Child Outcomes

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CDC’s Report to Congress on the Management of TBI in Children

A traumatic brain injury (TBI) disrupts the normal function of the brain, and can be caused by a bump, blow, or jolt to the head, or a related injury. It affects children differently from adults–and children have the highest rate of emergency department visits for traumatic brain (TBI) injury of all age groups. The Centers for Disease Control and Prevention (the CDC) have just released a Report to Congress on the Management of Traumatic Brain Injury in Children, which details the impact a TBI can have on children and their families. Accompanying the report are 4 fact sheets for different audiences as well as graphics and digital ads that can be used on the web, Facebook, and Twitter to “get the message out.”

Access the CDC’s report to Congress, the fact sheets, and other materials, beginning at:
https://www.cdc.gov/traumaticbraininjury/pubs/congress-childrentbi.html

Building Stakeholder Knowledge about Data

Data play a role in virtually every aspect of administering early intervention programs (IDEA Part C) and preschool programs (Part B 619). State lead agency staff partner with stakeholders for a variety of purposes, including collaborating to improve programs and preparing annual reports on how programs are implemented. This toolkit from the DaSy Center orients stakeholders to IDEA data and other data-related topics to help them meaningfully participate in conversations about important programmatic issues and decisions.

The toolkit is a resource for IDEA Part C and Part B 619 stakeholders, such as representations on the State Interagency Coordinating Council (SICC) and the State Advisory Panel (SAP), who provide input on issues and decisions that relate to or affect programs that serve young children with development delays and disabilities and their families. Stakeholders can use this toolkit independently, or Part C/Part B 619 staff can work through the toolkit with stakeholders in a facilitated manner.

Learn more about and access the toolkit, including the 7 sections it contains and the questions that guide how information and learning are organized in each section.

Teen Mental Health

This resource-rich page at MedlinePlus pulls together a spectrum of topics related to mental health and includes numerous resources in Spanish. It’s written so as to speak directly to teens, describing in bullet form some of the things they might feel or experience that may indicate the need to seek the help and support of parents, a school counselor, or a healthcare professional. Sections include: where to start; the latest news pertinent to teens (e.g., bullying, smartphone addiction, self-harm); danger signs to look for and comprehensive psychiatric evaluation; treatments and therapies; and related issues (e.g., cliques, dealing with a health condition, coping with trauma, dealing with anger, helping friends who self-harm, peer pressure, and the teenage brain).

Read more about this excellent resource for teenagers and their families here.

Endrew F. Question and Answer Document

In March of this year the U.S. Supreme Court issued a unanimous decision in Endrew F. v. Douglas County School District Re-1. In this decision, the court held that “to meet its substantive obligation under the Individuals with Disabilities Education Act (IDEA), a school must offer [a child] an IEP [individualized education program] reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”

What impact will this Supreme Court decision have on the implementation of IDEA? The U.S. Department of Education seeks to answer this question (and many others) in the Q&A document just released (December 7, 2017). It reviews the facts and findings of Endrew F., discusses how the Supreme Court decision clarifies the standard for determining FAPE and educational benefit to children with disabilities, and explores considerations for implementation.

Read more about ED’s Question and Answer document here.

Parent Notification and Consent in Early Intervention

Current as of December 2017 Parents are essential partners in early intervention. They have the right to be deeply involved at every step along the way, from evaluation of their child, to the writing of the individualized family service plan (IFSP), to helping to determine the early intervention services their child receives. Not surprisingly, Part […]

Supporting Young Children Who Have Experienced Trauma | Webinar 1

(2017, September 14) | Useful to Parent Centers, professionals, and families in understanding and responding to childhood trauma. A national survey of adverse childhood experiences (ACEs) indicate that nearly half of all children in the United States have experienced one or more serious traumatic events by the time they are 18 (National Survey of Children’s […]

Parent Engagement Practices Improve Outcomes for Preschool Children

(2017) | Useful to: Parent Centers, preschool personnel, and parents of preschool-aged children Supporting parents’ efforts to help their children develop during the preschool years improves child school readiness, reduces child behavior problems, enhances child social skills, and promotes academic success. Effective parent engagement programs can help close the gap in school readiness associated with […]

Babies & Toddlers

Babies are such a nice way to start people. —Don Herald Current as of October 2017 In Spanish | En español The birth of a child is an exciting, life-changing event. A beautiful new baby comes to your house, family, and neighborhood. It is a time for celebration. But what happens when this new child […]

Transition to Preschool

Current as of October 2017 Kids grow fast, don’t they? And early intervention is designed for children from birth up to age three. At that point, services under EI end. If the child will need continued support once he or she moves on to preschool, it’s very important to plan ahead so that the transition […]

Services in Your State for Infants and Toddlers

Current as of September 2017 In Spanish | en español   Early intervention services are specially designed to address the educational and developmental needs of very young children with disabilities and those who are experiencing developmental delays. Early intervention provides free developmental evaluations of children younger than 3 (that is to say, before their third […]

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