Outcome A: Positive social-emotional skills (including social relationships)

Social-emotional skills, including social relationships are measured with the Battelle Developmental Inventory (current edition).  This data is gathered from The Baby and Toddler Online Tracking System (BTOTS).

The measure presented here is an average of two federally reported measures, A1 and A2.

A1. Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 3 years of age or exited the program. 

A2. The percent of infants and toddlers who were functioning within age expectations in Outcome A by the time they turned 3 years of age or exited the program.

NOTE:  Baby Watch changed the way it calculates child outcomes in November 2018. Historically, the Child Outcome Summary (COS) process was the only assessment used to measure child progress. As expected, FFY 2019 and 2020 data reflected a downward impact with the switch to a standardized tool, Battelle Developmental Inventory, Second Edition, Normative Update (BDI-2 NU), to calculate child outcomes. The COS process previously used was subjective, meaning it can be influenced by personal feelings, tastes or opinions and can result in less valid and accurate child outcomes and inflate progress measures. During FFY 2018–2021, child functioning was calculated using both the COS and BDI 2-NU. Trend data shows an increase in the FFY 2021 target and measure percentages, compared with FFY 2020. As a result of natural attrition from children who age out of early intervention services, FFY 2022 data will reflect the BDI-2 NU as the exclusive tool used to measure child outcomes. Additionally, the Baby Watch reports to the federal government are generally available about 2 years after the completion of the calendar year.

Strategies to improve positive social emotional skills include programs implementing the Pyramid Model. This is a comprehensive, multi-tiered framework of evidence-based practices that promotes the social, emotional, and behavioral development of young children. The emphasis of this framework is to support all children at the universal level, thereby decreasing the need for more intensive intervention. The guiding principles of this model include promoting skill building with enough intensity to affect change, implementing strategies in the context of naturally occurring routines and environments, and modifying strategies so they are responsive to the cultural and linguistic diversity of families and children. Currently, 7 of 14 statewide programs have implemented the Pyramid Model and three programs are in the process of implementing it. 

Part-C early intervention providers: 

Central Utah Public Health Department Early Intervention, Davis School District Early Childhood Program, DDI VANTAGE, Jordan Child Development Center, Kids On The Move, Kids Who Count, PrimeTime 4 Kids, Provo Early Intervention Program, Root for Kids, Southeast Utah Health Department Early Intervention Program, Southern Utah University Early Intervention, Summit County Health Department Early Intervention, Up to 3 Early Intervention, Weber-Morgan Health Department Early Intervention, and Utah Schools for the Deaf and the Blind (USDB) Parent Infant Program (PIP)