Developmental Assessment of Young Children 2 Edition

1 dayc -2. Developmental Assessment of Young Children 2nd Edition Holli Ford, M. Ed., BCBA. New Edition in 2012. The dayc -2 is a comprehensive tool for infants and Young Children . The 2nd Edition was published in October 2012. Developed by Judith K. Voress, PhD and Taddy Maddox, PhD. Norm-Referenced / Provides Standard Scores Cost is approximately $350 dollars for the initial kit with 25. scoring sheets for each domain. Additional scoring sheets can be ordered. Materials and toys must be assembled by the examiner . these cannot be ordered as a supplement to the kit. Assessment Kit The Assessment Kit includes the following: Examiners Manual Examiner Summary Sheets Adaptive Behavior Domain Scoring Forms Cognitive Domain Scoring Forms Communication Domain Scoring Forms Physical Development Domain Scoring Forms Social-Emotional Domain Scoring Forms Mini-Poster of Early Child Development Chart for parents, teachers and caregivers Five Developmental Domains Allows for Assessment of the five domains of development mandated for Assessment and intervention by IDEA.

2 Cognitive Social-Emotional Adaptive Behavior Communication Subdomain scores are provided for receptive language and expressive language Physical Development Subdomain scores are provided for gross motor and fine motor Administration Ages: Birth through 5 years 11 months Testing time: 10 to 20 minutes for each domain May be administered as part of an individual Assessment by a single examiner, by an Assessment team or as part of an arena Assessment . Individual disciplines can assess the domains independently as needed for example, if the SLP. is only assessing Communication or if the OT/PT. only need additional scores for physical development. Administration Each domain can be assessed individually and independently by the examiner. Scores can be reported for each individual domain.

3 If all five domains are tested, an additional score for overall general development can also be obtained. Best Practice for early childhood providers is that all five domains are assessed, as delays in one area of development may have impacted development in another area of development. It is always better to assess and determine there is no delay than to assume the child has no delays in a specific domain that was not the primary area of concern. Administration The format allows multiple ways for examiners to obtain information during the Assessment including: Direct Assessment ( Can you tell me your name?). Observation of the child in the natural environment Interview of parents, caregivers and teachers As there are no specific requirements for any items to be completed by direct Assessment , if a child does not get credit on an item during direct Assessment , credit can be given at a later time in the Assessment process if the child is observed demonstrating the skill during another activity.

4 For example: If the child does not stack 8 blocks on request for the examiner, but is later observed to stack 10 blocks in the play center or the teacher reports that the child is consistently able to stack 8 to 10 blocks as part of the preschool activities; then the examiner should go back and give credit for the test item. Scoring Scoring results include the following: Standard scores for each of the five domains (required for eligibility under the Alabama Code for Special Education Services). Percentile ranks for each of the five domains (5th percentile). Age equivalents for each of the five domains (18 months). An overall General Development Index score can also be obtained if the standard scores for all five domains have been calculated. This can also be displayed as a standard score and a percentile rank.

5 Remember: Age equivalents are estimates only and are the least reliable of the scores. While standard scores are not always required for Early Intervention, they are the most reliable and should be calculated and considered when making decisions as an IFSP team. This additional information also allows for providers to monitor progress more consistently once the child transitions to the LEA. Chronological Age To obtain accurate results, the examiner must determine the child's age to the month. (45 months). This is necessary for scoring the Assessment AND for establishing a starting point for administering the dayc -2. This can be calculated by hand or by using an online application such as the one noted below. Once you have the years and the months, ignore the remaining days. Do not round up to the next month if the days are over 15 days.

6 Calculating Age Screening date: 11/17/2013. Child's date of birth: 2/12/2010. Chronological age: 3 years and 9 months (drop the days). Chronological age in months: 45 months Calculating Age Screening date: 11/17/2013 Child's date of birth: 12/20/2010. Chronological age: 2 years and 10 months (drop the days). Chronological age in months: 34 months This example requires borrowing from the month and the year columns: When the day of a child's birth is greater than the screening date day , subtract one month from the date of the screening date month and add 30 days to the screening date day This example would look like: 30 + 17 = 47 then 47 20 = 27 days. The Month now changes from 11 to 10 . When the child's birth date month is greater than the number of the screening date month , subtract one year from the screening date year and add 12 months to the screening date month This example would look like: (Remember that 11 changed to 10 when you borrowed for the days) So, 10 +.

7 12 = 22 then 22 12 = 10 months. The Year now changes from 2013 to 2012. (2012 2010 = 2. years). Scoring Passed = Mastered Skill = 1 point Not Passed = Skill Not Mastered = 0. There is no credit given for emerging skills if skills are still emerging but not mastered, the item should be marked as 0 and a notation made that the child has emerging skills or partial skills in this area. The goal is to determine if an ability is sufficiently mastered so that continued instruction on this skill level is not necessary if a student still requires additional work on this skill it is not mastered. If a child can only do a skill with one person, in one location and with one set of materials, consider not marking the skill as mastered if the team feels the child will require significant instruction on the specific skill to generalize the skills to other settings, materials and/or people.

8 If a child has not had the opportunity to develop a skill ( has never had the opportunity to use scissors or drink from an open top cup), then the child cannot demonstrate the skill and a 0 is awarded. Starting Points Starting Point where do you start the Assessment ? The entry point for each domain is determined by the child's chronological age and will be different from domain to domain. Entry points are shown at the top of each scoring form. Locate the child's age in months within the listed starting points and begin with that item. Starting Points Basal You will need to find the Basal and Ceiling in order to calculate the Raw Scores. The Raw Scores are transferred to the front of the scoring form at the end of the Assessment of each domain. Begin administering the Assessment at the designated starting point.

9 If the child receives a 0 for any of the first 3. items administered the examiner should then test backward until the child scores a 1 on three items in a row. The BASAL is established when the child receives a score of 1 on three items in a row. All questions below the BASAL (the questions that come BEFORE the three 1's on the form are each scored as a 1, even if the child would have scored a 0 if the items was administered. Ceiling CEILING: Where a child is no longer able to perform skills with mastery within a certain age range demonstrated by three 0's in row. This is the stopping point. Occasionally, you will have some items above or past the ceiling (past the three 0's) that the child would have received a 1 on if the item has been administered. Or the child may have already received a 1 on the item past the ceiling if the evaluator has administered the items.)

10 These items are STILL. counted as 0's if they are past the ceiling. There can be several basals and ceilings. Always pick the basal and the ceiling that are closest together when computing the raw score. Basal and Ceiling Table in the Examiner's Manual Basal and Ceiling Examples Page 9. Materials The dayc -2 can be used with observation and direct Assessment in the child's natural environment or in a Assessment area. You do not have to go item by item through the test. Multiple raters can use multiple scoring forms at one time in a group or arena Assessment . Make sure have access to all the materials you will need for the Assessment prior to beginning the test either in the child's environment or provided by you. As the Assessment does not come with specific testing materials that can be purchased, you will need to prepare your own kit.