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WCU - Western Carolina University Publications

Western Carolinian Volume 43 Number 23

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Item 1 - Western Carolinian Volume 43 Number 23
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Western Carolinian Volume 43 Number 23

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Western Carolinian Volume 43 Number 23

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Item’s are ‘child’ level descriptions to ‘parent’ objects, (e.g. one page of a whole book).

  • PAGE 8/THE WESTERN CAROLINIAN/MARCH 2, 1978 The place to turn for help Developmental Et by LAURA WEST Staff Writer Picture yourself as a parent of a pre-school child. You notice that your child is not developing at the expected rate for his age. Perhaps he is having difficulty in learning to walk or to speak. Maybe he has trouble feeding or dressing himself. Or. you notice he is reluctant to talk or play with others. Suppose you feel he has a mental or physical handicap. Would you know where to turn for help? For those of us living in Jackson County, we can turn to the Developmental Evaluation Center (DEC) located in 206 Killian Annex, here on WCU's campus. The primary funtion of the DEC is to serve young children yvith special needs. Services are available tc any child, from birth until school age, who is developmentally disabled or may be a risk for developmental delay. Problems in development include trouble with learning, language, social development, physical development, and/or motor development. The DEC serving Jackson County currently treats approximately sixty-Five children with such developmental problems. Developmental evaluation is defined as "the process of determining the current level of development of a child in order to know what the next step should be in programming for his continuing development." The process of evaluation used in our area is one that revolves around the child's home environment. Most of the area evaluation team's work takes place in the child's home as contact is usually made at home with the family involved throughout the entire process. The basic process of evaluation and intervention can be divided into five steps: recommendation, approval of the parents, assessment, following an individualized intervention plan, and follow-up. The first step, recommendation, begins with a local physician, public health nurse, social service worker, day care center, and/or the family. When a child's name is given to the evaluation center as a possible client, the center's first step is to make an initial home visit during which the parents are informed of the services provided, and asked about the child's particular needs. Once the parents are informed, the area team must obtain parental permission before any contact with the child can occur. Step three includes obtaining the child's medical history, assessing the quality of the child's physical environment, and testing the child's skills by an appropriate screening device, usually the Denver Developmental Screening Test. Such a test yields a great deal of information about the child's self-help, communication, social, cognitive, and motor skills. The child's medical history is reviewed by the staff pediatrician and any necessary information gathered. From compiling all such data, a provisional assessment is made with the help of the family. Areas of concern identified in the provisional assessment provide the basis for the second, in-depth assessment phase. Sometimes it becomes necessary to consult specialists outside the area team to aid in designing programs for particular children. For children with language, speech, or hearing difficulties, referral is made to the local Speech and Hearing Center. A staff pediatrician reviews medical needs of children and makes recommendations for neurological. otological, orthopedic, and metabolic treatments. If delays in fine or gross motor development are noted, DEC's physical therapist evaluates and plans programs for the children. Also children may be referred to the Infant's Program at a state institution or an outreach program for autistic and communication-handicapped children. The family environment is studied through parental report and observation. After the in-depth assessment phase, the Individual Program Plan is drawn up, again with help from the family. Information is gathered from both phases of assessment. Goals and objectives are then established, but the program is subject to change as the child progresses. Every attempt is made to establish a program the family is capable of handling. A major method of implementing programs (step four) involves parent training. Family members are visited and taught by the staff members of DEC to carry out developmental activities with their child. S 0 9 a r 1 0 Restaurant and Tavern Sandwiches Brown Bagging Now featuring 12 oz. draf Schlitz on tap Budweiser Stroh's Thurs: John Stan field Fri.&Sat: 'Silent Partner' CATAMOUNT SPECIAL 7p.m. Wed. with WCU I.D. 2.00 pitcher L 222 S. Main Waynesville, N.C. Intervention can also be done in child development centers, Head Starts, and private day care centers. Wherever the child can be reached and worked with best is where the developmental team goes. After the parents or other caretaker has been taught what to do for the child, frequent contact is maintained by telephone or visits. Thus, new programs can be implemented as the child progresses. Medical services can be procured for the family if necessary. The DEC helps the family locate appropriate specialists and helps the family to make the appointments. The DEC team will even go with the family to aid in the evaluation process by sharing ideas from their studies. The DEC pediatrician provides follow-up interpretations, and if necessary, also contacts other specialists. The final step of the process Is a follow-up eighteen months after the completion of the program. The following case study presents in more detail what the actual steps of assessment, program planning, and intervention look like. Susan, a 4'/2 year old, was referred to the DEC by her pre-school teacher because she was not yet speaking. She babbled and used a few word utterances, but mostly relied upon hand gestures for communication. Also Susan lacked self-help skills- and sought attention in an immature way. After the DEC received the request for services, a home visit was made with Susan's mother. She was informed of the services that could be offered, and a brief record of parental concerns was obtained. The provisional assessment phase took place on this first visit as Susan's behavior and paren-chiid interactions were observed. Susan's family were already receiving adequate health care and health care The provisional assessment phase took place on this first visit as jusan's behavior and parent-child interactions were observed. Susan's family were already receiving adequate health care and help from the Social Services Department. Additional information was gathered for a family ecology study. Next Susan visited the child development center where her social behavior was observed and her language, motor, and self-help skills were assessed using the Denver Developmental Screening Test. The seens , ?d that she was delayed in all these areas. •v delayed in language development and only minimally interacted with other children. After initial program planning, intervention activities began. Teachers were requested to encourage Susan's
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Object’s are ‘parent’ level descriptions to ‘children’ items, (e.g. a book with pages).

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Western Carolina University Publications

The Western Carolinian is Western Carolina University’s student-run newspaper. The paper was published as the Cullowhee Yodel from 1924 to 1931 before changing its name to The Western Carolin...

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