CHAPTER 4: THE PURPOSE,

PROCESS AND PRACTICE OF

MONITORING, SCREENING
AND EVALUATING
CHAPTER PREVIEW
1. The Purpose of Monitoring, Screening and Evaluating Young Children
2. The Process of Monitoring
3. The Process of Screening and Evaluating
4. The Practice of Monitoring
5. The Practice of Screening and Evaluating
6. Public Policies on Including Children with Special Needs

INTRODUCTION
It is essential that Early Childhood Educators be able to recognize typical
from atypical development. With typical development, there are certain
behavioral expectations and developmental milestones that children should
master within certain age ranges. Any behavior and development that falls
outside of the standard norms would be considered a-typical. As early care
providers, how do we know whether a child’s development is happening at a
normal, excelled or delayed pace? How can we be certain that we are
providing an optimal learning space for each child? As intentional teachers
our goal is to accommodate all the varied skill levels and diverse needs of
the children in our classrooms. Additionally, we must provide a safe,
nurturing and culturally respectful environment that promotes inclusion so
that all children can thrive. In this chapter we will examine the purpose,
process and practice of monitoring, screening and evaluating young children.
If we are to effectively support the children and families in our care, we must
be able to identify a child’s capabilities and strengths early on, as well as
recognize any developmental delays or developmental areas that may need
additional support. Additionally, we must be aware of the resources and
services that are available to support children and families.
 Figure 4.1 Building Blocks1

THE PURPOSE OF MONITORING,

SCREENING AND EVALUATING
YOUNG CHILDREN
Because many parents are not familiar with developmental milestones, they
might not recognize that their child has a developmental delay or disability.
According to the Centers for Disease Control and Prevention, “In the United
States, about 1 in 6 children aged 3 to 17 years have one or more
developmental or behavioral disabilities, such as autism, a learning disorder,
or attention deficit / hyperactivity disorder (ADHD).” What’s more concerning
is that many children are not being identified as having a delay or disability
until they are in elementary school. Subsequently, they will not receive the
appropriate support and services they need early on to be successful at
school. It has been well-documented, in both educational and medical
professional literature, that developmental outcomes for young children with
delays and disabilities can be greatly improved with early identification and
intervention (Squires, Nickel, & Eisert, 1996; Shonkoff & Meisels, 2000).
While some parents might be in denial and struggling with the uncertainty of
having a child with special needs, some parents might not be aware that

1
Image by Markus Spiske on Unsplash
there are support services available for young children and they may not
know how to advocate for their child. Thus, as early child educators we have
an obligation to help families navigate through the process of monitoring, as
well as provide information and resources if a screening or evaluation is
necessary.
The Process of Monitoring
Who can monitor a child’s development? Parents, grandparents, early
caregivers, providers and teachers can monitor the children in their care. As
previously stated in Chapter 3, one of the tasks of an intentional teacher is to
gather baseline data within the first 60 days of a child starting their program.
With each observation, teachers are listening to how a child speaks and if
they can communicate effectively; they are watching to see how the child
plays and interacts with their peers; and they are recording how the child
processes information and problem solves. By monitoring a child closely, not
only can we observe how a child grows and develops, we can track changes
over time. More importantly, we can identify children who fall outside the
parameters of what is considered normal or “typical” development.

When teachers monitor children, they are observing and documenting

whether children are mastering “typical” developmental milestones in the
physical, cognitive, language, emotional and social domains of development.
In particular, teachers are tracking a child’s speech and language
development, problem-solving skills, fine and gross motor skills, social skills
and behaviors, so that they can be more responsive to each child’s individual
needs. Even more so, teachers are trying to figure out what a child can do,
and if there are any “red flags” or developmental areas that need further
support. As early caregivers and teachers, we are not qualified to formally
screen and evaluate children. We can however monitor children’s actions,
ask questions that can guide our observations, track developmental
milestones, and record our observations. With this vital information we can
make more informed decisions on what is in the child’s best interest.

What is this Child Trying to Tell Me?

With 12-24 busy children in a classroom, there are bound to be occasional
outbursts and challenging behaviors to contend with. In fact, a portion of a
teacher’s day is typically spent guiding challenging behaviors. With all the
numerous duties and responsibilities that a teacher performs daily, dealing
with challenging behaviors can be taxing. When a child repeats a challenging
behavior, we might be bothered, frustrated, or even confused by their
actions. We might find ourselves asking questions like:
“Why does she keep pinching her classmate?"
“Why does he put his snack in his hair?”
“Why does he cry when it’s clean up time or when he has to put his
shoes on?”
“Why does she fidget so much during group time?”
Without taking the time to observe the potential causes and outcomes
associated with the challenging behavior, we may only be putting on band-
aids to fix a problem, rather than trying to solve the problem. Without
understanding the why, we cannot properly guide the child or support the
whole-child’s development. As intentional teachers we are taught to observe,
document, and analyze a child’s actions so we can better understand what
the child is trying to “tell” us through their behavior. Behavior is a form of
communication. Any challenging behavior that occurs over and over, is
happening for a reason. If you can find the “pattern” in the behavior, you can
figure out how to redirect or even stop the challenging behavior.
How do I find the patterns?
To be most effective, it is vital that we record what we see and hear as
accurately and objectively as possible. No matter which observation method,
tool or technique is used (e.g. Event Sampling, Frequency Counts, Checklists
or Technology), once we have gathered a considerable amount of data we
will need to interpret and reflect on the observation evidence so that we can
plan for the next step. Finding the patterns can be instrumental in planning
curriculum, setting up the environment with appropriate materials, and
creating social situations that are suitable for the child’s temperament.
 Think About It…Patterns
If Wyatt is consistently observed going to the sandbox to
play with dinosaurs during outside play, what does this tell
you? What is the pattern? Is Wyatt interacting with other
children? How is Wyatt using the dinosaurs? How can you
use this information to support Wyatt during inside play?
Here are a few ideas:
To create curriculum: To encourage the child to go into
the art center, knowing that he likes dinosaurs, I might lay
down some butcher paint on a table, put a variety of
dinosaurs out on the table, and add some trays with various
colors of paint.
To arrange the environment: Looking at my centers, I
might add books and pictures about dinosaurs, and I might
add materials that could be used in conjunction with
dinosaurs.
To support social development: I noticed Wyatt played
by himself on several observations. I may need to do some
follow up observations to see if Wyatt is initiating
conversations, taking turns, joining in play with others or
playing alone.
As you can see these are just a few suggestions. What ideas
did you come up with? As we monitor children in our class,
we are gathering information so that we can create a space
where each child’s individual personality, learning strengths,
needs, and interests are all taken into account. Whether the
child has a disability, delay or impairment or is developing at
a typical pace, finding their unique pattern will help us
provide suitable accommodations

What is a Red Flag?

If, while monitoring a child’s development, a “red flag” is identified, it is the
teacher’s responsibility to inform the family, in a timely manner, about their
child’s developmental progress. First, the teacher and family would arrange
a meeting to discuss what has been observed and documented. At the
meeting, the teacher and family would share their perspectives about the
child’s behavior, practices, mannerisms, routines and skill sets. There would
be time to ask questions and clarify concerns, and a plan of action would be
developed. It is likely that various adjustments to the environment would be
suggested to meet the individual child’s needs, and ideas on how to tailor
social interactions with peers would be discussed. With a plan in place, the
teacher would continue to monitor the child. If after a few weeks there was
no significant change or improvement, the teacher may then recommend
that the child be formally screened and evaluated by a professional (e.g. a
pediatrician, behavioral psychologist or a speech pathologist).

The Process of Screening and Evaluating

Who can screen and evaluate children? Doctors, pediatricians, speech
pathologists, behaviorists, Screenings and evaluations are more formal than
monitoring. Developmental screening takes a closer look at how a child is
developing using brief tests. Your child will get a brief test, or you will
complete a questionnaire about your child. The tools used for developmental
and behavioral screening are formal questionnaires or checklists based on
research that ask questions about a child’s development, including language,
movement, thinking, behavior, and emotions.

Developmental screenings are cost effective and can be used to assess a

large number of children in a relatively short period of time. There are
screenings to assess a child’s hearing and vision, and to detect notable
developmental delays. Screenings can also address some common questions
and concerns that teachers, and parents alike, may have regarding a child’s
academic progress. For example, when a teacher wonders why a child is
behaving in such a way, they will want to observe a child’s social interactions
and document how often certain behaviors occur. Similarly, when a parent
voices a concern that their child is not talking in complete sentences the way
their older child did at that same age. The teacher will want to listen and
record the child’s conversations and track their language development.

Developmental Delays – is the condition of a child being less developed

mentally or physically than is normal for their age.

Developmental Disabilities – According to the CDC, developmental

disabilities are a group of conditions due to an impairment in physical,
learning, language, or behavior areas. These conditions begin during the
developmental period, may impact day-to-day functioning, and usually last
throughout a person’s lifetime. Some noted disabilities include:
 ADHD
 Autism Spectrum Disorder
 Cerebral Palsy
 Hearing Loss
 Vision Impairment
 Learning Disability
 Intellectual Disability2

The Practice of Screening Young Children

2
Developmental Disabilities by the CDC is in the public domain.
To quickly capture a snapshot of a child’s overall development, early
caregivers and teachers can select from several observation tools to observe
and document a child’s play, learning, growth and development. Systematic
and routine observations, made by knowledgeable and responsive teachers,
ensure that children are receiving the quality care and support they deserve.
Several observation tools and techniques can be used by teachers to screen
a child’s development. Because each technique and tool provides limited
observation data, it is suggested that teachers use a combination of tools
and techniques to gather a full panoramic perspective of a child’s
development. Here are some guidelines:
 Monitoring cannot capture the complete developmental range and
capabilities of children, but can provide a general overview
 Monitoring can only indicate the possible presence of a developmental
delay and cannot definitively identify the nature or extent of a
disability
 Not all children with or at risk for delays can be identified
 Some children who are red-flagged may not have any actual delays or
disabilities; they may be considered “exceptional” or “gifted”
 Children develop at different paces and may achieve milestones at
various rates

Tools and Techniques to Monitor and Screen Children’s

Development
Let’s briefly review some of the options more commonly used to monitor
children’s development.

Developmental Milestone Checklists and

Charts
There are many factors that can influence a child’s development: genetics,
gender, social interactions, personal experiences, temperaments and the
environment. It is critical that educators understand what is “typical” before
they can consider what is “atypical.” Developmental Milestones provide a
clear guideline as to what children should be able to do at set age ranges.
However, it is important to note that each child in your classroom develops
at their own individualized pace, and they will reach certain milestones at
various times within the age range.

Developmental Milestone Charts are essential when setting up your

classroom environments. Once you know what skills children should be able
to do at specific ages, you can then plan developmentally appropriate
learning goals, and you can set up your classroom environment with age
appropriate materials. Developmental Milestone Charts are also extremely
useful to teachers and parents when guiding behaviors. In order to set
realistic expectations for children, it is suggested that teachers and parents
review all ages and stages of development to understand how milestones
evolve. Not only do skills build upon each other, they lay a foundation for the
next milestone that’s to come. Developmental Milestone Charts are usually
organized into 4 Domains: Physical, Cognitive, Language, and Social -
Emotional.
Table 4.1 - Gross Motor Milestones from 2 Months to 2
Years3

Typical Age What Most Children Do by This Age

 Can hold head up and begins to push up when lying
2 months on tummy
 Makes smoother movements with arms and legs

 Holds head steady, unsupported

 Pushes down on legs when feet are on a hard surface
4 months  May be able to roll over from tummy to back
 Brings hands to mouth
 When lying on stomach, pushes up to elbows

 Rolls over in both directions (front to back, back to

front)
 Begins to sit without support
6 months  When standing, supports weight on legs and might
bounce
 Rocks back and forth, sometimes crawling backward
before moving forward
 Stands, holding on
 Can get into sitting position
9 months  Sits without support
 Pulls to stand
 Crawls
 Gets to a sitting position without help
 Pulls up to stand, walks holding on to furniture
1 year (“cruising”)
 May take a few steps without holding on
 May stand alone

3
Developmental Milestones by the CDC is in the public domain
 Typical Age What Most Children Do by This Age
 Walks alone
 May walk up steps and run
18 months
 Pulls toys while walking
 Can help undress self

 Stands on tiptoe
 Kicks a ball
 Begins to run
2 years
 Climbs onto and down from furniture without help
 Walks up and down stairs holding on
 Throws ball overhand

Table 4.2 - Fine Motor Milestones from 2 Months to 2

Years4

Typical
What Most Children Do by This Age
Age
 Grasps reflexively
2 months  Does not reach for objects
 Holds hands in fist
 Brings hands to mouth
 Uses hands and eyes together, such as seeing a toy and
4 months reaching for it
 Follows moving things with eyes from side to side
 Can hold a toy with whole hand (palmar grasp) and
shake it and swing at dangling toys
 Reaches with both arms
6 months  Brings things to mouth
 Begins to pass things from one hand to the other
 Puts things in mouth
9 months  Moves things smoothly from one hand to the other
 Picks up things between thumb and index finger (pincer
grip)
 Reaches with one hand
 Bangs two things together
1 year  Puts things in a container, takes things out of a
container
 Lets things go without help
 Pokes with index (pointer) finger

4
Developmental Milestones by the CDC is in the public domain
 Typical
What Most Children Do by This Age
Age

 Scribbles on own
18  Can help undress herself
months  Drinks from a cup
 Eats with a spoon with some accuracy
 Stacks 2-4 objects

 Builds towers of 4 or more blocks

 Might use one hand more than the other
 Makes copies of straight lines and circles
2 years  Enjoys pouring and filling
 Unbuttons large buttons
 Unzips large zippers
 Drinks and feeds self with more accuracy

Table 4.3 - Cognitive Milestones from 2 Months to 2 Years5

Typical Age What Most Children Do by This Age

 Pays attention to faces
 Begins to follow things with eyes and recognize
2 months people at a distance
 Begins to act bored (cries, fussy) if activity doesn’t
change
 Lets you know if she is happy or sad
 Responds to affection
 Reaches for toy with one hand
4 months  Uses hands and eyes together, such as seeing a toy
and reaching for it
 Follows moving things with eyes from side to side
 Watches faces closely
 Recognizes familiar people and things at a distance
 Looks around at things nearby
 Brings things to mouth
6 months  Shows curiosity about things and tries to get things
that are out of reach
 Begins to pass things from one hand to the other

5
Developmental Milestones by the CDC is in the public domain
Typical Age What Most Children Do by This Age
 Watches the path of something as it falls
 Looks for things he sees you hide
 Plays peek-a-boo
9 months  Puts things in mouth
 Moves things smoothly from one hand to the other
 Picks up things like cereal o’s between thumb and
index finger
 Explores things in different ways, like shaking,
banging, throwing
 Finds hidden things easily
 Looks at the right picture or thing when it’s named
 Copies gestures
 Starts to use things correctly; for example, drinks
1 year from a cup, brushes hair
 Bangs two things together
 Puts things in a container, takes things out of a
container
 Lets things go without help
 Pokes with index (pointer) finger
 Follows simple directions like “pick up the toy”
 Knows what ordinary things are for; for example,
telephone, brush, spoon
 Points to get the attention of others
 Shows interest in a doll or stuffed animal by
18 months pretending to feed
 Points to one body part
 Scribbles on own
 Can follow 1-step verbal commands without any
gestures; for example, sits when you say “sit down”
 Finds things even when hidden under two or three
covers
 Begins to sort shapes and colors
 Completes sentences and rhymes in familiar books
 Plays simple make-believe games
2 years  Builds towers of 4 or more blocks
 Might use one hand more than the other
 Follows two-step instructions such as “Pick up your
shoes and put them in the closet.”
 Names items in a picture book such as a cat, bird, or
dog
Table 4.4 - Language Milestones from 2 Months to 2 Years
6

Typical Age What Most Children Do By This Age

2 months  Coos, makes gurgling sounds

 Turns head toward sounds
 Begins to babble
4 months  Babbles with expression and copies sounds he hears
 Cries in different ways to show hunger, pain, or being
tired
 Responds to sounds by making sounds
 Strings vowels together when babbling (“ah,” “eh,”
“oh”) and likes taking turns with parent while making
6 months sounds
 Responds to own name
 Makes sounds to show joy and displeasure
 Begins to say consonant sounds (jabbering with “m,”
“b”)
 Understands “no”
 Makes a lot of different sounds like “mamamama”
9 months and “bababababa”
 Copies sounds and gestures of others
 Uses fingers to point at things
 Responds to simple spoken requests
 Uses simple gestures, like shaking head “no” or
waving “bye-bye”
1 year  Makes sounds with changes in tone (sounds more like
speech)
 Says “mama” and “dada” and exclamations like “uh-
oh!”
 Tries to say words you say
 Says several single words
18 months  Says and shakes head now
 Points to show others what is wanted

 Points to things or pictures when they are named

 Knows names of familiar people and body parts
2 years  Says sentences with 2 to 4 words
 Follows simple instructions
 Repeats words overheard in conversation
 Points to things in a book

6
Developmental Milestones by the CDC is in the public domain
Table 4.5 - Social and Emotional Milestones from 2 Months
to 2 Years 7

Typical Age What Most Children Do By This Age

 Begins to smile at people
2 months  Can briefly calm self (may bring hands to mouth and
suck on hand)
 Tries to look at parent
 Smiles spontaneously, especially at people
 Likes to play with people and might cry when playing
4 months stops
 Copies some movements and facial expressions, like
smiling or frowning
 Knows familiar faces and begins to know if someone
is a stranger
6 months  Likes to play with others, especially parents
 Responds to other people’s emotions and often
seems happy
 Likes to look at self in a mirror
 May be afraid of strangers
9 months  May be clingy with familiar adults
 Has favorite toys
 Is shy or nervous with strangers
 Cries when mom or dad leaves
 Has favorite things and people
1 year  Shows fear in some situations
 Hands you a book when she wants to hear a story
 Repeats sounds or actions to get attention
 Puts out arm or leg to help with dressing
 Plays games such as “peek-a-boo” and “pat-a-cake”
 Likes to hand things to others as play
 May have temper tantrums
 May be afraid of strangers
 Shows affection to familiar people
18 months
 Plays simple pretend, such as feeding a doll
 May cling to caregivers in new situations
 Points to show others something interesting
 Explores alone but with parent close by

7
Developmental Milestones by the CDC is in the public domain
 Typical Age What Most Children Do By This Age
 Copies others, especially adults and older children
 Gets excited when with other children
 Shows more and more independence
2 years  Shows defiant behavior (doing what he has been told
not to)
 Plays mainly beside other children, but is beginning to
include other children, such as in chase games

Table 4.6 - Gross Motor Milestones from 3 Years to 5

Years8

Typical Age What Most Children Do by This Age

 Climbs well
3 years  Runs easily
 Pedals a tricycle (3-wheel bike)
 Walks up and down stairs, one foot on each step
4 years  Hops and stands on one foot up to 2 seconds
 Catches a bounced ball most of the time

 Stands on one foot for 10 seconds or longer

 Hops; may be able to skip
5 years  Can do a somersault
 Can use the toilet on own
 Swings and climbs

Table 4.7 - Fine Motor Milestones from 3 Years to 5 Years 9

Typical Age What Most Children Do by This Age

 Copies a circle with pencil or crayon
3 years  Turns book pages one at a time
 Builds towers of more than 6 blocks
 Screws and unscrews jar lids or turns door handle
 Pours, cuts with supervision, and mashes own food
4 years  Draws a person with 2 to 4 body parts
 Uses scissors
 Starts to copy some capital letters

8
Developmental Milestones by the CDC is in the public domain
9
Developmental Milestones by the CDC is in the public domain
 Typical Age What Most Children Do by This Age

 Can draw a person with at least 6 body parts

5 years  Can print some letters or numbers
 Copies a triangle and other geometric shapes
 Uses a fork and spoon and sometimes a table knife

Table 4.8 - Cognitive Milestones from 3 Years to 5 Years 10

Typical Age What Most Children Do by This Age

 Can work toys with buttons, levers, and moving parts
 Plays make-believe with dolls, animals, and people
3 years
 Does puzzles with 3 or 4 pieces
 Understands what “two” means
 Names some colors and some numbers
 Understands the idea of counting
 Starts to understand time
 Remembers parts of a story
4 years
 Understands the idea of “same” and “different”
 Plays board or card games
 Tells you what he thinks is going to happen next in a
book
 Counts 10 or more things
5 years  Knows about things used every day, like money and
food

Table 4.9 - Language Milestones from 3 Years to 5 Years 11

10
Developmental Milestones by the CDC is in the public domain
11
Developmental Milestones by the CDC is in the public domain
 Typical Age What Most Children Do By This Age
 Follows instructions with 2 or 3 steps
 Can name most familiar things
 Understands words like “in,” “on,” and “under”
 Says first name, age, and sex
3 years  Names a friend
 Says words like “I,” “me,” “we,” and “you” and some
plurals (cars, dogs, cats)
 Talks well enough for strangers to understand most of
the time
 Carries on a conversation using 2 to 3 sentences
 Knows some basic rules of grammar, such as
correctly using “he” and “she”
4 years  Sings a song or says a poem from memory such as
the “Itsy Bitsy Spider” or the “Wheels on the Bus”
 Tells stories
 Can say first and last name
 Speaks very clearly
 Tells a simple story using full sentences
5 years  Uses future tense; for example, “Grandma will be
here.”
 Says name and address

Table 4.10 - Social and Emotional Milestones from 3 Years

to 5 Years 12

Typical Age What Most Children Do by This Age

 Copies adults and friends
 Shows affection for friends without prompting
 Takes turns in games
 Shows concern for a crying friend
3 years  Dresses and undresses self
 Understands the idea of “mine” and “his” or “hers”
 Shows a wide range of emotions
 Separates easily from mom and dad
 May get upset with major changes in routine

12
Developmental Milestones by the CDC is in the public domain
 Typical Age What Most Children Do by This Age
 Enjoys doing new things
 Is more and more creative with make-believe play
 Would rather play with other children than by self
4 years  Cooperates with other children
 Plays “mom” or “dad”
 Often can’t tell what’s real and what’s make-believe
 Talks about what she likes and what she is interested
in
 Wants to please friends
 Wants to be like friends
 More likely to agree with rules
 Likes to sing, dance, and act
5 years  Is aware of gender
 Can tell what’s real and what’s make-believe
 Shows more independence
 Is sometimes demanding and sometimes very
cooperative

Time Sampling or Frequency Counts

When a teacher wants to know how often or how infrequent a behavior is
occurring, they will use a Frequency Count to track a child’s behavior during
a specific timeframe. This technique can help teachers track a child’s social
interactions, play preferences, temperamental traits, aggressive behaviors,
and activity interests.

Checklists
When a teacher wants to look at a child’s overall development, checklists
can be a very useful tool to determine the presence or absence of a
particular skill, milestone or behavior. Teachers will observe children during
play times, circle times and centers, and will check-off the skills and
behaviors as they are observed. Checklists help to determine which
developmental skills have been mastered, which skills are emerging, and
which skills have yet to be learned.
Technology
Teachers can use video recorders, cameras and tape recorders to record
children while they are actively playing. This is an ideal method for capturing
authentic quotes and work samples. Information gathered by way of
technology can also be used with other screening tools and techniques as
supporting evidence. (Note: it is important to be aware of center policies and
procedures regarding proper consent before photographing or taping a
child).
Event Sampling and the ABC Technique
When an incident occurs, we may wonder what triggered that behavior. The
Event Sampling or ABC technique helps us to identify the social interactions
and environmental situations that may cause children to react in certain
ways. If we are to reinforce someone’s positive behavior, or change
someone’s negative behavior, we must first try to understand what might be
causing that particular behavior. With an ABC Analysis, the observer is
looking for and tracking a specific behavior. More than the behavior itself,
the observer wants to understand what is causing the behavior – this is
antecedent. The antecedent happens before the behavior. It is believed that
if the observer can find the “triggers” that might be leading up to or causing
the challenging behavior, then potential strategies can be planned to alter,
redirect or end the challenging behavior. In addition to uncovering the
antecedent, what happens after the behavior is just as important, this is the
“consequence.” How a child is treated after the incident or challenging
behavior can create a positive or negative reinforcement pattern. In short,
the ABC technique tells a brief story of what is happening before, during, and
after a noted behavior.

The ABC observation method requires some training and practice. The
observer must practice being neutral and free of bias, judgement and
assumption in order to collect and record objective evidence and to portray
an accurate picture. Although it may be uncomfortable to admit, certain
behaviors can frustrate a teacher. If the teacher observes a child while
feeling frustrated or annoyed, this can possibly taint the observation data. It
is important to record just the facts. And to review the whole situation before
making any premature assumptions.

Collecting your data

If you have a concern about a child’s behavior or if you have noticed a time
when a child’s behavior has been rather disruptive, you will schedule a
planned observation. For this type of observation, you can either video
record the child in classroom environment, or you can take observation
notes using a Running Record or Anecdotal Record technique. To find a
consistent pattern, it is best to tape or write down your observations for
several days to find a true and consistent pattern. To document your
observations, include the child’s name, date, time, setting, and context.
Observe and write down everything you see and hear before, during and
after the noted behavior.

Organizing your data

Divide a piece of paper into 3 sections: A – for Antecedent; B – for Behavior;
and C- for Consequence. Using your observation notes you will organize the
information you collected into the proper sections. As you record the
observation evidence, remember to report just the facts as objectively as
possible. Afterwards, you will interpret the information and look for patterns.
For example, did you find any “triggers” before the behavior occurred? What
kind of “reinforcement” did the child receive after the behavior? What are
some possible strategies you can try to minimize or redirect the challenging
behavior? Do you need to make environmental changes? Are their social
interactions that need to be further monitored? With challenging behaviors,
there is not a quick fix or an easy answer. You must follow through and
continue to observe the child to see if your strategies are working.

Pin It! The ABC Method

(A) Antecedent: Right before an incident or challenging
behavior occurs, something is going on to lead up to or
prompt the actual incident or behavior.
For example, one day during lunch Susie spills her milk (this
behavior has happened several times before). Rather than
focusing solely on the incident itself (Susie spilling the milk),
look to see what was going on before the incident. More
specifically, look to see if Susie was in a hurry to finish her
snack so she could go outside and play? Was Susie being
silly? Which hand was Susie using – is this her dominant
hand? Is the milk pitcher too big for Susie to manipulate?
(B) Behavior: This refers to the measurable or observable
actions.
In this case, it is Susie spilling the milk.
(C) Consequence: The consequence is what happens
directly after the behavior.
For example, right after Susie spilt the milk, did you yell at
her or display an unhappy or disgusted look? Did Susie cry?
Did Susie attempt to clean up the milk? Did another child try
to help Susie?

Watch this video for more information on the ABC model:

[Link]
The Practice of Screening and Evaluating
Beyond monitoring, once a child has been “red-flagged” they will need to be
assessed by a professional who will use a formal diagnostic tool to evaluate
the child’s development. Families can request that a formal screening be
conducted at the local elementary school if their child is 3 to 5 years old.
Depending upon the nature of the red flag, there are a battery of tools that
can be used to evaluate a child’s development. Here are some guidelines:
 Screenings are designed to be brief (30 minutes or less)
 A more comprehensive assessment and formal evaluation must be
conducted by a professional in order to confirm or disconfirm any red
flags that were raised during the initial monitoring or screening process
 Families must be treated with dignity, sensitivity and compassion while
their child is going through the screening process
 Use a screening tool from a reputable publishing company

Screening Instruments and Evaluation Tests

The instruments listed below are merely a sample of some of the
developmental and academic screening tests that are widely used.

Ages and Stages Questionnaires (ASQ), Brookes Publishing Company

(available in Spanish, French, and Korean)
Battelle Developmental Inventory Screening Test, Riverside Publishing

Developmental Indicators for Assessment of Learning (DIAL) III,

Pearson Assessments (includes Spanish materials)

Dynamic Indicators of Basic Early Literacy Skills (DIBELS), University of

Oregon Center on Teaching and Learning

Early Screening Inventory-Revised (ESI-R), Pearson Early Learning

(includes separate scoring for preschool and kindergarten) 13

13
)A Guide to Assessment in Early Childhood; Infancy to Age Eight. Washington State Office of
Superintendent of Public Instruction, 2008.
[Link]
 Pin It! Reliability and Validity Defined
Reliability means that the scores on the tool will be stable
regardless of when the tool is administered, where it is
administered, and who is administering it. Reliability answers
the question: Is the tool producing consistent information
across different circumstances? Reliability provides
assurance that comparable information will be obtained from
the tool across different situations.
Validity means that the scores on the tool accurately
capture what the tool is meant to capture in terms of
content. Validity answers the question: Is the tool assessing
what it is supposed to assess?

PUBLIC POLICIES ON INCLUDING

CHILDREN WITH SPECIAL NEEDS
Throughout the past 40 years there have been some significant changes in
both state and federal laws, as well as with public policy and social attitudes
towards integrating children with special needs and learning disabilities into
typical classroom settings. Stigmas from the past have dissipated and more
inclusive practices are in place. In addition to Federal laws such as the
Individuals with Disabilities Act (IDEA) and the Americans with Disabilities Act
(ADA), there are national associations such as the Division for Early
Childhood (DEC) and the National Association for the Education of Young
Children (NAEYC) who rally to protect the rights of children with disabilities or
other special needs. As stated in their joint position on inclusion, the DEC
and NAEYC believe:

Early childhood inclusion embodies the values, policies, and practices

that support the right of every infant and young child and his or her
family, regardless of ability, to participate in a broad range of activities
and contexts as full members of families, communities, and society.
The desired results of inclusive experiences for children with and
without disabilities and their families include a sense of belonging and
membership, positive social relationships and friendships, and
development and learning to reach their full potential. The defining
features of inclusion that can be used to identify high quality early
childhood programs and services are access, participation, and
supports. (p. 141; DEC and NAEYC 2009, 1)

When early caregivers and preschool teachers practice monitoring as part of

their regular routines, they demonstrate accountability and responsive
caregiving. Nearly 65% of children are identified as having a special need,
disability, delay or impairment, and will require some special services or
intervention. As early educators our role is twofold:
1. Provide an environment where children feel safe, secure and cared for
2. Help children develop coping skills to decrease stress and promote
learning and development

Individualized Education Plan?

Some children may need more individualized support and might benefit from
specialized services or individualized accommodations. Children who are
over the age of 3 who qualify for special education must have an
individualized education program (IEP) in place. As required by both federal
and state laws, IEPs must have clearly identified goals and objectives that
can be regularly monitored. IEPs are designed by a TEAM that usually
includes the child’s parents or guardians, the preschool teacher, special
education professionals (e.g. behaviorists, speech pathologists, occupational
therapists). Together the team plans appropriately accommodations,
modifications and makes recommendations that will help the child meet their
developmental goals.

While everyone on the team has a role, the teacher’s role is to integrate
approaches that can best support the child while in class. For example, if the
IEP notes that the child needs support with language development, the
teacher would consider finding someone in class who could provide peer to
peer scaffolding. The teacher would want to find someone who has strong
language skills, and who is cooperative and kind to others. She would then
partner the two children up throughout the day so that the typical child could
model ideal language skills to the child with the IEP. The teacher would also
provide regular updates to parents, continue observing and monitoring the
child’s development, and would provide access to alternative resources and
materials as much as possible.14

Creating Inclusive Learning Environments

To ensure that all children feel safe, secure and nurtured, teachers must
strive to create a climate of cooperation, mutual respect and tolerance. To
support healthy development, teachers must offer multiple opportunities for
children to absorb learning experiences, as well as process information, at
their own pace. While one child may be comfortable with simple verbal
instructions to complete a particular task, another child may benefit from a
more direct approach such as watching another child or adult complete the
requested task first. Teachers who are devoted to observing their children
are motivated to provide experiences that children will enjoy and be
challenged by. The classroom is not a stagnant environment - it is ever-
14
Preschool Program Guidelines by the California Department of Education is used with
permission
changing. In order to maintain a high-quality classroom setting, it is essential
to utilize your daily observations of children and the environment to monitor
the experiences and interactions to ensure there is a good fit. 15

CONCLUSION
Monitoring, screening and evaluating children is both necessary and takes
time and practice. Rather than waiting until there is a major concern,
intentional teachers should conduct observations on a regular basis to
closely monitor each child’s development. By watching children, we can find
patterns. Once we understand the patterns, we can better understand why
children do what they do, and ideally, we can create an inclusive learning
environment that meets the needs of all our children. Understanding that
over half of the children in your classroom may potentially have some special
need, disability, delay or impairment is crucial. Recognizing that unless we
observe regularly, we won’t be able to refer families in a timely manner to
get the support services and professional help that they need is essential.
Research tells us that children who receive early intervention are more likely
to master age-appropriate developmental milestones, have increased
academic readiness and are more apt to socialize with their peers. It is
important to remember that everyone in the classroom, including teachers,
assistants and directors and supervisors, should be involved with monitoring
a child’s development. As you continue to read this text, you will discover
how observations are essential in planning effective curriculum,
documenting children’s learning, assessing development and communicating
with families.16

Referrals, Agencies and Support Groups17

Administration on Intellectual and Developmental Disabilities (AIDD)
AIDD seeks to improve and increase services for individuals with
developmental disabilities that promote independence and inclusion in
society. This website contains information on AIDD’s programs and other
helpful resources, such as a developmental disabilities program directory by
state and grants and funding information.

15
Morin, A. (2020). Least Restrictive Environment (LRE): What You Need to Know. Retrieved
from [Link]
basics/least-restrictive-environment-lre-what-you-need-to-know
16
The Early Learning Institute. (2018). Top 5 Benefits of Early Intervention. Retrieved from
[Link]
Preschool Program Guidelines by the California Department of Education is used with
permission
17
Developmental Disabilities by CDC is in the public domain.
American Academy of Pediatrics
The American Academy of Pediatrics comprises pediatricians committed to
the health of infants, children, adolescents, and young adults. The website
contains general information about children’s health, as well as more
specific information about guidelines, policies, and publications. This
organization also hosts a website specifically for parents

Center for Parent Information and Resources (CPIR)

The CPIR serves as a central resource of information and products to the
community of Parent Training Information Centers and the Community
Parent Resource Centers, so that they can focus their efforts on serving
families of children with disabilities.

Department of Education
The U.S. Department of Education (DOE) has resources to assist with the
educational needs of children with developmental disabilities.

The DOE’s Technical Assistance and Dissemination Network (TA&D Network)

Provides links to a variety of other websites and online resources that focus
on special education issues, such as policy, technology, curricula and parent
trainings.

The DOE’s Office of Special Education and Rehabilitative Services (OSERS)

Provides support to parents and individuals, school districts, and states in
three main areas:
 Special education: Office of Special Education Programs
(OSEP)external icon
 Vocational rehabilitation: Rehabilitation Services Administration
(RSA)external icon
 [Link]
[Link] is an online resource with measurement tools
for assessment, screening, and research concerning individuals with
disabilities.

First Signs
First Signs is dedicated to educating parents and professionals about early
identification and intervention for children at risk for developmental delays
and disorders, including autism.

Insure Kids Now!

Each state provides no-cost or low-cost health insurance coverage for
eligible children through Medicaid and the Children’s Health Insurance
Program. This website has basic facts about these programs. It also has links
to each state’s insurance program for children, where you can learn who is
eligible for the programs, how to apply, and what services are covered.
Information is available in English and Spanish.

MedlinePlus
MedlinePlus, a service of the U.S. National Library of Medicine and the
National Institutes of Health, provides information on many different types of
developmental disabilities, as well as resources on prevention and screening,
research, statistics, law and policy, and more.

My Child Without Limits

My Child Without Limits provides resources for families of young children
from birth through 5 years of age with developmental delays or disabilities,
as well as for professionals who work with these individuals. The site also has
a national resource locator where visitors can find local service providers,
community organizations, and government agencies.

National Association of Councils on Developmental Disabilities (NACDD)

The NACDD supports state and territorial councils in implementing the
Developmental Disabilities Assistance and Bill of Rights Act and promoting
the interests and rights of individuals with disabilities and their families.

National Institute on Disability, Independent Living, and Rehabilitation

Research (NIDILRR)external icon
NIDILRR is a federal government grants-making agency that sponsors
grantees to generate new disability and rehabilitation knowledge and
promote its use and adoption.

National Institutes of Health (NIH)

Several institutes within the NIH conduct and fund research about
developmental disabilities. They also offer information to the public and
educational programs for health professionals. They include:

National Eye Institute (NEI)

The NEI studies ways to prevent and treat eye diseases and vision problems
and to improve the lives of people with these conditions.

National Institute of Child Health and Human Development (NICHD)

The NICHD conducts and supports research on all stages of human
development to better understand the health of children, adults, families,
and communities, including those with developmental disabilities.

National Institute on Deafness and Other Communication Disorders (NIDCD)

The NIDCD studies hearing loss, deafness, and problems with speech and
language.
National Institute of Mental Health (NIMH)external icon
The NIMH studies mental illness and behavior problems, including such
conditions as autism, attention-deficit/hyperactivity disorder, and learning
disabilities.

National Institute of Neurological Disorders and Stroke (NINDS)external icon

NINDS studies the causes, diagnosis, treatment, and prevention of brain and
nervous system disorders such as cerebral palsy and epilepsy.
REFERENCES
CDC. (n.d.) Developmental Monitoring. Retrieved from
[Link]

CDC. (n.d.). Developmental Monitoring and Screening. Retrieved from

[Link]
[Link]