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<div class=yiv1078579153MsoNormal><B><SPAN style="FONT-FAMILY: 'sans-serif'; FONT-SIZE: 10pt">From:</SPAN></B><SPAN style="FONT-FAMILY: 'sans-serif'; FONT-SIZE: 10pt"> Global Partnership for Disability and Development [mailto:GPDD@LISTSERV.SYR.EDU] <B>On Behalf Of </B>Anna Burlyaeva-Norman<BR><B>Sent:</B> Tuesday, February 07, 2012 1:46 PM<BR><B>To:</B> GPDD@LISTSERV.SYR.EDU<BR><B>Subject:</B> [GPDD] Consultancy Opportunity at UNICEF: Project Coordinator, Child Disability</SPAN></div></DIV></DIV>
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<div style="TEXT-ALIGN: center" class=yiv1078579153MsoNormal align=center><B><U>TERMS OF REFERENCE</U></B></div>
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<div style="TEXT-ALIGN: center" class=yiv1078579153MsoNormal align=center><B><U>Project Coordinator, Child Disability </U></B></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B> </B></div>
<div style="TEXT-ALIGN: justify; LINE-HEIGHT: 13pt" class=yiv1078579153MsoNormal><B><U>Purpose of Assignment</U> </B></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal>These terms of reference (TOR) have been written to guide the identification and selection of a household survey specialist to coordinate a project on the development of guidelines and methodology for the clinical evaluation of child disability through household-based surveys such as the Multiple Indicator Cluster Surveys (MICS). </div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U>Background</U></B></div>
<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U><SPAN style="TEXT-DECORATION: none"> </SPAN></U></B></div>
<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><SPAN style="FONT-SIZE: 11.5pt">Data collection and research in the area of childhood disability in developing countries has been inadequate to date despite the large impact that disability has on child development, family life, and socio-economic conditions of communities.<A name=OLE_LINK10 rel=nofollow></A><A name=OLE_LINK9 rel=nofollow></A> This is in part due to the lack of an established best method for identifying children with disabilities in this context, as well difficulty in defining and evaluating child disability in resource-poor settings. Different methodologies have been used to collect data in different locations making comparisons across countries problematic. </SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><SPAN style="FONT-SIZE: 11.5pt">To address the need for comparable data on disability, UNICEF supported, through the Multiple Indicator Cluster Survey program, the <A name=OLE_LINK4 rel=nofollow></A><A name=OLE_LINK3 rel=nofollow></A>implementation of the Ten Questions Screen for childhood disability (TQ). This screening tool was developed with the objective of creating a low-cost and rapid method for identifying children at increased risk of disability in populations where professional resources are extremely scarce<A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftn1" name=_ftnref1 rel=nofollow><SUP>[1]</SUP></A>. By utilizing the TQ, MICS has become the largest source of internationally comparable data on children at increased risk for disability in developing countries. The last round of the MICS, implemented in 2005-2007, collected data on disability for 26 of 50 countries
participating in the program<A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftn2" name=_ftnref2 rel=nofollow><SUP>[2]</SUP></A>. </SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><SPAN style="FONT-SIZE: 11.5pt">The TQ contains questions on congenital and developmental disabilities, including seizures, speech, cognitive, motor, vision and hearing disabilities<A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftn3" name=_ftnref3 rel=nofollow><SUP>[3]</SUP></A>. Questions on disability are addressed to the parent/caretaker of each child ages 2 to 9 years of age in the household<A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftn4" name=_ftnref4 rel=nofollow><SUP>[4]</SUP></A>. </SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><SPAN style="FONT-SIZE: 11.5pt">The validity of the TQ has been evaluated in epidemiological surveys which include screening and clinical assessments of more than 22,000 children, in Bangladesh, Pakistan and Jamaica<A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftn5" name=_ftnref5 rel=nofollow><SUP>[5]</SUP></A>. </SPAN><SPAN style="FONT-SIZE: 11.5pt" lang=EN-GB>Results of these studies caution that while the TQ is highly sensitive (children who have a disability are likely to screen positive to the TQ), it also has a relatively low positive predictive value overall. That is, some of the children who screen positive to the TQ will not be found to have a disability on further diagnostic evaluation. However, previous studies report that many children who screen positive to the TQ but are not diagnosed with a serious disability on evaluation in fact have either a mild disability or health
condition requiring treatment, such as an ear infection, and which could potentially lead to a disability if left untreated. The TQ is not designed to be used as an assessment tool, but rather a screen to help identify children with a developmental delay or who are at increased risk of disability. Data on disability collected through MICS that indicate the percentage of children who screened positive on the TQ should be interpreted as the percentages of children at increased risk of having a disability and who would most benefit from further medical and developmental assessment. The TQ is indeed designed to be used in a two-stage evaluation process wherein the TQ is followed by clinical diagnostic evaluation for all children screening positive and for a percentage of children screening negative. While the first screening (administration of the TQ) can be carried out by the regular interviewers with parents, the diagnostic and clinical testing needs to
be carried out by specially-trained interviewers or medical professionals that will be hired for this specific purpose.</SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><SPAN style="FONT-SIZE: 11.5pt" lang=EN-GB>Despite recommendations that the TQ be followed by a second-stage of clinical assessment to more accurately estimate prevalence of child disability, few studies conducted in developing countries have had sufficient financial or infrastructure resources to conduct diagnostic evaluations. Notable exceptions are the studies testing the validity and reliability of the TQ screen conducted by Durkin et al. in Bangladesh, Jamaica and Pakistan, and a more recent study by Mung’ala-Odera et al. in Kenya<A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftn6" name=_ftnref6 rel=nofollow><SUP>[6]</SUP></A>. In several of these cases the clinical evaluation proved to be expensive, time-consuming and challenging due, among other factors, to the lack of specialized medical personnel in the countries. None of the countries that participated in MICS (both MICS2 and
MICS3) conducted a clinical evaluation as part of the implementation of the disability module. </SPAN><SPAN style="FONT-SIZE: 11.5pt">In the absence of diagnostic evaluations, the results of the Disability Module screen can certainly provide substantial preliminary information about the substantial impact that child disability is likely to have in participating countries. Moreover, given the large percentages of children identified as at risk for disability via MICS3, these data can be used to help raise awareness about this important global public health issue. </SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><SPAN style="FONT-SIZE: 11.5pt">For the fourth round of MICS, it has been recommended that only countries that have the capacity, resources and commitment to conduct the medical assessment will include the Disability Module in their surveys. However, countries need to be supported in the development and implementation of the assessment. In light of the above mentioned challenges</SPAN><SPAN style="FONT-SIZE: 11.5pt" lang=EN-GB> related to the clinical evaluation, it was thus decided to provide support to countries for the development and implementation of the second-stage diagnostic evaluation of child disability.</SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U>Scope of the work</U></B></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal>The consultant will be responsible for conceptualizing the landscape of the project and for drafting a template to outline all the components that will be required to create the package of guidelines, tools, materials etc. The consultant will be asked to provide feedback and contribute to the drafting of some of the pieces of work, particularly in relation to household survey methodology and implementation. The consultant will need to assist with tasks related to recruiting and contracting consultants that will work on the project. The consultant will be responsible for coordinating and managing the contributions from several people/institutions that will be providing inputs to the overall project for development of the guidelines and methodology. The consultant will need to maintain correspondence and liaise among several partners in order to ensure that the work is being carried out to a
high standard and in a timely and efficient manner. The consultant will be expected to consolidate all the inputs, materials and documents produced by the various contributors into one coherent and complete package. The consultant will be responsible for organizing all aspects of expert consultations, including identifying participants, sending invitations, arranging rooms, coordinating travel, as needed, document preparation etc. The consultant will need to be able to work independently and with a high degree of responsibility, but will be under the guidance and supervision of UNICEF staff. <SPAN lang=EN-GB></SPAN></div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U>Duration:</U> </B>The assignment will be full-time starting on 1 March 2012 and will end on 1 July 2012. </div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U>Duty station:</U></B> The consultant must be based in New York for the duration of the assignment (or willing to re-locate for the assignment) and will be provided office space in UNICEF. </div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U>Supervision:</U></B> The consultant will be supervised directly by Claudia Cappa and Attila Hancioglu in the Statistics and Monitoring Section.</div>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><B><U>Key skills, technical background, and experience required: </U></B></div>
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<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpFirst><SPAN style="FONT-FAMILY: Wingdings"><SPAN>§<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN>Postgraduate degree in statistics, demography, economics or a related social science </div>
<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpMiddle><SPAN style="FONT-FAMILY: Wingdings"><SPAN>§<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN>At least five to seven years’ previous experience working on household surveys; involvement with disability surveys is highly desirable </div>
<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpMiddle><SPAN style="FONT-FAMILY: Wingdings"><SPAN>§<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN>Substantial knowledge of household survey methodology and implementation</div>
<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpMiddle><SPAN style="FONT-FAMILY: Wingdings"><SPAN>§<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN>Previous involvement with MICS or DHS is highly desirable </div>
<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpMiddle><SPAN style="FONT-FAMILY: Wingdings"><SPAN>§<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN>Analytical, methodical and precise style of writing</div>
<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpMiddle><SPAN style="FONT-FAMILY: Wingdings"><SPAN>§<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN>Excellent command of English required</div>
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<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0in" class=yiv1078579153MsoListParagraphCxSpMiddle><B><U>Application:</U> </B></div>
<div style="TEXT-ALIGN: justify; MARGIN-LEFT: 0.25in" class=yiv1078579153MsoListParagraphCxSpLast>Qualified candidates are requested to submit a cover letter, CV and P-11 form (which can be downloaded from our website at <A href="http://www.unicef.org/about/employ/index_53129.html" rel=nofollow target=_blank>http://www.unicef.org/about/employ/index_53129.html</A>) to <A href="mailto:pdconsultants@unicef.org" rel=nofollow target=_blank ymailto="mailto:pdconsultants@unicef.org">pdconsultants@unicef.org</A> with subject line “<B><I>Project Coordinator, Child Disability</I></B>” <U>by 13 February 2012.</U> Please indicate your daily/monthly rate and availability to undertake the terms of reference above. Please note that the selected consultant will not receive additional funds to cover living expenses while in New York. Applications submitted without a daily rate will
not be considered.</div>
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<div class=yiv1078579153MsoNormal>LISTSERV MODERATION: The GPDD Secretariat moderates the content of this listserv for relevance and propriety, and does not necessarily share or endorse the opinions expressed. TO RECEIVE LISTSERV MESSAGES IN A DAILY DIGEST: Send an e-mail to <A href="mailto:LISTSERV@LISTSERV.SYR.EDU" rel=nofollow target=_blank ymailto="mailto:LISTSERV@LISTSERV.SYR.EDU">LISTSERV@LISTSERV.SYR.EDU</A> with "SET GPDD DIGEST" in the message body (do NOT include quotation marks and remove ALL other content from message body). ARCHIVES CAN BE FOUND AT: <A href="http://listserv.syr.edu/archives/gpdd.html" rel=nofollow target=_blank>http://listserv.syr.edu/archives/gpdd.html</A> (Please follow site instructions for establishing a password to access page) </div></DIV>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftnref1" name=_ftn1 rel=nofollow><SPAN class=yiv1078579153MsoFootnoteReference><SPAN style="FONT-SIZE: 9pt">[1]</SPAN></SPAN></A><SPAN style="FONT-SIZE: 9pt"> Zaman S, Khan N, Islam S, Banu S, Dixit S, Shrout P, Durkin MS (1990), “Validity of the Ten Questions for screening serious childhood disability: results from urban Bangladesh”, <I>International Journal of Epidemiology</I>, 19(3):613-620; Durkin MS, Davidson LL, Desai P, Hasan ZM, Khan N, Thorburn MJ, Shrout PE, Wang W (1994), “Validity of the ten questions screen for childhood disability: results from population-based studies in Bangladesh, Jamaica and Pakistan”, <I>Epidemiology</I>, 5:283-289.</SPAN></div></DIV>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftnref2" name=_ftn2 rel=nofollow><SPAN class=yiv1078579153MsoFootnoteReference><SPAN style="FONT-SIZE: 9pt">[2]</SPAN></SPAN></A><SPAN style="FONT-SIZE: 9pt"> During the second round of MICS (2000-2001), 22 countries collected data on child disability. Eight countries however used different questionnaires from the standard Ten Questions Screen. Among the 14 countries that used the Ten Questions Module, only 7 included the complete set of questions. </SPAN></div></DIV>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftnref3" name=_ftn3 rel=nofollow><SPAN class=yiv1078579153MsoFootnoteReference><SPAN style="FONT-SIZE: 9pt">[3]</SPAN></SPAN></A><SPAN style="FONT-SIZE: 9pt"> The TQ does not include screening questions that specifically focus on behavioral disorders, such as Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder. </SPAN></div></DIV>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftnref4" name=_ftn4 rel=nofollow><SPAN class=yiv1078579153MsoFootnoteReference><SPAN style="FONT-SIZE: 9pt">[4]</SPAN></SPAN></A><SPAN style="FONT-SIZE: 9pt"> Developmental theory suggests that the TQ might not be as effective in children younger than 2 years or older than 9 years of age. For those under 2 years of age, it might be difficult on the basis of ten simple questions to distinguish normal variability in development from disability. For those over age 9 (with intellectual disability in particular), the TQ questions might no longer adequately evaluate appropriate skills or might represent skills that children have developed, just later than children without any developmental delay or disability</SPAN></div></DIV>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftnref5" name=_ftn5 rel=nofollow><SPAN class=yiv1078579153MsoFootnoteReference><SPAN style="FONT-SIZE: 9pt">[5]</SPAN></SPAN></A><SPAN style="FONT-SIZE: 9pt" lang=FR> Durkin MS et al. (1994), <I>op. cit</I>. </SPAN><SPAN lang=FR></SPAN></div></DIV>
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<div style="TEXT-ALIGN: justify" class=yiv1078579153MsoNormal><A title="" href="http://us.mg4.mail.yahoo.com/neo/#_ftnref6" name=_ftn6 rel=nofollow><SPAN class=yiv1078579153MsoFootnoteReference><SPAN style="FONT-SIZE: 9pt">[6]</SPAN></SPAN></A><SPAN style="FONT-SIZE: 9pt"> Durkin MS et al. (1994), <I>op. cit</I>; Mung'ala-Odera V, Meehan R, Njuguna P, Mturi N, Alcock KJ, Newton C (2006), Prevalence and risk factors of neurological disability and impairment in children living in rural Kenya, <I>International Journal of Epidemiology</I>, 35(3): 683-688.</SPAN></div></DIV></DIV></DIV></DIV><BR><BR></DIV></DIV></div></body></html>