Supplementary Questions: For both c.4 and c.6, you could add a question: What difference has the help you received made in your life? This question goes beyond the indicator per se, but could be very useful for the agency to know. G G. Children have a) Participants demonstrate Preschool (3-5 years) developmentally age/developmentally NOTE: This indicator is only relevant to preschool children. appropriate skills appropriate skills in the (Children & youth, following areas: Formal assessment Early childhood, personal/social skills, Many agencies already give parents the Ages and Stages Questionnaire (ASQ) as part of their core programming. Head Start) communication skills, gross Agencies could use the overall pre-post (BEFORE & AFTER) results across the developmental domains to represent motor skills, fine motor skills, changes in child development during their program. This reporting would not be at the individual level. It would be a global report (i.e., grouped results) of how many children are at each level of development for each of the appropriate problem developmental domains reflected in the indicator. solving skills, coping skills Less Formal Assessment If agencies are not using ASQ in a formal sense as above, the following questions are suggested to provide data consistent with the domains covered in the ASQ. (Open-ended interview with parent based on parent observation of child): – (a.1) What, if any, changes have you observed in your child’s abilities since s/he started [program]? Prompts: personal/social skills, communication skills, motor skills, fine motor skills, appropriate problem solving skills, coping skills Code responses developmental domains: social skills, communication skills, gross motor skills, fine motor NOTE: skills, problem solving skills and coping skills. NOTE: To capture child development, the following question would ideally be asked when the child begins the program (BEFORE, or pre, measure), and again at the end of the program (AFTER, or post, measure). If that is not possible, or if you think parents may not always be able to give accurate skill ratings BEFORE the program (for example, if they are unsure how to define some types of skills such as social or problem solving skills), you may – wish to ask them to do two ratings AFTER. In this case, you could ask the question above at the end of the program
Supplementary Questions: For both c.4 and c.6, you could add a question: What difference has the help you received made in your life? This question goes beyond the indicator per se, but could be very useful for the agency to know. G G. Children have developmentally appropriate skills (Children & youth, Early childhood, Head Start) a) Participants demonstrate age/developmentally appropriate skills in the following areas: personal/social skills, communication skills, gross motor skills, fine motor skills, appropriate problem solving skills, coping skills Preschool (3-5 years) NOTE: This indicator is only relevant to preschool children. Formal assessment Many agencies already give parents the Ages and Stages Questionnaire (ASQ) as part of their core programming. Agencies could use the overall pre-post (BEFORE & AFTER) results across the developmental domains to represent changes in child development during their program. This reporting would not be at the individual level. It would be a global report (i.e., grouped results) of how many children are at each level of development for each of the developmental domains reflected in the indicator. Less Formal Assessment If agencies are not using ASQ in a formal sense as above, the following questions are suggested to provide data consistent with the domains covered in the ASQ. (Open-ended interview with parent – based on parent observation of child): (a.1) What, if any, changes have you observed in your child’s abilities since s/he started [program]? Prompts: personal/social skills, communication skills, motor skills, fine motor skills, appropriate problem solving skills, coping skills NOTE: Code responses developmental domains: social skills, communication skills, gross motor skills, fine motor skills, problem solving skills and coping skills. NOTE: To capture child development, the following question would ideally be asked when the child begins the program (BEFORE, or pre, measure), and again at the end of the program (AFTER, or post, measure). If that is not possible, or if you think parents may not always be able to give accurate skill ratings BEFORE the program (for example, if they are unsure how to define some types of skills – such as social or problem solving skills), you may wish to ask them to do two ratings AFTER. In this case, you could ask the question above at the end of the program
CommonToolsQuestions-HeadStart.docx