Developmental Assessment Form

1. Developmental Assessment Form Overview of developmental assessment assignment

2. Developmental Assessment • 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.

3. Purpose • 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.

4. Do you have any concerns about your child’s vision or hearing? What changes have you seen in your child’s development lately? Vision and hearing impairment Acquisition of physical, verbal and social skills. Page 227 of Bowden Text Six Questions for Developmental Screening

5. 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? Child’s temperament and personality Socio-emotional development and parent / child interaction Cognitive development Environmental factors inhibiting development Six Questions

6. Critical thinking • 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

7. Developmental Assessment • 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.

8. Expected versus Actual • 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

9. Nutritional Assessment • 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 • Do they look overweight – underweight • Does the parent have any nutritional concerns?

10. Infant nutrition • 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

11. Intake • What kind of formula? • How many calories per ounce? • How many ounces per day? • Solid food? When to introduce? What do you offer first?

12. Age 1 to 3 nutrition • 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

13. School age • 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?

14. Adolescent • 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

15. Physical Assessment • 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

16. Milestones • Social • Interpersonal • Emotional • Moral / spiritual • Safety: list needs only in this section

17. Physical Assessment • 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.

18. Sexual • Masturbation • Gender identity • Sexual exploration: toddler • Girl friend – boy friend: school age • Adolescent: • Dating • Sexual activity

19. Language and vision • Use guidelines for specific age group • Be specific in your examples • Observe the child • Parent report

20. Gross and Fine Motor • 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

21. Social • 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.

22. Emotional • 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

23. Moral / Spiritual • Kohlberg guidelines per age group • Ask the school age and up about their spiritual beliefs

24. Safety Issues • 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

25. Erickson's psychosocial stages of development Page 207 Bowden Piaget’s stages of cognitive development Page 210 Bowen Two Theorists

26. 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. 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. Erickson: example

27. Substage 2: primary circular reactions (age 1 – 4 months) 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. Piaget: example

28. Critical Thinking • 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

29. Teaching Referral • 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.

30. Nutrition Teaching • 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?

31. Nutrition referrals • 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

32. Safety and injury prevention • 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.

33. Safety Teaching • 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

34. Physical Development Teaching • 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.

35. Developmental / social • 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

36. Adolescent HEADSs Assessment • H: home • E: Education • A: Activities • D: Drugs • S: sexual activity • S: suicide / depression

37. Teaching • 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

38. Evaluation • This section is required in order to give credit for the service learning project. • What would you have done different? • Do you think the child / family was receptive to your teaching?