Parents’ Evaluation of Developmental Status (PEDS):
An evidence-based method for detecting and addressing developmental and behavioral problems in children
Case Example
Roger* had regular checkups since birth. During each, his mother had a range of complaints, mostly health-related or behavioral (as shown on both the Score Form and Interpretation Form). These were addressed with medical/nutrition intervention, parent education (including Ferber’s sleep techniques), and eventually in-home behavior therapy to address head-banging, pacing, and tantrums. Developmentally, Roger walked and talked on time and had a fairly substantial vocabulary, however unusual, at 18 months of age. His parents were active in playing with and teaching him.
The PEDS’ Response Form (next page) shows what his mother wrote while waiting for Roger’s two-year check-up.
The PEDS’ Score Form (showing the concerns raised at prior visits as well) revealed 4 concerns predictive of developmental problems and 2 non-predictive concerns.
The Score Form points to Path A on the PEDS Interpretation Form and the need for audiological/speech-language assessment. Roger’s pediatrician. Dr. Louise Hamilton, also followed the American Academy of Neurology’s recommendations for second-stage screening using an autism-specific measure. Lacking time, she requested that the local Early Intervention (EI) program administer the Modified Checklist of Autism in Toddlers (M-CHAT). Dr. Hamilton also followed the AAN’s recommendation for audiological, vision and lead screening, all of which were negative. (As an aside, PEDS online at www.forepath.org also provides the M-CHAT, offers automated scoring, generates a summary for parents and a referral letter for sharing with other professionals).
The early intervention program administered a range of measures and determined that Roger met eligibility criteria for enrollment in early intervention because of a receptive and expressive language delay and social deficits. (Note that it is not necessary to have a diagnosis for enrollment in early intervention). The program also interviewed Roger’s parents to look at family stressors, mental health issues and other external contributors to Roger’s difficulties but felt the family was healthy and coping well under the circumstances of a challenging child. The developmental specialist at the EI program also administered the M-CHAT which was positive and thus indicated the need to see an autism specialist. The EI program explained these results to Roger’s mother and in a letter back to Dr. Hamilton, suggesting that Roger be placed on the waiting list for the autism specialist at a local university while the program continued to work with him and his family.
© 2013 Glascoe FP. Robertshaw NS. PEDStest.com, LLC, 1013 Austin Court, Nolensville, TN 37135 phone: 615-776-4121 facsimile: 615-776-4119
web: www.pedstest.com email: evpress@pedstest.com Electronic versions: angel.kennedy@forepath.org Permission is granted to photocopy these scored forms for training purposes.
Rogercaseexample2013.pdf
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