Screening
Under Part C, screening is at a state's discretion and is part of post-referral procedures. Screening is conducted using appropriate instruments, administered by trained personnel, by the lead agency or an early intervention program. The purpose of screening is to determine whether an infant or toddler is suspected of having a disability and is, therefore, in need of early intervention services.
Federal Requirements
Part C Regulations
Screening requires parental notice and consent, must be performed within the 45 day timeline. At a parent's request and with their consent, the early intervention (EI) program must conduct an initial evaluation of the infant or toddler even if the results of the screening do not identify the child as suspected of having a disability.
- 34 CFR §§303.310–303.322 — Post-Referral Procedures—Screenings, Evaluations, and Assessments
Part B Regulations
Under Part B, screening may be conducted as part of child find activities in order to ascertain whether the child should be referred for an evaluation to determine if the child has a disability and is in need of special education and related services.
- 34 CFR §§300.301–300.306 — Evaluations and Reevaluations
Early Head Start Part C
Early Head Start and the Individuals with Disabilities Education Act (IDEA) early intervention programs can best collaborate by identifying, screening, referring, and serving infants and toddlers suspected of having a delay or disability and their families.
What is developmental screening?
- Developmental screening is a first line check of a child's development using a developmental screening tool.
- A developmental screening tool is a formal instrument that asks questions about a child's development, including language, motor, cognitive, social and emotional development.
- A screening doesn't provide a diagnosis. Instead, it indicates if a child is on track developmentally and if a closer look by a specialist is needed.
- The results of a screening helps families and providers—including Early Head Start (EHS) providers—plan how to support children's development.
How often should children be screened?
- Children's development can be observed on an ongoing basis in the EHS program setting—at home, or anywhere else children spend their time.
- The American Academy of Pediatrics recommends developmental screening with a standardized developmental screening tool when a child is 9, 18, and 24 or 30 months of age.
- While these specific ages are recommended, screening can anytime a family member and provider are concerned about a child's development.
How can Early Head Start make a referral to Part C Early Intervention?
- If a child has an "at-risk" screening result, connect the family to their Part C program.
- A Part C program is available in every state and territory of the United States and offers child evaluations if the child is suspected of having a disability.
- ECTA Center maintains a nationwide directory of and Part C State Systems and Coordinators and Lead Agencies.
How can Early Head Start Collaborate with Part C Early Intervention?
- The strongest partnership can begin by adhering to legal provisions of supports and services in inclusive settings by implementing the Individualized Family Service Plan (IFSP) where appropriate.
- An IFSP is a written document that outlines the early intervention services that a child and family will receive if the child is determined to be eligible.
- In most states, the IFSP is used for children from ages birth–2. A few states use the Part C Extension Option (for Services Beyond Age 3).
- IDEA states that early intervention serves services are "to the maximum extent appropriate, are provided in natural environments, including the home, and community settings in which children without disabilities participate."
- A service coordinator is assigned by the local early intervention program to assist the family with the IFSP process. The service coordinator will partner with the family to convene IFSP planning meetings with early intervention professionals who should be involved in the child's plan and other individuals the family would like to invite to the meeting, such as EHS providers.
Screening Resources
Birth to 5: Watch Me Thrive!
- The strongest partnership can begin by adhering to legal provisions of supports and services in inclusive settings by implementing the Individualized Family Service Plan (IFSP) where appropriate.
- An IFSP is a written document that outlines the early intervention services that a child and family will receive if the child is determined to be eligible.
- In most states, the IFSP is used for children from ages birth–2. A few states use the Part C Extension Option (for Services Beyond Age 3).
- IDEA states that early intervention serves services are "to the maximum extent appropriate, are provided in natural environments, including the home, and community settings in which children without disabilities participate."
- A service coordinator is assigned by the local early intervention program to assist the family with the IFSP process. The service coordinator will partner with the family to convene IFSP planning meetings with early intervention professionals who should be involved in the child's plan and other individuals the family would like to invite to the meeting, such as EHS providers.
A national interagency developmental and behavioral screening initiative launched in March 2014 and is now part of the Help Me Grow National Center resources. A user guide for multiple audiences, a Screening Passport for Families, and lists of providers that support early intervention and services are included.
Early Childhood Developmental Screening: A Compendium of Measures for Children Ages Birth to Five (2014)
This compendium published by the Office of Planning, Research and Evaluation (OPRE) contains information about the reliability and validity of commonly-used developmental screening tools into language easily understood by early childhood practitioners. It discusses the purpose of developmental screening, how it differs from child assessment, and highlights areas in which the field is lacking information on reliability and validity of available tools as applied to different languages and populations.
The National Academy for State Health Policy (NASHP) — Standardized Referral Forms — Early Intervention
NAHSP maintains this interactive map of states with Standardized Referral Forms with imbedded links to the state form. These forms are compliant with federal Health Insurance Portability and Accountability Act (HIPAA) and Family Educational Rights and Privacy Act (FERPA) privacy and confidentiality requirements. A standardized form can support more efficient and effective referral and feedback loops to support earlier identification.
National Center on Birth Defects and Developmental Disabilities (NCBDDD) — Learn the Signs. Act Early.
From birth to 5 years, your child should reach milestones in how he plays, learns, speaks, acts and moves. Track your child's development and act early if you have a concern.
Save Babies Through Screening Foundation
This organization supports, assists and advocates for disorders that are detectable through filter paper newborn screening, are unlikely to be clinically diagnosed without screening and cause mental retardation, physical disability and/or death in early childhood when left untreated. Their site lists states and their newborn screenings, frequently asked questions and a guide about newborn screening for parents (in both English and Spanish).
Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures (2011)
The Administration for Children and Families released this report, which provides a general overview of screening and assessments, as well as reviews of specific assessments and developmental screeners appropriate for this age group.
State Guidance
Developmental and Behavioral Screening Guide for Early Care and Education Providers (2015)
This guide from the Center for Prevention & Early Intervention is designed to increase awareness of and access to screening, services and supports, and referral resources that are available for California's young children and their families.
The first section contains an overview and discussion of the provider's role in screening and monitoring within the context of early care and education settings, including:
- The differences between screening and monitoring
- When and why to screen
- How to engage and support families in the process
The second section features a comprehensive list of developmental and behavioral screening resources that are available online.