The HOME was developed to assess the quality and quantity of stimulation and support available to a child in their home environment.
There is an increase in incident and injury rates in poverty stricken communities.
What is HOME?
Home Observational and Measurement of the Environment. 4 scales: Infant/toddler, Early childhood, Middle childhood, Early Adolescent Developed to assess the quality and quantity of stimulation and support available to a child in their home environment.
Environments are hierarchical systems that include proximal and distal influences.
When assessing a child's environment to plan intervention programs, you should consider how the environment affects the child and not how the child affects the environment.
How might you assist a family with developing safety rules within the home environment?
Bronfenbrenner's Ecological Theory of Human Development
Concentric circles with the child in the middle Microsystem, Mesosystem, Exosystem , Macrosystem
Horowitz's Ecological Systems Theory
1. Environment as a stimulus array (amount, intensity, pattern & variety). 2. Environment as variation in learning opportunity. 3. Environment as a social system (compare to Bronfenbrenner's Exosystem). 4. Environment as a cultural context (compare to Bronfenbrenner's Macrosystem).
Thurman's Ecological Congruence Model
• The central foundation of this approach is the concept of 'adaptive fit,' which results from mutual acceptance between the individual & the environment. • Three dimension of the model (occurs on a continuum): 1. The degree of deviance of the child's behaviors for a given context or setting. 2. The degree of child competence in doing functional tasks in that setting. 3. The degree of tolerance for difference by the child & by adult.
Rationale for assessing children's environments: Ensuring Safety
To prevent/decrease the instances of child injury/death
Leading causes of child injury
Falls Being struck or crushed by something Suffocation Car accidents, drowning Burns and fires
quality of the home environment is related to children's outcomes on a range of measures
Identify goals that are needed and necessary in the current environment Identify additional goals for the current environment
Goal of home safety
to prevent child injury and death, and to assist families in protecting their young children
Home Inventory of Dangers & Safety Precautions-2 (HIDSP-2)
-14 categories, 30-60 minutes assessment -2 components to injury: 1) identification & removal, and 2) use of precautions to prevent injury
Home Accident Prevention Inventory-Revised (HAPI-R)
completed by utilizing direct observation of the home environments by trained observers
We can use the information to:
- provide info to families regarding safety risks & precautions - distribute checklists to families & encourage usage - assist families with developing safety rules - awareness
Early Childhood Environment Rating Scales-Revised (ECERS-R)
Direct observation of the classroom environment -7 point rating scale -2.5-5years of age -Also includes additional versions (FDCRS, SACERS)
Assessing the home helps us identify the:
• Influences within the home environment on a child's development • Effects of factors on a child's environment & development • Effect of intervention programs & policy initiatives
Confusion, Hubbub, and Order Scale (CHAOS)
• Observational measure of the home environment • Captures processes that occur related to the predictability order and consistency with in the home environment
What will be the basis for the development of Ohio's Alternate Assessment?
Ohio Academic Content Standards-Extented
What are statements of skills and knowledge that are reduced in complexity from the grade-level standards?
What statements describe the knowledge and skills that students should attain as the result of their educational experience?
academic content standards
What law mandates that ALL students must have access to, be involved in and make progress in the general curriculum?
Individuals with Disabilities Education Act
Ohio has developed extended standards that are applicable when designing instruction for students with significant cognitive disabilities. Why have these been developed?
to allow all students, even students with significant cognitive disabilities to be involved in and make progress in the general curriculum