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Review the IT SKB

It is intended for use with all infants and toddlers, from birth to 36 month

Each level is distinct from each other level; together the levels describe a continuum of development, ranging from birth through 36 months

The continuum is purposefully wide in order to ensure that all children can be rated on all SKBs, whether children are demonstrating earlier levels of development or later levels of development

Levels developed from age expectations in the standards and research literature, but the levels will not show the age correspondence because not all children may be at age expectations on all SKBs (some may be at earlier levels of development than age expectations and some may be at later levels)

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To help determine if further assessment is needed to determine developmental delay or atypical development.

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To help determine if further assessment is needed to determine developmental delay or atypical development.

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To help explain developmental delay or atypical development in any domain area to families and caregivers.

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To help explain developmental delay or atypical development in any domain area to families and caregivers.

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Where does this fit with COS?

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How does this align with other assessment tools typically used in Early Intervention- DAYC-2, ASQ, ASQ:SE, PDMS-2?

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How does this align with other assessment tools typically used in Early Intervention- DAYC-2, ASQ, ASQ:SE, PDMS-2?

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How is it recommended that information gathered in this assessment be communicated to families? How do you recommend it drive EI programming? Link to current assessments?

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How is it recommended that information gathered in this assessment be communicated to families? How do you recommend it drive EI programming? Link to current assessments?

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How frequent should this assessment be updated? For children on an IFSP, should updates be made at time of 6 month and annual review of the IFSP? How will the data be used to inform and where could it be documented on the IFSP?

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How frequent should this assessment be updated? For children on an IFSP, should updates be made at time of 6 month and annual review of the IFSP? How will the data be used to inform and where could it be documented on the IFSP?

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They will need to be able to use the assessment in homes, so just making sure it's tailored for children that are not in a child care setting. 

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They will need to be able to use the assessment in homes, so just making sure it's tailored for children that are not in a child care setting. 

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Solid tool to help child transition among natural and inclusive settings- from home to daycare, from daycare to preschool 3, preschool 3 to PreK, etc.

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Solid tool to help child transition among natural and inclusive settings- from home to daycare, from daycare to preschool 3, preschool 3 to PreK, etc.

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Easy way to document progress so it is not viewed as additional work for EI providers who are already documenting for each session, MA billing, IFSP reviews, Evaluations, etc.

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Easy way to document progress so it is not viewed as additional work for EI providers who are already documenting for each session, MA billing, IFSP reviews, Evaluations, etc.

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Consider the educational levels, cognitive abilities, language barriers, understanding of development, early child hood experiences, etc. of our families and caregivers who will be equal partners in collecting data.

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Consider the educational levels, cognitive abilities, language barriers, understanding of development, early child hood experiences, etc. of our families and caregivers who will be equal partners in collecting data.

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suggested probing questions for each area for SKBs not directly observed by provider.

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suggested probing questions for each area for SKBs not directly observed by provider.

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Giving concrete examples of behaviors for each level.

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Giving concrete examples of behaviors for each level.

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If it aligns with COS, they could use it to inform COS ratings

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If it aligns with COS, they could use it to inform COS ratings

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how does this align with other research based practices for early intervention (ie-coaching model, RBI)

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how does this align with other research based practices for early intervention (ie-coaching model, RBI)

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levels without age correspondace would make it hard for interventionists to use this tool for eligibility or age anchoring purposes

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levels without age correspondace would make it hard for interventionists to use this tool for eligibility or age anchoring purposes