Evaluating Outcomes

In monitoring Chloe’s performance, we will use two monitoring tools. First, we will use
the Integrated Management of Childhood Illness (IMCI) tool to monitor her performance. The
child will be monitored and an evaluation done based on the outcome. First, the child’s
communication will be monitored. At first, the technician will evaluate the child’s ability to
make two-word sentences. Attention will be paid to Chloe’s use of language during the visits. If
this is not possible, the technician will ask the caregiver; parents or grandmother, to explain how
the child communicates. The technician will ask whether Chloe can combine two words to
construct a meaningful sentence. A satisfactory response would be that the child puts two words
together to create an actionable sentence, which means a sentence made of a noun and a verb.
This measure will help the technician know the child’s communication abilities. It is also
a developmental milestone for children age between two and three years. Besides, the child will
have been given a target or goal. For instance, for this particular one, the goal will be that the
child will be able to make two-word meaningful sentences at the end of the second week.
Evaluation will be conducted to assess the child’s progress. If a satisfactory response is recorded,
the child proceeds to pursue the second goal. However, an unsatisfactory response will mean that
the child needs more practice, reinforcement or even a change of tactic to help them make
progress.
If the child can make two-word meaningful sentences, then her understanding of
adjectives will be evaluated. The technician will ask Chloe these questions, each at a time:
“What do you do when you are sleepy?”, “what do you do when you are tired?”. The technician
will be evaluating the child’s understanding of these adjectives. A satisfactory response will be
one that uses two or three words. For example, the child may say, “I go to bed.” Or “I sleep.” In

response to the first question. Such a response will help the technician understand whether the
child has met the performance outcomes. It will be possible to tell whether a child understands
adjectives and is thus ready to proceed with other stages.
The child’s ability to speak intelligibly will be monitored. This is the last outcome o be
evaluated. It is a developmental milestone achieved by children from the age of four years to the
age of six years. Since the child is experiencing communication delays, the observation is that
they are yet to get to this stage. However, if they are able to meet the first two communication
goals, then this is the next thing to be monitored. The technician will listen to the child
communicating with him or her or either with the grandmother or the parents. They will analyze
the way a child articulates words and how the ideas are expressed. A satisfactory response will
be that the child speaks intelligibly or it is possible to understand what she is saying.
Achievement of these goals will show that the child is progressing well. If a child struggles in
one area, then more strategies will be employed, and continuous monitoring is done to assist her
to overcome the challenge.
Another tool that will be used is the Ages and Stages (ASQ-3) monitoring tool. This tool
will help the technician understand the child’s progress from the caregiver’s perspective. The
grandmother, who spends a lot of time with Chloe, will be asked several questions to help assess
the child’s progress. These questions will include: “Does Chloe name at least three items from a
common category? For example, three animals, or three types of food such as eggs, cereal, and
bread?” the answer may be, “yes, sometimes, or no”. The scores will range from 0-5. A no
response will be a zero score, sometimes will range from 2-4 depending on the frequency and the
number of items that Chloe can name from a common category, and a yes response will be a
score of 5.

A score of zero will indicate that the child is not progressing as expected. The
intervention plan may be changed entirely or significant parts to accommodate the new
information and help the child progress in the right direction. A score of 2-4 means the child is in
the “grey area”. The child could benefit from some targeted intervention (King‐Dowling et al.,
2016). The intervention will be tailored and targeted towards helping the child achieve specific
goals. The ASQ-3 tool will comprise about ten questions, and the responses to all the questions
will be considered in planning appropriately. If a satisfactory response is given for five
questions, then the intervention plan will be tailored to specifically help Chloe develop in the
specific areas where they show struggles. Overall, the two tools will provide reliable information
that will help us understand Chloe’s progress.

References

Figueiras, A. C., Souza, N., Rios, V. G., & Benguigui, Y. (2012). Monitoring child development
(0-6 years) in the imci context. Washington DC: Pan American Health Organization.
King‐Dowling, S., Rodriguez, M. C., Missiuna, C., & Cairney, J. (2016). Validity of the ages
and stages questionnaire to detect risk of developmental coordination disorder in
preschoolers. Child: care, health and development, 42(2), 188-194.