Chödrön, GailBarger, BrianPizur-Barnekow, KrisViehweg, StephanPuk-Ament, Alexandra2021-03-292021-03-292020-11-25Chödrön, G., Barger, B., Pizur-Barnekow, K., Viehweg, S., & Puk-Ament, A. (2020). “Watch Me!” Training Increases Knowledge and Impacts Attitudes Related to Developmental Monitoring and Referral Among Childcare Providers. Maternal and Child Health Journal. https://doi.org/10.1007/s10995-020-03097-w1573-6628https://hdl.handle.net/1805/25481Objectives: 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. Results: Childcare providers demonstrated a significant pre-post increase in perceived knowledge and access to the tools to engage in five core components of developmental monitoring after completing "Watch Me!" training. There was also a significant pre-post increase in childcare providers' ability to list the child's doctor as an appropriate referral (39 pre-63% post), but not in the ability to list Part C/Part B programs as an appropriate referral (56 pre-58% post). CONCLUSIONS FOR PRACTICE: "Watch Me!" training may be effective at impacting targeted areas of knowledge and attitude about developmental monitoring among childcare providers in the short term.en-USChild careDevelopmental monitoringAct EarlyEarly identificationEarly interventionArticle