluations needed based on the types of concerns Add your clinical judgment about what other kinds of services may be needed (e.g., social work, mental health, etc.) Additional screening with the M-CHAT is wise

  20. Path B Path B suggests Moderate Risk for developmental disabilities In response screen further or refer for screening Offer developmental promotion to those who don’t qualify for special services and provide “watchful waiting”/extra monitoring Consider referrals to Head Start, after school tutoring, etc.

  21. Path C Path C: Low risk of developmental disability but elevated risk of mental health problems, especially in children 4 years and older For children under 4, give parents advice and written information, and monitor effectiveness If such counseling is not effective, provide mental health screening or refer for screening (both child and family-focused) For children 4 and older, give mental health screens or refer for screening (child and family)

  22. Path D Path D is rare but is used for parent-provider communication difficulties (e.g., no language in common, teen parent who doesn’t know much his child, parents with serious mental health or language problems Refer these children for hands-on screening (e.g, with the PEDS:DM, Brigance or ASQ)

  23. Path E Path E: Low risk for problems either in development or social-emotional areas Offer reassurance unless your clinical judgment suggests a problem

  24. PEDSInterpretation Form Details The Interpretation Form has space on the right to record your decisions, referrals, advise, etc. This provides a longitudinal record of services provided—helpful for audits, etc.

  25. Case Examples

  26. Practice Examples: Amy

  27. Amy Response

  28. Peter Jones 7/7/04   0 0 0 0 0 0 0 0 1 0 0 0 0 1

  29. Practice Examples: Billy .

  30. 1

  31. Practice Examples: Roger

  32. I’m worried about how my child talks and relates to us. He says things that don’t have anything to do with what’s going on. He is oblivious to anything but what he is doing. He’s not doing as well as other kids in many ways. Yes, he just repeats things like “Wheel of Fortune” I can’t tell what he understands or if he is just ignoring us. He’s good with manipulatives but sometimes does lots of the same things over and over: flick lights, spin wheels on his cars

  33. He’s very coordinated and very fast! Lots of tantrums He just doesn’t seem interested in even watching other kids. He is very independent He’s too young for that sort of stuff We spend a lot of time playing and talking with him and this seems to be helping some. I do wonder about his hearing sometimes though.

  34. Roger       4 2

  35. What next?

  36. Electronic PEDS • www.forepath.org • Web accessible PEDS for • Licensed PEDS users • Self-selected parents • PEDS scoring Web service for EMR/EHR and other electronic systems

  37. Subject Information

  38. Parent Information

  39. PEDS Questions

  40. M-CHAT (optional)

  41. Results (record)

  42. Results (parent information)

  43. Letter of Referral

  44. Resources for Parents

  45. Data Resources • All demographics captured • De-identified datasets available for research (subject to IRB and HIPPA) • Multiple formats available (SQL, text, Excel, etc) • Raw or aggregated data

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