Evaluation of the Feasibility and Perceived Value of Integrating Developmental Monitoring Resources in Early Head Start.

Many children with developmental disabilities are not identified before age 3 years old preventing them from being able to fully benefit from early intervention services. Early childhood educators, particularly those in Early Head Start (EHS) programs, are important partners in the early identification of children with developmental delays. (LTSAE) is a program of the U.

"Watch Me!" Training Increases Knowledge and Impacts Attitudes Related to Developmental Monitoring and Referral Among Childcare Providers.

Objectives: To evaluate the impact of "Watch Me!" developmental monitoring training on childcare providers' knowledge and attitudes related to monitoring developmental milestones and making recommended referrals when there is a concern about a child's development.

Methods: A pretest-posttest design using web-based surveys was used to assess the impact of "Watch Me!" training on knowledge and attitudes related to conducting five key components of developmental monitoring (tracking development, recognizing delays, talking to parents about development, talking to parents about concerns, and making referrals). Variables included belief that developmental monitoring is important and is part of childcare provider role; perceived knowledge of, access to tools for, and prioritization of developmental monitoring; and ability to list recommended referrals when there is a concern.

Assessing cultural competence of policy organizations.

Assessment of the capabilities of human service providers to care for individuals from diverse cultures has been widely discussed in the literature. However, a less examined area is the appraisal of the cultural competence of the administrative or policy bodies whose actions shape the character of these human services. This article demonstrates an approach for evaluating a policy organization's cultural competence using a governmental agency as a case study.