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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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