Robertson Appendix D CD - C & C Medical

1 Denver II Developmental Screening Test Developmental Milestones Birth to Five Years Selected Screening and assessment Tools Suggested Readings on Children s Developmental NormsCHILDREN S DEVELOPMENT524 Appendix CDENVER II DEVELOPMENTAL SCREENING TEST(Reprinted with permission of DDM)70125 RBRTSN 501-546 7/5/02 1:49 PM Page 524 Appendix C 525 DIRECTIONS FOR ADMINISTRATION70125 RBRTSN 501-546 7/5/02 1:49 PM Page 525526 Appendix CSkills Birth to 12 Months One Year to Two YearsCognitive SkillsLanguage SkillsFine Motor SkillsGross Motor SkillsSocial SkillsSelf-Mastery SkillsFollows moving object with eyes. Looksdirectly at faces and responds toy in and takes toy out of memory for hidden to and follows simple , babbles, and at speaker when spoken to andresponds using variety of of vowel and consonant sounds,often using to imitate to use intonation for for objects; grasps and playswith objects in pincer objects between objects; picks them from side to side; rolls with back straight and head to self up into a standing position, thenwalks along furniture, using both without between familiar peopleand to own words simple actions of self finger cup with two hands; needsassistance to drink from with being adults through actions simple to and follows commands the like little scientist.

2 Matches simple first to speak 50 meaningful words and names simple gestures to enhance possession by using wordsmine, the word no frequently to three objects, such as blocks,in a pages (two or three at a time).Turns small , paints with large movements,holds brush with whole from a cup without using a round objects into first alone without without upstairs using one using both and pushes a ball with overhand motionwithout emotions such as affection, joy,fear, anger, and self in to self by and temper to help put things adult off shoes and other clothing;can needs such as food, drink, and drinks well without MILESTONES 70125 RBRTSN 501-546 7/5/02 1:49 PM Page 526 Appendix C 527 BIRTH TO FIVE YEARSTwo to Three Years Three to Four Years Four to Five YearsCan name and recognize one shapes and objects by objects, such as blocks, five to simple limited attention objects in picture describe own to understand function of objectsin familiar to self by proper complete sentences consisting ofthree to four questions: why, where, how?

3 Can turn pages of book one at a using wrist crayon with fingers, not fingers independently of using scissors,but hasn t mastered hand clay by rolling and ball without losing on one short distances with both a tricycle, but has not necessarilymastered both steering and upstairs alternating on control of temper to share near other children (parallel play).Begins real dramatic in group activities like gender from drinking off jacket or with name and recognize six to understand concept of time,including past and concept of own full name and span is somewhat longer, buteasily match by family group or in relate present or past past tense for extensive repeat a song or nursery understand and use questions for pegs into holes, nails into copy circle or clay and play dough intorecognizable to stack objects nine using around ball overhand, with on one up slide and slides a catch ball bounced to riding a with others (associative play).

4 Able to share and take out whole scenes in dramatic own gender and unbuttons hands without well from small with without pictures of familiar people figures with to street and town where he to and names six commonly related extended attention increased understanding of time,function, and whole and basic grammatical structure in increasingly complex large vocabulary more complex directions in to listen to long on a straight simple a few capital up and down stairs unassisted,alternating forward as many as ten timeswithout backward in a line, heel to swing at a stationary ball with a with other children (cooperativeplay).Dramatic play resembles reality, includingdressing is sex instructions given in a knife to cut help set help in simple food name of city she lives RBRTSN 501-546 7/5/02 1:49 PM Page 527528 Appendix CBayley Scales of Infant DevelopmentTwo to Thirty MonthsDeveloped in 1969, this tool measures men-tal, motor, and behavioral development.

5 Ithelps to identify developmental difficulties invery young assessment ToolBirth to Six YearsThis tool was first developed in 1940 and then revised in 1980. Measures motor, adap-tive, language, and personal and social Developmental Screening TestBirth to Six YearsThis tool was developed in 1967 and measures fine motor, gross motor, language,adaptive, and personal and social skills. It isbest used as an indicator for further assess-ment needs. It is limited due to its broad Learning Accomplishment ProfileBirth to Three YearsThis profile offers programming guidance for infants and young children with Accomplishment Profile Diagnostic TestThirty Months to Five YearsThis tool measures fine motor and grossmotor skills, cognition, and language devel-opment. It can also provide appropriatelearning objectives and assist in measuringprogress. It is intended primarily for childrenwith special Accomplishment Profile Diagnostic ScreeningBirth to Five YearsThis short test (15 minutes) shows cut-offpoints in norms that may indicate the needfor early intervention.

6 It assesses fine andgross motor skills, language, cognition,social, and self-help Performance assessment SystemBirth to Six YearsThis assessment tool is based on criteria thatdirectly refers to the areas of communication,social and self-help skills, cognition, and gen-eral motor Guide to Early EducationBirth to Six YearsA checklist is the main instrument used toassess developmental skill performance. Thistool also includes lesson plans and other aidsto develop optimum skill building for Early Learning ProfileBirth to Three YearsThis tool, developed in 1979, measures cogni-tion, language, social, and self-help skills aswell as fine and gross motor Childhood Environment Rating ScaleBirth to Five YearsThe primary purpose of this tool is to rate thequality of the child care or preschool setting,the materials and activities provided, chil-dren s development, and scheduling. Theresulting assessment can point out areas thatneed improvement to enhance the child careor preschool SCREENING AND assessment TOOLS70125 RBRTSN 501-546 7/5/02 1:49 PM Page 528 Appendix C 529 Ainsworth, M.

7 , Blehar, M., Waters, E., &Wall, S. (1979) Patterns of attachment:Observation in the strange situation and at , NJ: , N. (1969). The Bayley scales of infantdevelopment. New York: The (1989). Early intervention for infants andtoddlers: A team effort(#461). Urbana, IL: TheUniversity of , W. K., Dodds, J. B., & Fandal,A. (1975). Denver developmental screening , CO: Ladoca , S., O Reilly, D., Hosaka, C., Inatuska,T., Aleman, T., & Zeisloft, B. (1979). Hawaiiearly learning Alto, CA: , I., & Anastasian, N. (1985). The at-riskinfant. Baltimore: Brookes , T., & Clifford, R. (1980). Earlyeducation environmental rating : Teacher s College , D., Billingsley, J., Froman, A.,Hilliard, J., Johnson, F., & Shearer, M. (1976).Portage guide to early education (Rev. ed.).Portage, WI: Portage P., & Pederson, D. (1988). Maternalsensitivity and patterns of infant and motherattachment. Child Development, (59),1097 , L., & Tyler, R. (1992, May). Prenataldrug exposure: An overview of associatedproblems and intervention strategies.

8 PhiDelta Kappan, 705 , J., & Signman, M. (1983).Developmental lags in preterm infants fromone to three years. Child Development, (54),1217 , R. (1981). INREAL intervention forlanguage handicapped and bilingualchildren. Journal of the Division of EarlyChildhood, (4), 24 , O., Edgar, E., Haring, N., Afflectk, J.,Hayden, A., & Benderesky, M. (1981).Uniform performance assessment system (UPAS).Columbus, OH: Charles E. READINGS ON CHILDREN S DEVELOPMENTAL NORMS70125 RBRTSN 501-546 7/5/02 1:49 PM Page 529