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Developmental Screening Assessment

**All names are fictitious in this report to ensure confidentiality for the family. This report addresses my work with Aubrey and provides a summary of her hearing, vision, and development to date, as well as recommendations for instruction. Be aware that this information reported below was a learning experience for me and was my second attempt at using such an assessment. While I attempted to be as thorough as possible, the results may not be completely accurate.

Child’s Name: Aubrey

Birth date: December 7, 2004

Age: 5.3 years/63 months

Gender: Female

Diagnosis: n/a

Parents’ Name: Connie and Barry Cole

Address: 0711 Hurry Up St., Graduation, VA 23986 (

Assessment date: April 2, 2010

Program(s) child participates in: preschool four times a week

Examiner:

Description of Child and Testing Situation

This assessment was conducted on a girl named Aubrey. Aubrey is five years old and was born on December 7, 2004. She has one brother who is 24 months old. Aubrey’s father, Barry, works for a computer company and her mother is a stay-at-home mother with a bachelor’s degree in education. Aubrey is a very intelligent and happy child. She is starting to read beginner reading books and does simple addition and subtraction. She is always smiling and laughing around her family. She loves playing outside and with her Wii fit. She loves bugs and always wants to go outside and find them. She likes playing her Wii because she likes all the different activities and can work out with her mother. The assessment took place at her home in the living room and the kitchen table because they were the most comfortable for Aubrey. The mother provided the answers to the interview questions that were given. Throughout the assessment Aubrey was very cooperative because she sat down and did most of the structured activities that were given for the test. She seemed excited during the assessment because she kept asking the examiner what she was going to do next. Aubrey responded positively to the examiner, since she did not get upset when the examiner was observing and performing activities with her. However, during a couple of the structured activities she did get frustrated because she couldn’t find certain objects. An example of a task that Aubrey did well was drawing a person with six parts. She drew a person with specific details such as ears and hair. Waiting her turn for a teacher’s or adult’s attention was an example of a task that Aubrey did not do well. Some of the time Aubrey gets fussy and talks louder when she does not want to wait her turn for attention. I have seen this throughout the years of knowing Aubrey. While observing, sometimes she stomped away or started talking louder to her parents.

Hearing and Vision Screening

Aubrey is five years old and over the age of three, therefore, the examiner didn’t not administered the Part C Vision and Hearing screening. Instead, questions were asked to the mother about the child’s hearing and vision. The purpose of these questions was to review the child’s hearing and vision development and skills. Asking these questions are a requirement before the developmental assessment is given. Her mother answered the questions for the hearing and the vision and there was no indication of concerns about Aubrey’s hearing or vision that would influence her ability to participate in the developmental screening.

The hearing questions were administered first. All of this information was provided by her mother. The examiner did not have access to a portable audiometer during the questionnaire. Her mother stated that Aubrey was born in a hospital in Virginia, therefore she had a newborn hearing screening and she passed. The mother also confirmed that Aubrey’s last hearing screening was in January 2010 and she passed. Mrs. Cole stated that there were no hearing concerns since Aubrey answers to questions and gets startled if something is too loud. The child has not had any recurrent ear infections. The mother stated that Aubrey has only had two ear infections since she was born.

The vision questions were administered second. Mrs. Cole stated that Aubrey had not received a vision screening yet. Aubrey starts kindergarten in the fall and the mother stated that is when Aubrey will have her vision screening. The mother also said the only type of vision screening Aubrey has had is at the pediatrician. The mother said there have not been any warning signs with her vision that worries her or her husband.

Interpretation of the Child’s Performance

The Battelle Developmental Inventory-2 screening (BDI-2) was administered to Aubrey the same day after the hearing and vision questions. The BDI is a developmental assessment for early childhood. The purpose of it is to screen, diagnose, and evaluate early development. There are five domains that the child will be tested on. The five domains are: adaptive, personal-social, communication, motor, and cognitive. Under each domain, the starting point is always the same. The examiner starts at the age of the child. The questions can be administered through observation, direct testing, and interviewing the parents. Each child can receive a score of a two, one, or zero for each question. The examiner uses their manual to know what the questions are and to know what score to give the child. A two is given to a child that can complete the task, a one is given if the child can only complete half of the task or complete the task some of the time, and a zero is given if the child cannot complete the task. The examiner must go down the sheet, which goes up in ages with more difficult tasks for the child to complete. However, if the child does not complete an age appropriate task the examiner must go to easier tasks for children that are younger. When the child receives a score of three two’s in a row on the lowest numbered items, a basal is established. Any items that are below the basal, which is younger than the child that is tested, are considered passed. Once the basal is established, the examiner keeps testing the child. The examiner keeps going down the sheet to more difficult tasks. Once the child scores three zero’s in a row on the highest numbered items, a ceiling is established. All of the tasks after the ceiling are considered failed. Since the child receives three consecutive zero’s on the highest numbered items, the examiner assumes the child cannot complete the other tasks. However, if the child does not score three consecutive zeros on the highest numbered items, no ceiling is reached. Very nice and thorough explanation!

Adaptive Domain

The first domain was adaptive skills. Self-help skills are one example of adaptive skills. This showed how well she can do things for herself, such as cutting soft foods with the side of a fork. During the direct testing of this domain, Aubrey was interactive because she allowed the examiner to test on those certain skills. Since Aubrey received a one on the second item under the five year old skills, the examiner had to test her on easier skills under the four year old level. Her basal was the two items under four years old and the first item under the five year old skills. These tasks were “blows her nose with assistance,” “washes and dries her hands without assistance,” and “chooses the appropriate utensil for the food she is eating.” These tasks were scored through observation, interviewing the mother, and structured activities. Her ceiling was not reached since she did not score three consecutive zeros in a row. Two tasks that she scored a one in were “responds to instructions given in a small group and initiates an appropriate task without being reminded” and “goes to bed without assistance.” Both of these items were answered by the mother and she said that Aubrey only sometimes does these skills. Mrs. Cole stated that Aubrey is a very shy girl and it’s hard for her sometimes to follow directions when she is around a group of peers. The mother stated that sometimes Aubrey can go to bed without assistance. She stated that sometimes she needs help putting on her pajamas or brushing her teeth. Some recommendations for Aubrey would be to work with her on following directions and building her confidence when she is around a small group of her peers, since this is under the five year old section. Also, the parents could gradually stop helping her when getting ready for bed. She received a 37 for her raw score in this domain. At -1.5 Standard Deviation, the cut score (minimum score for passing) for this domain is 30. With this score, she passed this domain.

Personal- Social Domain

The personal-social domain showed how Aubrey socialized with other people. Her basal was the first three consecutive two’s that were tested. These tasks included “follows adult directions with little or no resistance,” “states her first and last name,” and “recognizes an adult’s feelings.” She completed and succeeded in these tasks through structured activities and interviewing the mother. Aubrey liked telling the examiner her full name because she kept repeating it to her. Her ceiling was not reached since she did not score three consecutive zero’s in a row. A task she scored a one on was “cooperates in group activities.” Her mother stated that since she is shy and sometimes socially awkward, it’s hard for her to know what to do in group activities. Some recommendations for the parents are modeling for her how to act in group activities. This could help her with her social skills. She received a 37 for her raw score in this domain. At -1.5 Standard Deviation, the cut score (minimum score for passing) for this domain is 32. She passed this domain.

Communication Domain

The communication domain showed Aubrey’s receptive and expressive language. Good to explain what these are. You examples that follow help with that. Her basal was the first three consecutive twos that were tested. These tasks included, “responds to where and when questions,” ”repeats familiar words with clear articulation,” and”converses on topics for more than five turn-taking exchanges;” she completed and succeeded in these tasks through structured activities. Her ceiling was not reached since she did not score three consecutive zeros in a row. A task she scored a one in was “recalls events from a story presented orally.” She only missed one of the questions that were asked after reading the story. After reading the story, Aubrey concentrated very hard to answer the questions. She paused and thought about each of the questions after the examiner asked one. Some recommendations for the parents are reading a story out loud to her and asking questions at the end of it. This could help her receptive skills. Aubrey received a 39 for her raw score. At -1.5 Standard Deviation, the cut score (minimum score for passing) for this domain is 29. She passed this domain.

Motor Domain

The motor domain showed how Aubrey controls and uses her body. It also tested her gross and fine motor skills. Gross motor skills are using big muscles such as running or catching a ball. Fine motor skills are using small muscles such as holding a pencil or folding a piece of paper. Her basal was the first three consecutive two’s that were tested. The tasks included “hops forward on one foot without support,” “folds a sheet of paper,” and “touches the fingertips of each hand successfully with the thumb of the same hand.” These tasks were successfully completed by her, through direct testing. Aubrey’s favorite activity during this domain was walking heel-to-toe on the kitchen floor since she kept smiling and stated that this was so much fun. Her ceiling was not reached since she did not score three consecutive zero’s in a row. A task she scored a one on was “skips on alternate feet for 20 feet.” During the structured activity, she skipped ten to twelve feet and then started to run. Some recommendations for the parents are working on Aubrey’s gross motor skills. They could skip with her outside on the porch or inside in the living room. She received a 38 for her raw score. At -1.5 Standard Deviation, the cut score (minimum score for passing) for this domain is 30. She passed this area of development.

Cognitive Domain

The cognitive domain showed Aubrey’s thinking ability such as her ability to problem solve, understand, and process information. This was her highest score out of all the domains. Her basal was the first three consecutive two’s that were tested. The tasks included, “locates hidden items in a picture scene-Level 2,” “recognizes visual differences among similar numerals and letters,” and “identifies the picture that is different;” she successfully completed these tasks through structured activities. She really enjoyed the activity where she had to remember and repeat the sequence for four to five objects. Aubrey stated that this task was easy and wanted to do harder ones. Her ceiling was not reached since she did not score three consecutive zero’s in a row. She scored a two in all of the items on this domain. Some recommendations for the parents are to keep working with Aubrey on her cognitive skills. Mrs. Cole discussed how they are working on beginning reading and math with Aubrey. The mother stated that Aubrey is a very bright girl and gets bored with some of the skills her classmates are learning. The mother stated that Aubrey’s teacher is letting her do other tasks in the classroom, so she will not get bored. Although Aubrey is very bright, her mother stated that Aubrey’s social skills are on a five year old level. The mother said that she and the teacher are working with Aubrey to be confident and more sociable in the classroom with her peers. Aubrey received a 40 for her raw score. At a -1.5 Standard Deviation, the cut score (minimum score for passing) for this domain is 30. She passed this area of development.

Total Screening Score

Aubrey’s overall total raw score was a 191. At -1.5 Standard Deviation, the cut score for the total screening was 159. She passed all five domains that were assessed during the test. The results of this screening indicated that she is developing appropriately in all five developmental domains. does not have any delays in development which would warrant a referral. She did, however, excel in the cognitive domain, scoring all two’s until the last test item that could be tested. No referral or further evaluations are needed.

__X___ The pronoun and referent match in number. 2 errors

For example, in the sentence “When a child plays, they like to run around.”, there is disagreement. “Child” is singular but the pronoun that refers to it (they) is plural. The sentence can read “When children play, they like to run around.” to solve that problem. You can use the Find command and search for pronouns. When you find them, see if the pronoun matches its referent in number.

__X___ There are no incorrectly spelled words. Do a spell check.

__X___ I have subject/verb agreement.

__X___ I’ve selected the right word.

Common errors include the use of “there” for “their” and “then” for “than”. “Then” relates to time (“I’ll do this then I’ll do that.”). “Than” is for comparison (“I’d rather do this than do that.”).

“Wheelchair” is one word, not two.

It’s “Down Syndrome”.

“Affect” and “effect” can be difficult to use correctly. Replace the word with its synonym. The synonym for “affect” is “influence” and the synonym for “effect” is “result”. For example, “The moon affects our tides” is correct because “The moon influences our tides” makes sense. “The moon results our tides” does not.

“Apart” and “a part” are often confused. For example, “he took apart the car to replace a part that was broken.”. Again, you can use the Find command to look for these words.

___X__ I spelled out the word for numbers under ten and used the number for those over ten.

This rule applies except in two cases: (a) The number refers to a specific amount with a measurement, such as “9 inch nails”. (b) The number under ten is paired with a number over ten, as in “4 and 20 black birds”.

__X___ I used people first language.

Instead of “mentally retarded person”, use “person with intellectual disabilities”.

__X___ I used “me” and “I” correctly.

Read the sentence without the other person and use “me” and “I”. See which one makes sense. For example, the sentence “They want to go with him and me.” is correct because “they want to go with me” makes sense but “they want to go with I” does not. The Find command can help here, too.

__X___ I showed possession and plurality properly.

When you use apostrophes and “-s”, ask yourself is anyone owns something. If it’s ownership then you need an apostrophe. If it’s more than one, then it’s plural and you don’t use an apostrophe. Sometimes it’s both. Here are a few examples.

• The family’s house is brand new.

• The families live in one neighborhood.

• The families’ houses were all burned in the wildfire.

___X__ I used past tense in writing about the family. When I read your report, everything you write about will be in the past so past tense should be used.

___X______ No personal pronouns are used to refer to myself in the report. (ex. Don't write "I assessed the child in his home." Instead, write "The child was assessed in his home.")

Don't use pronouns excessively. It can quickly become confusing to whom the pronoun is referring. 1 errors

_____X____ There are no subjective statements in my report.

If you make a subjective statement like, "Bobby is a happy child.", you must support that statement. You can do this by telling why you came to the conclusion Bobby is happy. (ex. "Bobby is a happy child, as evidenced by his frequent laughter and smiles.")

____X_____ I gave the child's age, in years and then months (i.e. "4.9/57 months"), at the time of testing.

This will help the reader make sense of the test results, especially if they are reported in months as well.

____X_____ I used an obviously made up address and names for the child/family.

____X_____ Before using an abbreviation, I wrote what the abbreviation stands for. (ex. "The Battelle Developmental Inventory (BDI) was used to assess Bobby's development, as compared to normally developing children.")

From that point on, you may refer to the Battelle Developmental Inventory as the BDI.

_____X____ I used past tense for actions which occurred in the past, such as giving the assessment.

If it happened in the past, use past tense. If it is still true about the child, use present tense. (ex. "The child cried during the assessment and reported he had a stomach ache." "The child uses an electric wheelchair.")

___X______ Every time I included information from a source other than myself, I indicated that source and his/her relationship to the child. (ex. "Stella Lagosi, a pediatric physical therapist, provided information about Stephen's adaptive equipment used in his child care center.")

____X_____ I didn’t say the child couldn’t do a skill or was unable.

All you really know for certain is that the child did not do something, not that he was unable. He just didn’t do it for you. He may actually not have the skills at this time to accomplish the task but he may be able to do it at a later time.

______X___ I put any words which are used as words, in quotation marks. I put sounds in slashes. (ex. the report might read: Joe had trouble with the /sh/ sound, adding it to the end of some words, such as “this” so that the word sounded like “thish”.

_____X____ I didn’t use informal terms like “mom”, “dad” or “kid”.

Use “mother”, “father” and “child”.

_____X____ I didn’t say “he was able to” or “he could”

He was more than just able to, he did, so say he did. (ex. “Joe hopped on one foot for 5 seconds.” versus “Joe was able to hop on one foot for 5 seconds.”.)

Grading Rubric

| |Target |Acceptable |Needs improvement |Unacceptable |

| |3 points |2 points |1 point |0 points |

|Protocol (If you use a |Six to seven of the items are |Four to five of the |One to three of the items | |

|pencil to complete the |correctly completed. |items are correctly |are correctly completed. |None of the items are |

|protocols, make sure the|All blanks and boxes filled in |completed. | |correctly completed. |

|writing is dark enough |accurately and completely. | | | |

|for me to read it.) |Age correctly computed. Off by one| | | |

| |day. | | | |

| |Items scored properly. | | | |

| |Math is correct in figuring | | | |

| |scores. | | | |

| |Identifying information is | | | |

| |complete. | | | |

| |Basal is figured correctly for all| | | |

| |domains. | | | |

| |Ceiling is figured correctly for | | | |

| |all domains. | | | |

| |AE was wrong. | | | |

|Report: |Six of the items are addressed |Four to five of the |One to three of the items |None of the items are |

| |correctly. |items are addressed |are addressed correctly. |addressed correctly. |

| |Report |correctly. | | |

| |Identifying information is | | | |

| |complete. | | | |

| |Statement on report that | | | |

| |identifying information is | | | |

| |fictitious. | | | |

| |Description of Child: | | | |

| |Uses people-first, respectful | | | |

| |language. | | | |

| |Contains no extraneous or | | | |

| |inappropriate information. Could | | | |

| |be read by family with no offense | | | |

| |taken. | | | |

| |Any subjective statements are | | | |

| |supported by observations. | | | |

| |Gave source of information where | | | |

| |needed. | | | |

|Description of testing |Three of the items are addressed |Two of the items are |One of the items are |None of the items are |

|situation: |correctly. |addressed correctly. |addressed correctly. |addressed correctly. |

| |Description of how the child | | | |

| |responded to the testing is | | | |

| |provided. | | | |

| |Child’s responses to the testing | | | |

| |and examiner are analyzed. | | | |

| |Examples of what the child did and| | | |

| |did not do during the testing are | | | |

| |provided. | | | |

|Interpretation of the |Six to seven of the items are |Four to five of the |One to three of the items |None of the items are |

|Child’s Performance: |addressed correctly. |items are addressed |are addressed correctly. |addressed correctly. |

| |Named the test(s) given and their |correctly. | | |

| |purpose. | | | |

| |An accurate interpretation is | | | |

| |provided of the child’s test | | | |

| |behavior and the behavior is | | | |

| |placed in developmental contexts. | | | |

| |Explanation shows good clinical | | | |

| |judgment. | | | |

| |Defined all domains. | | | |

| |Recommendations are practical and | | | |

| |appropriate. Very impressive and | | | |

| |helpful recommendations. Nice | | | |

| |work! | | | |

| |Explained basal and ceiling. | | | |

| |Explained the assumptions about | | | |

| |the items below the basal as | | | |

| |passed and above the ceiling as | | | |

| |failed and why. | | | |

| | | | | |

|Hearing and Vision |All five items are addressed |Three to four items |One to two items are |None of the items are |

|Screening: |correctly. |are addressed |addressed correctly. |addressed correctly. |

|N/A |Hearing screening form filled in |correctly. | | |

|3 points |completely and correctly. | | | |

| |Vision screening form filled in | | | |

| |completely and correctly. | | | |

| |Appropriate discussion and | | | |

| |interpretation of results of | | | |

| |hearing screening. | | | |

| |Appropriate discussion and | | | |

| |interpretation of results of | | | |

| |vision screening. | | | |

| |Hearing and vision done prior to | | | |

| |the developmental assessment. | | | |

|Basics |All areas are addressed correctly:|Four to five areas are|One to three areas are |None of the areas are |

| | |addressed correctly. |addressed correctly. |addressed correctly. |

| |Turned in on time N/A | | | |

| |Turned in electronically | | | |

| |Rubric attached | | | |

| |Signed agreement form provided. | | | |

| |Writing checklist included. | | | |

|Writing |Five or fewer errors in all of the|Six errors in all of |Seven errors in all of the |Eight or more errors in |

| |areas listed: |the areas listed. |areas listed. |all of the areas listed. |

| |spelling, | | | |

| |grammar, | | | |

| |sentence construction, | | | |

| |punctuation, | | | |

| |clarity | | | |

| |organization | | | |

| |reference to self in first person | | | |

| |-5 | | | |

Grade = 20.5 plus 15 for editing and being willing to edit = 35.5

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