Attachment A: Crosswalk Mapping Study Goals to Research Questions, Constructs, Instruments, and Item numbers

Attachment A Crosswalk Mapping Study Goals to Research Questions Constructs and Instruments 9_21.docx

The Study of Disability Services Coordinators and Inclusion in Head Start, 2019-2024

Attachment A: Crosswalk Mapping Study Goals to Research Questions, Constructs, Instruments, and Item numbers

OMB: 0970-0585

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Attachment A Crosswalk

Study of Disability Services Coordinators and Inclusion in Head Start




Attachment A:

CROSSWALK MAPPING RESEARCH QUESTIONS TO CONSTRUCTS, MEASURES, AND SECTION/ITEM NUMBERS

Research Questions, Constructs, Measures, and Section/Item Number

Below we present information for each of the research questions addressed by The Study of Disability Services Coordinators and Inclusion in Head Start. We list the constructs measured by the survey items, the stem and number of the survey items (in the measures column). We also highlight any survey items that are intended to collect information that will provide contextual information about grantees and/or potentially serve as covariates in the analyses. Note that all of the items are project-developed.

Research Question 1: What are the characteristics of the DSC workforce, and related staff, within EHS and HS programs across the country?

Construct

Sub-Construct

Section and Item Number

Employment Characteristics

Age of children served by OHS-funded program(s)

DSCR 06

Program setting(s) and # of each type

PROG 02

DSC duties performed

DSCR 11 - 15

Roles, other than DSC, they fulfill within the program

DSCR 01

% Full-Time Equivalent (FTE)

DSCR 07, 08, 09

Weekly travel time between program locations

DSCR 10

Years of experience in EHS/HS

DSCB 02

# years as EHS/HS DSC

DSCR 02, 03

Experience working with children with disabilities and their families

DSCB 02, 03

Individual Characteristics

Educational attainment

DSCB 01

Race/ethnicity

DSCB 05, 06

SES

DSCB 07

Professional Characteristics

Job satisfaction

DSCB 08

DSC training needs

PDV 01 - 04

DSC resource needs

PROG 10 - 13

Will be measured in Wave 3 interviews





Research Question 2: What are the practices and policies that EHS/HS DSCs use to identify, recruit, screen, assess, and provide services (including the implementation of IFSPs and IEPs) to children with disabilities and their families?

Constructs

Sub-Construct

Section and Item Number

Recruitment of children with disabilities practices and policies


DSCR 11

RSEA 01 - 04


Screening practices and policies


DSCR 11

EXTCLB 01, 02


Assessment practices and policies including ongoing assessment and environmental assessment, and how families are included in the process


RSEA 15 - 18

DSCR 11

FAMCLB 08


Referral practices and policies


RSEA 05 - 14

EXTCLB 01, 02

Disability service provision practices and policies (IFSPs, IEPs, 504 plans) including collaboration and coordination with families


DSCR 11, 12

RSEA 15 - 18

FAMCLB 08, 10

EXTCLB 01, 02

SVCS 01 - 07





Research Question 3: How do EHS/HS programs engage in capacity building with families (including the provision of or referral to supportive services) to ensure that they understand their rights and the resources available, so that they can advocate for their children with potential or identified disabilities?

Construct

Sub-Construct

Section and Item Number

Culturally and linguistically responsive practices to build and maintain positive, strengths-based relationships with families of children with disabilities


FAMCLB 09, 11, 12

RSEA 09, 14

Community resources and referral services provided to families of children with disabilities.


DSCR 11, 12, 13

RSEA 03, 04, 05 – 08, 10 – 13

EXTCLB 11


Practices implemented to help families of children with disabilities understand and assert their rights.

Encourage family participation in all meetings and continued follow up with service providers

DSCR 12

FAMCLB 10

TRANS 05, 12

Methods and frequency of communication with families of children with disabilities or suspected delays

FAMCLB 01 - 07

Provide families with resources and support to help them understand the process, their rights, and possible outcomes for their child and their family.

FAMCLB 08, 09, 10

DSCR 12

RSEA 15

TRANS 05, 12

Encourage families to advocate or take ownership for their child’s rights and help parents understand the importance of their advocacy in their child’s supports and future development.

FAMCLB 10

Review parents’ rights, including sharing a copy of Parental Rights (LEA) in their primary language.

DSCR 12



Research Question 4a: When children are identified as eligible for IDEA services, what services can the EHS/HS program provide them?

Construct

Sub-Construct

Section and Item Number

Services available to support children with disabilities who are eligible for IDEA programs


SVCS 01 - 04

Direct teaching with embedded learning opportunities delivered to young children with disabilities by teachers (i.e., curriculum modification, embedded teaching, and intensive individualized teaching)


SVCS 01, 02, 03


Services provided by EHS/HS to young children with disabilities by a specialist (e.g., Speech-Language Pathologist, Occupational Therapy, Physical Therapy)

Providing coordination to support multiple service implementation

SVCS 01, 02, 03

DSCR 11, 13

Other services available in the community (link to community resources & referral services)


DSCR 12

Coordination of HS and IDEA services in the classroom


SVCS 01, 02, 03

Barriers to receiving services


SVCS 03, 04



Research Question 4b: What disability services are provided by or otherwise arranged by EHS/HS to children with needs not found eligible for services under IDEA?

Construct

Sub-Construct

Section and Item Number

Services available to support children with disabilities who are not eligible for IDEA





504 plans (Section 504 of the Rehabilitation Act)

SVCS 05, 06

Behavior support plans

SVCS 06


Collaboration with the Mental Health Consultant (MHC) and Social Worker

SVCS 06


Transportation to outside service providers

SVCS 07

DSCR 09


Providing coordination to facilitate multiple service implementation

SVCS 06, 07

DSCR 08, 11

Barriers to providing support for children with disabilities who are not eligible for IDEA


SVCS 07





Research Question 5a: How do EHS/HS programs engage and collaborate with internal team members (educator/assistant educators, Mental Health Consultant (MHC), Family Support Workers, Education Coordinators, Health Managers, Policy Council, and Health Services Advisory Committee (HSAC))?

Construct

Sub-Construct

Section and Item Number

Who are the internal team members?

Clarity of roles – who is filling all of the DSC roles (i.e., PD, collaborations, recruitment)

DSCR 11 - 15

Composition of internal “disability” team (e.g. Interdisciplinary Team):

Teachers

DSCR 11 - 15

Coordinators/specialists/managers

DSCR 11 - 15

Administrators

DSCR 11 - 15



Research Question 5b: How do EHS/HS programs engage and collaborate with LEAs, IDEA Part B (preschool special education services) and Part C (early intervention services, birth to three)?

Construct

Sub-Construct

Section and Item Number

If MOUs or Interagency Agreements are in place with LEAs & Part C in catchment area, does it address





EHS and HS participation in public agency’s Child Find plan

EXTCLB 01, 02

Joint training of staff and families

EXTCLB 01, 02


Procedures for referral for evaluations, IFSP/IEP meetings, placement decisions

EXTCLB 01, 02


Transition planning as children move from Part C to Part B & from preschool to K

EXTCLB 01, 02


Sharing resources

EXTCLB 01, 02


If MOU is in place, is it updated annually?


EXTCLB 03

How involved in/aware of MOU collaborations is the DSC?


EXTCLB 04

DSCR 13


Participation in meetings

EXTCLB 08, 10

Participation in trainings

EXTCLB 07, 09

Describe roles/ responsibilities for representatives from your program and the local agencies during evaluation, eligibility determination, and IFSP/IEP meetings


DSCR 11

RSEA 05 – 14

Strategies the DSC uses to facilitate HS staff participation in LEA and Part C IDEA services

Meetings other than IFSP/IEP meetings

EXTCLB 07, 09

Trainings

EXTCLB 07, 09

Evaluation

DSCR 11

RSEA 05 - 14

Eligibility determination

DSCR 11

RSEA 05 - 14

IFSP/IEP meetings

DSCR 11















Research Question 5c: How do EHS/HS programs engage and collaborate with other relevant services within their communities, including mental health providers and community programs?

Construct

Sub-Construct

Measures

Section and Item Number

Collaborating with community services





Advocating for inclusion of children with disabilities in community-based learning activities


DSCR 12, 13, 14

Participating in consultation with community partners

Types of organizations identified as relevant including parent servicing organizations like addiction treatment and other early care providers

EXTCLB 11, 12

Partner availability

SVCS 03, 04, 06, 07

With whom do you partner?

EXTCLB 11

What partners do you need but don’t currently have?

EXTCLB 12

Participating in trainings with community partners (collaborative trainings, offering trainings to partners, taking training offered by partners)

Attend regular meetings with community members and HS programs


DSCR 11, 12


Advocating for and informing alignment of program requirements across collaborating service providers

Facilitates collaboration among personnel across all community settings and programs

DSCR 11, 12, 13, 15

EXTCLB 07, 09

RSEA 16

DSCB 03

Community building activities

DSC participation in community boards that support children with disabilities and their families


EXTCLB 11, 12

Research Question 6a: What are the types and range of training supports EHS/HS DSCs and other staff receive and/or need?

Construct

Sub-Construct

Section and Item Number

Methods used by DSCs to identify training/TA needs related to disability and inclusion


DIR_PDV 04

Topics of training/TA DSCs provide to train staff on how to individualize practice and fully integrate children with disabilities into the classroom (e.g. licensing requirements, community engagement, family engagement, IFSP/IEP participation, relationship-based competencies, high-quality collaboration and teaming, transition, adapting curriculum, inclusion practices)


SPRT 03 - 07

Nature of training and supports that teachers/home visitors receive: (e.g. group face-to-face training, online training, practice-or observation-based coaching in the classroom, mentoring, individual support, workshop, ongoing series, iPD (learning management system))


SPRT 01 - 07

External supports that DSCs use (e.g., MyPeers, TA centers, ECLKC, ECTA, Networking)


PDV 05

DSC collaborates with service providers and families (e.g., share ideas during IFSP meetings, ongoing assessments)


PDV 01, 02, 03

DSCB 03

What training and supports do DSCs receive?


PDV 01, 05



Research Question 6b: What supports do DSCs provide to EHS/HS staff (e.g., teachers, home visitors) to individualize practices for children with disabilities?

Construct

Sub-Construct

Section and Item Number

Supports DSCs provide to EHS/HS staff in person or from a distance





Classroom observation and feedback on instructional practices;

SPRT 01 - 04

RSEA 16


Accessibility planning and implementation;

SPRT 04

RSEA 16

Provide tools and processes to support family engagement in disability services (e.g. routines based interviewing, co-planning in the classroom).

DSCR 14

SPRT 02, 03, 04


Support identification and implementation of evidence-based practices.

DSCR 14



Research Question 6c: What strategies do DSCs provide to other EHS/HS staff to support the full inclusion of children with disabilities in the classroom?

Construct

Sub-Construct

Section and Item Number



Strategies DSCs use to support staff’s delivery of IDEA services within classroom or other natural environments



Do children receive LEA services in the HS setting?

SVCS 01, 02

RSEA 16

Where do children receive services (natural environment, pulled out, one-on-one)?

SVCS 01, 02

RSEA 16

Supports DSC provides to staff to improve their capacities to build classroom culture of inclusion

Collaboration with families

SPRT 02, 03, 04

Materials and equipment, including assistive technology

DSCR 12,13, 14

Hiring additional support staff and flexible staffing

PROG 12, 13

Strategies DSCs use to build support for inclusion among families, staff, children

Sharing information about the benefits of inclusion

DSCB 04

DSCR 13, 14

SPRT 04, 08



Research Question 7a: How do EHS programs engage with HS programs and families to facilitate successful transitions to HS or PreK for children with disabilities?

Construct

Sub-Constructs

Section and Item Number

EHS -> HS or PREK: Early educators partnering with families of children with disabilities





Coordinate program visitation - family visits

TRANS 04

Facilitate parent support groups

TRANS 05

Support family participation in transition meetings including IEP meetings

TRANS 03, 05

Provide transition workshops

TRANS 05

Support transition planning including eligibility assessment as children move from Part C to Part B



DSCR 15


EHS -> HS or PREK: Implementing program policies and practices to facilitate successful transitions for children with disabilities

Provide dedicated personnel

TRANS 04, 08

EHS -> HS or PREK: Working with early education partners

Continuity across programs

TRANS 04, 08

Alignment of program policies

TRANS 04, 08

Staff Visits

TRANS 04

Sharing of Information including (with permission from parents) assessment and screening results


TRANS 04, 05



Research Question 7b: How do HS programs engage with LEAs and families to facilitate successful transitions to kindergarten?

Construct

Sub-Construct


HS->K Early educators partnering with families of children with disabilities





Coordinate program visitation – family visits

TRANS 11

Facilitate parent support groups

TRANS 12

Support family participation in transition meetings including IEP meetings

TRANS 10, 12

Provide transition workshops

TRANS 12

HS->K Implementing program policies and practices to facilitate successful transitions for children with disabilities

Provide dedicated personnel

TRANS 11, 15

HS -> K Working with early education partners:

Continuity across programs

TRANS 11, 15

Alignment of program policies

TRANS 11, 15

Staff visits

TRANS 11

Sharing of information, including (with permission from parents) assessment and screening results

TRANS 11, 12







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AuthorCarol Hafford
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