considerations in selecting developmental screening and assessment measures

Considerations in Considerations in Selecting Developmental Selecting Developmental

Screening and Screening and Assessment MeasuresAssessment Measures

Laurie FordDept. of Educational & Counselling Psychology

& Special Education- UBCMary Stewart

Infant Development ProgramEarly Childhood Education- UBC

Early Childhood Assessment ConferenceVancouver, BC - May 21, 2009

Objectives for the SessionObjectives for the Session• Review a framework for selecting a screening and

/or assessment tools

• Discuss the important considerations when selecting a screening or assessment tool

• Discuss common assessment terms

• Discuss types of assessments

• Critical evaluation of screening and assessment tools commonly used in ECE.

Getting to Know YouGetting to Know YouIn partners:• Introduce yourself• Where you are from and what work you

do.• What is one question you want answered

from this workshop.After 5 minutes:• Introduce your partner to the group and

list your question.

EvaluationEvaluation

Who uses developmental screening tools on a regular basis?

What screening or assessment tools are used?

Guidelines for screening Guidelines for screening and assessmentand assessment

(Miesels and Provence, 1989)

1. Screening and assessment should be viewed as services- as part of the intervention process and not only as a means of identification and measurement.

AssessmentIntervention

Evaluation

Diagnostic assessment

Screening



2. Processes, procedures and instruments intended for screening and assessment should only be used for their specific purpose.

What is assessment?What is assessment?

• Why do we do assessments with children in our programs?

Assessment MethodsAssessment Methods• Observation

– Children– Children and Adults

• Informal and structured interviews – with children– with parents and child care providers

• Rating scales or questionnaires• Direct Assessment

Screening

Assessment

DiagnosticAssessment

Screening is a brief evaluation to identify which children need

further more in-depth assessment

Screening Screening

Sensitivity: Ability of the test to correctly identify children with developmental delay

Specificity: Ability of the test to correctly identify children without developmental

delays

ScreeningScreening

Assessmnt

Assessment is the process of obtaining information for the purposes of making evaluative decisions.

To identify child and family strengths and need and to propose strategies

for intervention.

AssessmentAssessment

Norm- referencedNorm- referenced• Focus on comparing a child’s performance

to other children (their relative development)

Criterion-referencedCriterion-referenced• Identify what skills a child has and had not

yet developed (compared to themselves)


Diagnostic approaches tend to identify whether a children have significant

symptoms of certain conditions

Diagnostic AssessmentDiagnostic Assessment

StandardizedStandardized

The standard materials used in each situation.

The standard method of presentation of materials in each situation



3. Multiple sources of information should be included in screening and assessment

Multiple sourcesMultiple sourcesScreening & Assessment

Tools

ParentsChild Care Providers

Child

Child in Different Child in Different EnvironmentsEnvironments

Child in the parkcommunity

Child Care settingFamilyChild



4. Developmental screening should take place on a recurrent or periodic basis. It is inappropriate to screen young children only once during their early years. Similarly, provisions should be made for reevaluation or reassessment after services have been made.



5. Developmental screening should be viewed as only one path to more in-depth assessment. Failure to qualify for services based on a single source of screening information should not become a barrier to further evaluation for intervention services if other risk factors (e.g. environment, medical, familial) are present.



6. Screening and assessment procedures should be reliable and valid.

• Reliability: how reliably an instrument or rater measures a variable

• Validity: the degree to which a test measures what it is intends to measure


What population was this test “normed” on?




7. Family members should be an integral part of the screening and assessment process. Information provided by family members is critically important for determining whether or not to initiate more in-depth assessment and for designing appropriate intervention strategies. Parents should be accorded complete informed consent at all stages of the screening and assessment process.



8. During screening or assessment of developmental strengths and problems, the more relevant and familiar the tasks and setting are to the child and the child’s family, the more likely it is that the results will be valid.

Which “shoe” will child Which “shoe” will child know?know?



9. All tests, procedures and processes for screening or assessment must be culturally sensitive.



10. Extensive and comprehensive training is needed by those who screen and assess very young children.

Some Common Some Common Screening ToolsScreening Tools• Ages & Stages Questionaire (ASQ)

• Parkyn Screen• Nipissing District Developemental Screen

(NDDS)• Denver-II• Developmental Indicators of the Activities

for Learning (DIAL-3)• Early Screening Inventory- Revised (ESI-R)• Brigance Screening

Ages & Stages Ages & Stages Questionnaire (ASQ)Questionnaire (ASQ)

• Squires, Potter, & Bricker (1999)• Publisher: Paul H. Brookes• Caregiver Report is the informant• Families and children between the

ages of 4 and 60 months

Ages & Stages Ages & Stages Questionnaire (ASQ)Questionnaire (ASQ)

Training Administration & Scoring Requirements:Questionairres are written at a 6th grade reading level

Each questionairre takes about 15 minutes to complete

Interpretation must be done by professionals or para professionals

Training materials provided in Users Guide and extra video is also available

No adaptation for individuals with disabilities

Ages & Stages Ages & Stages Questionnaire- Social Questionnaire- Social Emotional (ASQ-SE)Emotional (ASQ-SE)

Can be administered by parents, child care providers, and preschool teachers. If parents, staff should train parents

Designed to compliment the ASQ by providing information on social-emotional functioning for children 3 months to 66 months

Nipissing District Nipissing District Developmental Screen Developmental Screen

(NDDS)(NDDS)• 13 versions (1 month to 6 years)• Number of items 4 to 22• Vision, hearing, speech-language, gross

motor, fine motor, cognitive, self-help• English, French, Spanish, Chinese,

Vietnamese• Developed in Ontario during the mid 90s

Early Screening Early Screening Inventory- Revised (ESI-Inventory- Revised (ESI-

R)R)• Examines development in three major

areas:– Visual-Motor/Adaptive– Language and Cognition– Gross Motor

• Examine in each each area but you also get a total score


R)R)• Brief developmental screening instrument that

is individually administered to children ages 3 to 6 years.

• Designed to identify children who may be in need of special services to perform successfully upon school entry

• ESI-P: Preschool Version 3 yrs-4 yrs 6 mos• ESI-K: Kindergarten Version 4 yrs 5mos -5 yrs

6 mos.


R)R)• Visual-Motor/Adaptive

– Fine Motor– Eye Hand Coordination– Short term Memory

• Language & Cognition– Language comprehension– Verbal Expression– Reason & Count– Auditory Sequences

• Gross Motor

Common Developmental Common Developmental Assessment ToolsAssessment Tools

• Cognitive - Level C– Bayley Scales of Infant Development- 2nd Edition– Stanford-Binet Scales of Intelligence - 5th Edition– Wecshler Preschool & Primary Scale of

Intelligence - 3rd Edition– Kaufman Assessment Battery for Children - 2nd

Edition– Leiter - Revised

? Others you have seen ?

Bayley Scales of Infant Bayley Scales of Infant Development - 2nd Development - 2nd

EditionEdition• Designed for children from birth to 3

years, 6 months

• Includes a mental and a motor scale

• The mental scale measures cognitive, sensory, and early language skills but just gives you an overall score

Common Developmental Common Developmental Assessment ToolsAssessment Tools

• Language Tests– Peabody Picture Vocabulary Test - 4th

Ed– Expressive Vocabulary Test– Bracken Basic Concept Scale-Revised

• Multiple Domain Tests– Mullen Scales of Early Learning– Battelle Developmental Inventory - 2nd

Ed

Peabody Picture Peabody Picture Vocabulary Test - 4th Vocabulary Test - 4th

EditionEdition• Used with a wide age range starting at 2 years, 6 months to 90+

• Best thought of as measure of receptive language.

• The child has to point to the correct of 4 pictures.

• Used by psychologists and speech-language pathologists

Battelle Developmental Battelle Developmental Inventory, Inventory, 22ndnd Edition Edition

Jean NewborgJean NewborgRiverside Publishing/Nelson CanadaRiverside Publishing/Nelson Canada

Domains and Sub-domains Domains and Sub-domains of the BDI2of the BDI2

Attention and Memory

Reasoning and Academic Skills

Perception and Concepts

Gross Motor

Fine Motor

Perceptual Motor

Receptive Communication

Expressive Communication

Adult Interaction

Peer Interaction

Self-Concept and Social Role

Self-Care

Personal Responsibility

Motor DomainCommunication Domain

Personal-Social Domain

Adaptive Domain

Cognitive Domain

Some Common Criterion Some Common Criterion Referenced Assessment Referenced Assessment

ToolsTools• Gessell• Brigance Diagnostic Inventory of Early

Development- Revised• Assessment, Evaluation, and Programming

System (AEPS)• Hawaii Early Learning Profile (HELP)• Others?

Gesell Developmental Gesell Developmental SchedulesSchedules

• A developmental schedule used primarily with infants and very young children

• Examines fine and gross motor, communication, personal-social, and adaptive behaviors in children 4 to 72 months

• Developed to help describe key benchmarks.

• Will provide a Developmental Quotient (DQ) but mostly reported as age-equivalents.

Brigance Diagnostic Brigance Diagnostic Inventory of Early Inventory of Early

DevelopmentDevelopment• Direct child and parent assessment; parent observations

• Birth to 7 years of age• Training: The examiner should have

in depth knowledge of child development and be familiar with the manual procedures

Assessment, Assessment, Evaluation, and Evaluation, and

Programming System Programming System (AEPS)(AEPS)Bricker, Cripe, & Slentz (1993)

Paul H. Brookes

Assessment, Evaluation, Assessment, Evaluation, and Programming and Programming

System (AEPS)System (AEPS)• Observation, direct assessment, and parent/caregiver/therapist report

• Age Range (two versions): Birth to 3 years: 3 to 6 years

• Designed to be used on an on going basis to monitor progress

• Can be used by direct service personnel and specialists

Hawaii Early Learning Hawaii Early Learning Profile (HELP)Profile (HELP)

• Two versions - Birth to Three and Preschool (3 to 6 years)

• Areas include: cognitive (including receptive language), expressive language, fine & gross motor, self-help adaptive, and social.

• Allows for adaptations for students with special needs.

• Home and Center based formats

considerations in selecting developmental screening and assessment measures

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