Administering the HELP® Hawaii Early Learning Profile © Mehler, Schroeder & Gooden, Baby KEDS 2008 PPT adapted from Stephanie Parks, HELP ® Author WELCOME!!

Administering the HELP®Administering the HELP®Hawaii Early Learning ProfileHawaii Early Learning Profile

© Mehler, Schroeder & Gooden, Baby KEDS 2008

PPT adapted from Stephanie Parks, HELP ® Author

WELCOME!! We’re glad you’re here!

Housekeeping

• Make yourselves comfortable• Learn by doing• Table supplies & Numbers• Comfort station• Parking lot• Lunch & Breaks• Ground rules


Let’s Get Acquainted1. Note room locations #1, #2, #3, #4.2. Read series of statements/questions on screen.3. Go to the Room # of the statement that best

reflects you.4. In your small group, follow directions on overhead.

• If group is over 4, subdivide.5. Goal: meet several new people.


My profession is . . .

1. Developmental interventionist2. OT or PT3. SLP4. Other

Introduce yourself and tell one thing you like about your job.


I have worked in the First Steps system for . . .

1. Less than one year2. One to two years3. Three to five years4. More than five years

Intoduce yourself and tell what is most rewarding about your work in First Steps.


I . . .1. Have heard of the HELP, but know almost

nothing about it.2. Know a little about the HELP, but have not

administered it.3. Have administered the HELP a few times.4. Am very knowledgeable about the HELP and

have used it extensively.

Introduce yourself and tell one thing you know about the HELP.


Agenda for Administering the HELP®

• Overview of HELP® components • Hands-on exploration of Inside HELP and HELP

Strands• Practice item crediting using video clip• Practice determining approximate

developmental age levels for HELP® Strands• Summary


Outcomes for TodayBy the end of this session, participants will:• Gain knowledge and skills in using the Hawaii

Early Learning Profile (HELP®)• Describe the various methods for collecting

information as part of the assessment process• Observe and credit children’s skills using the

HELP Strands protocol• Determine approximate Developmental Age

Levels


Materials• Inside HELP Administration and

Reference Manual

• HELP Strands protocols

• Handouts:

–PowerPoint

–Guidelines for Determining Developmental Age Levels and Practice Examples


Why assessment in all domains?

• Assist in developing functional child outcomes• Track progress for Office of Special Education Programs• Use data to make program decisions• Use a common tool that tracks child progress across

developmental areas


What is the HELP®?


= Hawaii

= Early

= Learning

= Profile

By Stephanie Parks Warshaw M.A. Published by VORT Corp. Copyright 2006

Slide Adapted from Jennifer Grisham-Brown, 2007

What the HELP® Is…and Is NOT

• The HELP ® is…– Criterion-referenced– Curriculum-based

• This training is…– Introduction to the

HELP– Strategies for

administering – Guidelines for

crediting

• The HELP ® is not…– Normed – A screening tool

• This training is not…– Q & A of First Steps

policies and procedures


Adapted from Jennifer Grisham-Brown, 2007

Characteristics of the HELP®

• Comprehensive– Includes pertinent and specific skills from all domains– Regulatory/Sensory Organization added to Strands

• Part of a linked system• Uses natural observations • Involves families• Allows for adaptations and modifications


Characteristics of the HELP® (cont.)

• Useful for determining child’s present level of development and for IFSP/curriculum development

• Monitors performance over time• May be used by teams or individuals (2

formats for protocol)


Hawaii Early Learning Profile: A Tour

Inside HELP HELP for PreschoolersAdministration Assessment &and Reference Curriculum Guide

Manual (0-3 years)

HELP Checklist

HELP Strands

HELP OnlineHELP Online

HELP Charts

HELP Family- Centered Interview

HELP at Home

HELP Activity Guide

Adapted from Jennifer Grisham-Brown, 2007© Mehler, Schroeder & Gooden, Baby KEDS 2008

HELP Strands

• Organizes 685 functional skills into 58 conceptual strands within 7 domains– 0.0 Regulatory/Sensory Organization– 1.0 Cognitive– 2.0 Language– 3.0 Gross Motor– 4.0 Fine Motor– 5.0 Social-Emotional– 6.0 Self Help


Organization of Items on the HELP Strands

• Grouped by skill sets/concepts• Developmentally sequential/hierarchical within skill set/concept; each skill lays foundation for next one• Not always in numerical order


Organizational Structure of HELPOrganizational Structure of HELP®® Items Items


1-1 Symbolic Play (Strand) 1-4 Problem Solving (Strand)

Object Permanence

Means-End Cause & Effect

1.09

1.35

1.15

1.20

1.13

1.14

1.25 1.11

1.264.39

= Easy to more difficult.

Cognitive (Domain)

1.40

Slide adapted from J. Grisham-Brown, 2007

1.32

HELP Strands (cont.)

• Protocol provides columns for:– date each item is credited– crediting items– item identification number (for cross reference

with other materials)– typical age range that skill emerges – abbreviated item and definition of criteria

• Unbound protocol for multidisciplinary teams• Recommended for children with suspected

delays© Mehler, Schroeder & Gooden, Baby

KEDS 2008

Helpful Tips for Navigating HELP®

• Skills have same # on all materials for easy cross-referencing

• Cross-reference chart on back of Strands protocol and on pp. 374-377 of Inside HELP

• Note shaded “always assess” items


Quick Pair and Share

• Work with the person next to you or behind you

• Get out one copy of the Inside HELP and pencil

• Decide together on the answers to the 3 questions on the next slides


Slide from Schroeder, C., & Mehler, T. (2007, June). Administering the HELP®. Lexington, KY: First Steps Primary Level Evaluator Training.

Finding your way around the Inside HELP

1. What methods are described for gathering information about a child to be recorded on the protocol?

(Look at the Inside HELP pp. i.19 - i.21)


Information Gathering Methods

– Review records– Family interview– Observation– Direct testing/Eliciting situations



Finding your way around Inside HELP

2. A characteristic of this instrument is the age range listed for each skill. What does this age range tell you and what is the purpose of expressing the age in this manner? (Look at the Inside HELP p. i.23.)


Purpose of Age Ranges in the HELP®

– Expressed as range at which skill or behavior typically begins (not when it begins and ends)

– Is reflective of discrepancies in literature re: age at which a skill or behavior emerges

– Allows for variance in skill development among children



Finding your way around Inside HELP

3. Describe specific ways that the HELP® supports involvement of the family in the assessment process

(Look at the Inside HELP pp. i.16 and pages 1, 3)



Family Involvement– Family-friendly interpretation of each strand– Parent interview questions for each strand– Family-Centered Interview Form– Parent as facilitator of play during

observation/eliciting situations



Let’s practice

Looking in your Inside HELP and HELP Strands, find the item(s) that measures:• standing alone• finger feeding• turning to sound• sharing with peers• indicates “no” verbally or gesturally• completing simple puzzles


More “Find The Item”…

• Entertains self with toys• Counts to 2• Uses hammer as tool• Imitates single words• Holds feet in air for play (or brings to mouth)• Finds fully hidden object• Uses prepositional phrase


Review Inside HELP Preface (pp. i.16-i.18)

• Family friendly interpretation• Professional FYI• Parent questions with samples• Sample outcome statements• Transactional assessment• Identifying needs for intervention• Assessment adaptations• Procedures & processes• Assessment materials


How to Use the HELP®: Before the Assessment


• Conduct family-centered interview

• With permission, review pertinent information

• Review skills in the range above and below child’s developmental age in each domain

• Plan activities to elicit skills across domains

How to Use the HELP®: During the Assessment

• Bring protocol with credited items and any notes/questions

• Use notes on protocol (Use Inside HELP as reference)

• Credit child’s responses/skills during observation and eliciting situations

• Continue family interview


Crediting with HELP®: During

the Assessment

• Where to start and stop in the Strands: – If child displays 2 or more skills (+, +)with good quality,

usually assume achievement of earlier skills– If missed 2 skills in a row (-,-), you can usually stop that

strand with good confidence

• Consider videotaping session


Crediting OptionsDomains

+ = present as defined in Inside HELP+/- = emerging, not fully part of repertoire- = NOT observed or reported in any situationN/A = NOT appropriate to assess due to age, disability, cultural or functional relevance or family preferenceA = atypical, dysfunctional, or quality concernsO = circle any credit if family requests support or has concerns

For Atypical Responses in Regulatory/Sensory OrganizationA+ = hyper responsiveA- = under responsive


How to Use HELP®: After the Assessment

• Review notes (and videotape)• Check credit criteria for any questionable credits you

had during assessment• Note items not assessed or items for re-assessment• Determine approximate developmental levels for

each domain and across domains, if appropriate


Crediting the HELP®: VIDEO PRACTICE

Logan (26 months)From Positive Beginnings CD


Suggested Procedure for Crediting Items

• View video clips of Logan twice & take notes• Credit items • Refer to Inside HELP for crediting criteria • View clips again, if desired• Review crediting with large group


Logan (L): 26 months

Developmental age: begin crediting at 15 months

Using Inside HELP and HELP Strands, find items in:• 1.0 COGNITIVE• 2.0 I. LANGUAGE-RECEPTIVE• 2.0 II. LANGUAGE-EXPRESSIVE• 4.0 FINE MOTOR


Logan (L): 26 months

• What do you think Logan’s presenting issues might be?

• What progress do you see Logan displaying over the course of these video clips?

• What items on your protocol did you credit for Logan? No credit? Emerging? Atypical in quality etc.?


Determine Approximate Developmental Age Level (DAL)

• Guidelines or “Rules” from website

• Developed to enhance consistent reporting of DAL across programs and staff

• Can assist in curriculum planning and in tracking progress

• Record on HELP Strands Profile, pp. 23 and 26


“Rule” 1


The highest skill in each strand

Plus, plus, minus, minus (++,-- )

General Rule: Highest skill accomplished with good quality, if two consecutive skills credited, is generally the developmental level reported

“Rule” 1 Example

• Example 1: Strand 1-4A, Inside HELP, p. i.23 –Child’s CA = 24 mos.–Approximate DAL = 14-15


“Rule” 2

Age gaps within a strand The age range listed for the highest skill is not

always the developmental range that you will report. When there is a several month gap between skills and the child’s CA is is higher than the last skill credited but lower than the highest age on the next skill, report the Approximate DAL as O.K. or as the child’s CA.



• Example 2: Strand 1-4C, Inside HELP, p. i.24–Child’s CA = 17 mos.–Approximate DAL = O.K. or “age

appropriate”


“Rule” 3

Add “Atypical” (A) whenever applicable3.1 If most items in Strand are credited as atypical,

do not assign an age range, just “A”3.2 If only 1-2 skills have an “A”, add “A” to the

approximate DAL (e.g., 6-8 A)3.3 If the Strand assesses “Left” and “Right”, record

“A” if skill is observed on one side but not the other


“Rule” 3 Examples

• Example 3.1: Strand 3-2 Supine, HO p. 6 – Child’s CA = 6 mos.– Approximate DAL = “A”

• Example 3.2: Strand 3-3 Sitting, HO p. 6 – Child’s CA = 8 mos. – Approximate DAL = 5-6 A (support rationale in

report*)

*Parks, S. (Oct. 2007). E-mail correspondence.

– © Mehler, Schroeder & Gooden,

Baby KEDS 2008

“Rule” 3 Examples (cont.)

• Example 3.3: Strand 4-3 Reach/Approach, HO p. 7– Child’s CA = 5-6 months – Approximate DAL = 5-6A (support rationale in

report*)

*Parks, S. (Oct. 2007). E-mail correspondence.


“Rule” 4

Always assess and consider skills marked with an * (and shaded), even if the skill is far below the child’s age level. These are lifetime, foundational skills.If skill is missing or atypical, record “A” and add

“A” to the approximate DAL assigned



• Example: Strand 5-1, Attachment/Separation/Autonomy, HO p. 8 – Child’s CA = 12 months – Approximate DAL = 8A


“Rule” 5 Recording N/Aa. At the skill level:

1) some skills are for anticipatory guidance only

2) some skills build into more complex or difficult skills

b. At the Strand level: Record N/A when the entire strand is not appropriate due to age, disability, or circumstance.


“Rule” 5 Examples • Example 5a(1): Strand 3-2, Supine, HO p. 9– Child’s CA = 12 months– Approximate DAL = O.K.

• Example 5a(2): 1-4C. Cause and Effect, HO p. 10– Child’s CA = 12 months– Approximate DAL = O.K.


“Rule” 5 Examples (cont.)

• Example 5b: Strand 3-7, HO p. 11 – Child’s CA = 6 months– Approximate DAL = N/A


“Rule” 6

Usually, do not consider isolated minuses (-) in developmental age computations• All skills are not relevant, appropriate, or

necessary for every child• Not normal to demonstrate every skill• Use clinical judgment• Exception: * or shaded skills


DAL: “Rule” 6 Example

• Example 6: Strand 2-4A Gesturally, HO p. 12– Child’s CA = 16 months – Approximate DAL = 9


“Rule” 7

“Aging Out”If child’s age is beyond the age of a Strand:• Record “OK” if:

-- Child displays last one or two skills with good quality AND

-- Child’s CA is within a few months of the highest age of the strand



• Example 7: Strand 1-2 Gestural Imitation, HO p. 13• Child’s CA = 24 months• Approximate DAL = “OK” or “age appropriate”


“Rule” 8

If last skill credited in a Strand is in a range that includes the child’s age, mark OK rather than recording the age range.



• Example 8: Strands 1-4B. Means-Ends, HO p. 14 – Child’s CA = 21 months – Approximate DAL = O.K. (or 21)


“Rule” 9

If last skill credited in a Strand has an age range higher than child’s CA, record the lowest age in that range for the approximate DAL.



• Example 9: Strand 3-3 Sitting, HO p. 15– Child’s CA = 4 months– Approximate DAL = 5


“Rule” 10

If the age range of the last skill credited in a strand is greater than the range of the next skill in the strand (that the child could not accomplish), do not report the DAL as the full age range for that last skill accomplished.



• Example 10: Strand 1-4 B Means-End, HO p. 16– Child’s CA = 12 mo. – Approximate DAL = 5-7

• NOTE: There is some latitude here in determining DAL since the HELP® does not provide exact scores. Look at other items that exemplify the child’s abilities and use clinical judgment to determine approximate DAL.*

*Parks, S. (Oct. 2007). E-mail correspondence.© Mehler, Schroeder & Gooden,

Baby KEDS 2008

“Rule” 11 and a Note…2 strands are conceptually based and in

consecutive age order, but not hierarchical:Rule 11: Strand 0.0 (Regulatory/Sensory

Organization) • Report as typical, over-reactive, or under-

reactiveNote: Strand 1-5 (Spatial Relationships)• Assess more skills above and below “start” and

“stop” skills• Use clinical judgment for age level


“Rule” 12

• When you adapt skills to accommodate a child’s disability, determine the child’s approximate DAL with adaptations and add a notation/description to qualify the credit and help plan interventions.


Summarizing Results:Developmental Profile

• Profile provided on pp. 23 and 26 of Strands and on web for download

• Can report overall age range profile for each domain as long as there are not large gaps in scores within that domain

• If gaps are present, report scores by strands rather than whole domain


In Summary…

• General rule: highest skill in each strand (+,+)

• For ease of crediting: practice, practice, practice

• Refer to Web site guidelines (for approximate DALs) and Inside HELP (for crediting)


Data Reminders

On each child’s protocol:• Clearly indicate the basal (+,+) and ceiling (-,-)

for each strand• Indicate NAs for individual items and for

strands as appropriate• Clearly indicate the date for each item

credited


HELP ® Is Intended for Ongoing Monitoring

• Use HELP ® Strands NOT HELP ® CHART to revisit skills often listing dates that particular skills are mastered or emerging

• Use the hierarchical nature and the “emerging” +/- score to pinpoint the next logical skills to support


Summary/Closing


Check Your LearningAre you aware of:HELP® components: Strands,

HELP At Home & Charts (etc.)?

Using observation, interviews, eliciting situations, and previous records to assess child using the HELP®?

Using the HELP® to monitor child progress?

Can you:Observe & credit

sample situations?Calculate

approximate developmental age levels?

Navigate the HELP Strands?


Questions ? ? ?


Evaluation

• Take a few minutes to fill out your evaluation form.

• Feedback/comments are appreciated!

• Put completed forms on resource table and stand behind chair when finished.


List the Strengths of the HELP®


• In your table groups discuss the strengths of the HELP®.

• List on chart paper.

• Share with the large group.

• Thanks for participating!

• VORT website www.vort.com


http://www.vortcorp.com/

Documents

Administering the HELP® Hawaii Early Learning Profile © Mehler, Schroeder & Gooden, Baby KEDS 2008 PPT adapted from Stephanie Parks, HELP ® Author WELCOME!!