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Child Development |
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National
and Multistate Intervention Programs Related to Developmental
Screening |
Last updated:
6-10-03
Federal programs
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Bright Futures
The goal of Bright Futures is to respond to the current and emerging
preventive health promotion of infants, children, and adolescents. It 1)
develops and disseminates materials for health professionals and families
to implement the Bright Futures approach, 2) fosters partnerships among
families, health professionals, and communities, and 3) encourages family
participation in health promotion and disease prevention activities. It has
created guidelines for health supervision for infants, children, and
adolescents (since 1995 more than 1.3 million copies of guidelines have
been distributed), and it also builds on the guidelines by providing tools
and resources for health care providers and families.
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Population and sample Works through
influencing health professionals
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Funded by Maternal Child Health
Bureau (MCHB)
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Administered by: Often MCHB in
collaboration with other public or private organizations (for example,
HMO’s and universities)
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Duration Initiative was launched in
1990
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Additional comments In 2002, MCHB
began a partnership with the American Academy of Pediatrics (AAP) to carry
on the Bright Futures initiative. One result of this is that AAP will
establish the Bright Futures Health Promotion/Prevention Education Center
to serve as the national hub for Bright Futures activities. The second
result is a project that will focus on implementation of Bright Futures
among pediatric providers.
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Website
http://www.mchb.hrsa.gov/programs/training/brightfutures.htm
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Child Find Demonstration Projects:
Child Find is a continuous process of public awareness activities,
screening, and evaluation. It is designed to locate, identify, and refer,
as early as possible, all young children with disabilities and their
families who are in need of early intervention (Part C) or preschool
special education (Part B), as mandated through the Individuals with
Disabilities Education Act (IDEA). Each statewide Child Find system should
include procedures for screening of health and development. Use of
standardized, validated, accurate measures is highly recommended and
informal detection methods (checklists, observations, review of milestones,
or use of selected items on validated screening tools, etc.) are not. Some
states encourage parents and caregivers to ask questions about a child’s
health or development that might lead to screening and/or evaluation.
There are six Child Find Demonstration Projects, five of which are relevant
to DS, they are: Interagency Collaboration for Colorado Part C Child Find
in Denver, CO; Strategies for Effective and Efficient "Keiki" (Child) Find
(Project SEEK) in Honolulu, HI; Promoting Early Identification and Support
for Families of Young Children: The Early Connections Project in Durham,
NH; Dynamic Community Connections: A Process Model for Enhancing Child Find
in Rural Areas in Missoula, MT; and Creating Partnerships between Pediatric
Practitioners and Early Developmental Interventionists for Child Find
(PEDI-Link) in Burlington, VT. Most of these projects work with health
professionals and or intervention specialists.
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Intervention population intervention
on health professionals and intervention specialists in 5 states for
improving services for the infants and children in those states.
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Funded by Office of Special Education
Programs, Department of Education
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Run by Faculty and staff at a university in
given state
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Duration Most were funded in 1998
through 1999, for a 2 to approximately 4 year period.
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Findings related to developmental
screening
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Hawaii Child Find Project: Through an
intervention that involved a presentation series for primary care
physicians (PCP’s) to address knowledge and attitude towards early
intervention, they increased PCP referral rate. There was a highly
significant difference between intervention and comparison communities
(Spearman’s rho of r equal to -0.564, with P greater than or equal to
0.002).
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New Hampshire Child Find Project: In two
years, they increased the number of children 0 to 3year-of-age served by
Part C in four of six regions, by 13% to 66%. Also, they increased the
number of infants (0 to 1years-of age) served by Part C in four out of six
regions and slightly statewide.
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Data availability Some of the
projects have reported their data (for example, Hawaii), while other have
not made their preliminary findings public (e.g. Vermont).
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Website
http://www.nectac.org/topics/earlyid/chfindproj.asp
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Title V
Title V was converted to a block grant as part of the Omnibus Budget
Reconciliation Act of 1981. Therefore, states annually apply for this
grant, through a process of stating their objectives for spending. They
must spend 30% of the grant allocations on preventive and primary care for
children and youth, and 30% on services for children with special health
care needs (CSHCN). Through the grant, states seek to ensure maternal and
child health services, as well as those for CSHCN, through a variety of
programs and initiatives. They are required to report the results of these
programs and initiatives. Because of the flexibility of Title V, the grant
can be an originating and supportive source for child development programs.
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Population and sample Maternal and
child health population and CSHCN in US
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Funded by Maternal and Child Health
Bureau
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Administered by Title V/ CSHCN state
agencies
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Duration Annually apply for grant;
continuous
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Data availability A national survey
was conducted on care coordination through surveying Title V state agencies
(see national datasets document). Also, through applications and reports
that are submitted annually by all 59 U.S. States, Territories, and
Jurisdictions, information on key measures of maternal and child health (MCH)
in the United States is collected. This information is captured
electronically through the Title V Information System (TVIS).
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Website
For links to states and contacts
http://cshcnleaders.ichp.edu/TitleVDirectory/directory.htm
For fact sheet
http://www.amchp.org/news/MCHBlockGrant2002.pdf
Foundation or private organization
programs
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Assuring Better Child Health and
Development (ABCD) Program:
This is a policy-oriented initiative that complements the Healthy Steps
program by identifying policy changes to Medicaid, state Children’s Health
Insurance Program, and community health centers that will help ensure a
healthy start for children of low-income families. Because states have
primary responsibility for implementing health care programs for low income
families, ABCD works with state Medicaid agencies to develop projects. ABCD
also includes efforts to improve national policies and develop and promote
effective models of care that emphasize healthy child development. The
program involves four state initiatives: North Carolina, Utah, Vermont, and
Washington. The states are creating service models that may include
developmental screening, referral, service coordination, and the provision
of educational materials and resources for both parents and clinicians
serving Medicaid children.
A team of researchers from Northwestern University (led by Peter Budetti)
and New York University (led by Carolyn Berry) are conducting a national
process evaluation of ABCD and are coordinating with local evaluators for
outcomes evaluation.
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Population and sample Medicaid
enrollees in four states
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Funded by The Commonwealth Fund
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Run by National Academy of State
Health Policy (NASHP), which identified the states to fund and provided
them with technical assistance
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Duration Began in 1999, there is a
five year evaluation; therefore, expected to end in 2004.
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Data availability After 2004
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Website
http://www.cmwf.org/programs/prog_desc.asp?id=6
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Healthy Steps for Young Children Program:
This is a national initiative that works with health care practices and
focuses on the importance of the first three years of life. It involves
adding a new member to the health care team, the Healthy Steps Specialists
(specialist in child development), to enhance the information and services
parents receive about major behavioral and developmental issues. Clinical
sites offer a comprehensive range of services for parents of young children
from birth to three, including: well-child visits, home visits, tools to
gauge child development and family health, parent groups, a child
development telephone line, written material for parents, and links to
community resources.
An evaluation of this initiative began in 1995 by researchers at Johns
Hopkins (Led by Bernard Guyer, M.D), in partnership with various funders
and 24 pediatric and family practice sites across the country. They
followed nearly 4,500 families who participated in Healthy Steps services
for three years. The multiyear evaluation was expected to be complete by
the end of 2002.
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Population and sample This initiative
is being done in 36 local practices, in 16 states (evaluation is of 15
sites); it has provided services to more than 8,000 families.
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Funded by Currently the initiative is
sponsored by community-based foundations and local health care providers
(Commonwealth Fund funded the start of the initiative and AAP later became
a co-sponsor).
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Run by The Healthy Steps curriculum
was designed by a research team at Boston University (led by Barry
Zuckerman, MD). Sites are coordinated by the Commonwealth Fund.
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Duration Initiative began in 1994 and
will likely continue. Funding will likely depend on the results of the
evaluation.
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Findings related to developmental
screening There are some preliminary data available on the website.
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Data availability Since data
collection was scheduled to be completed by the end of 2002, data is
expected soon.
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Website
http://www.healthysteps.org/
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TRACE: Tracking, Referral, and Assessment
Center for Excellence:
This project seeks to: 1) establish a center to identify and promote
the use of scientifically based models and practices for early
identification, child find, and referral for children eligible for Part C
and Part B; 2) conduct research syntheses of early identification, child
find, and referral models and practices with a focus on the characteristics
of the practices and models associated with desired outcomes; 3)use the
characteristics of effective models and practices to conduct studies on the
extent to which educational programs, at all levels, are using
scientifically based early identification, child find, and referral models
and practices; 4) determine if the use of scientifically based models and
practices is associated with desired outcomes; 5) compare and contrast the
relative effectiveness of different models and practices; and 6) develop,
validate, and evaluate the effectiveness of scientifically based training
units for implementing effective early identification, child find, and
referral models and practices.
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Population and sample Seeks to
benefit Infants (birth through 2 years-of-age) and preschoolers (3 through
5 years-of-age)
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Funded by Office of Special Education
Programs, Department of Education
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Administered by Center for Evidence
Based Practices
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Duration Began on 10-01-2002 and is
scheduled to end 09-30-2007.
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Website
http://www.cec.sped.org/osep/database/detailView.html?masterID=211
[Return to Top]
Date: September 20, 2005
Content source: National Center on Birth Defects and Developmental
Disabilities
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