Devlopmental Screening and Standardized Assessment of the Pediatric client

Question 1

Why are standardized assessments used in pediatrics?

Answer 1

Objectively measure (motor) skills and knowledge.
Determine child's level of development and functioning
Identify impairments and functional limitations
Helps establish diagnosis, prognosis, plan of care.
Select appropriate interventions and services.
Support goals, interventions, and outcomes
Determine/document progress, revise interventions
Determine eligibility for services.

Question 2

What developmental domains get standardized tests?

Answer 2

Cognitive ability, communication, motor/physical skills, adaptive skills, social emotional and behavioral functioning, sensory processing, hearing

Question 3

What are components of developmental screening?

Answer 3

Standardized testing of all domains
Curriculum based assessments
Observation of child at informal or structured play and of parent child interactions.
Parental interview to elicit their concerns, obtain a history of the child’s early development, and gather info about the child’s current level of functioning
Review child’s records (health, education, daycare, etc) and family medical history

Question 4

What are the two types of standardized assessments?

Answer 4

Norm referenced

Criterion referenced

Question 5

What are norm reference tests?

Answer 5

Based on skill level sample of children; child is compared to the sample

Question 6

What are criterion reference tests?

Answer 6

Based on child’s performance on specific test items

Question 7

What are norm referenced tests used to determine?

Answer 7

Program eligibility

Question 8

What are characteristics of norm referenced tests? (4)

Answer 8

Standardized on groups of normal children
Compares child’s performance against a known group performance
Considered discriminative measures: used to see if they have deviations from normal standard (identify kids with delays)
Deviations from normal distribution are determined

Question 9

T/F: norm referenced assessments compare a kids performance against themselves?

Answer 9

False: They compare their performance against a known group performance

Question 10

What are characteristics of criterion referenced assessments?

Answer 10

Consists of series of skills measured against a set criteria for performance.
Compares child to himself
Evaluative measure
Measures progress- used to determine child’s performance against previous performance on same measure

Question 11

What is use for criterion referenced assessments?

Answer 11

May be used for program planning or to track change over time

Question 12

T/F: Criterion referenced assessments compare kids performance to themselves?

Answer 12

True

Question 13

What are considerations for choosing an assessment?

Answer 13

purpose
What the test measures
Child’s age
Developmental or functional areas to be examined
Standardization sample
Setting
Reliability- produces consistent, repeatable results
Validity- measures what they are supposed to measure

Question 14

What are some of the most common types standardized assessments used?

Answer 14

Infant neurological international battery (Infanib)
Alberta infant motor scales (AIMS) and Motor Assessment of the Developing infant
Bayley scales of infant and toddler development, 3rd edition (BSID-III)
Peabody Developmental Motor scales- 2nd edition (PDMS-2)
Gross Motor Function Measure (GMFM)
Pediatric Evaluation of Disability Inventory (PEDI)
Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2)
School Function Assessment (SFA)

Question 15

What does the Infant Neurological International Battery measure, what’s age range, what is its reference?

Answer 15

Age: 1-18 months, at risk infants including those born prematurely
Criterion referenced
Tests: spasticity, vestibular function, head and trunk control, French angles, and legs
Used to determine normal and abnormal neuromotor function

Question 16

What does Alberta Infant Motor scales and Motor assessment of the developing infant measure, what is age range, what is its type of reference?

Answer 16

Age: birth to 18 months
Norm referenced
Identifies infants and toddlers with gross motor delay and evaluates gross motor maturation
Observation of gross motor skills in 4 positions: prone, supine, sitting, standing

Question 17

What is age range, reference, and purpose for Bayley Scales of infant and toddler development?

Answer 17

Age: 1-42 months
Norm referenced
Assesse adaptive behavior, cognitive, language, motor (gross and fine), and socio-emotional development
Commonly used in early intervention and research
Determine developmental delay

Question 18

What is age range, reference, and purpose for Peabody developmental motor scales?

Answer 18

Age: birth-6 years
Norm referenced
Assessment of gross and fine motor skills
Commonly used in early intervention services to determine eligibility for services

Question 19

What are 6 subtests for Peabody developmental motor scales?

Answer 19

Reflexes, stationary, locomotion, object manipulation, grasping, and visual motor integration

Motor quotient determined to estimate overall motor abilities

Question 20

What is age range, reference, and purpose of Gross motor function measure?

Answer 20

Age: birth to 16 years (5 months -16 years)
Criterion referenced
Assess gross motor function in children with CP
Common assessment to determine quality of movement in children with CP
Can have GMFM 88 for kids with down syndrome

Question 21

What is age range, reference, and purpose of Pediatric evaluation of disability inventory?

Answer 21

Age: 6 months to 7.5 years
Norm referenced
Parent interview to determine self care (grooming, dressing, bathing, and toileting); mobility (including transfers), social function (communication, social interaction, household and community tasks), and need for modifications and assistance

Question 22

What is age, reference and purpose of bruininks-ostetsky test of motor proficiency?

Answer 22

Age: 4-21 years
Norm referenced
Test of fine and gross motor skills

Question 23

What are subscales for bruininks ostetsky test of motor proficiency?

Answer 23

Running, speed and agility, balance, bilateral coordination, strength, upper limb coordination, response speed, visual motor control, and upper limb speed and dexterity

Question 24

What is age, reference, and purpose of school function assessment?

Answer 24

Age: children with disabilities K-6
Criterion referenced
Assess activity and function in school setting
Judgement based interview to determine child’s participation in all aspects of school environment (task supports needed to function in school, activity performance of school related activities, physical tasks- changing position, manipulation, using materials, eating, and written work, cognitive and behavioral tasks)

Question 25

What is the gross motor functional classification system (GMFCS)?

Answer 25

Standardized method used to classify gross motor function in children with CP ages 1-18 months Five level system Valid and reliable

Question 26

What are the differences in levels of the GMFCS?

Answer 26

Functional limitations Use of assistive mobility devices (walkers, canes) Use of wheeled mobility device Quality of movement

Question 27

What are the levels of the GMFCS?

Answer 27

Levels 1-V: one is the highest level of function, 5 is the lowest level of function Group kids with CP by level of disability

Question 28

What are the separate descriptions for five groups in the GMFCS?

Answer 28

``` Before 2n bday Between 2nd and 4th bday Between 4th and 6th bday Between 6th and 12th bday Between 12th and 18th bday ```

Question 29

What is GMFCS level where child is able to perform all activities of age matched peers with some difficulties with speed, balance, and coordination?

Answer 29

Level 1

Question 30

What is GMFCS level where child requires support when negotiating uneven surfaces or stairs?

Answer 30

Level 2

Question 31

What is GMFCS level where child is independent walking but requires assistive device and also may need wheelchair for longer distances?

Answer 31

Level 3

Question 32

What is GMFCS level where child is non ambulatory, and may weight bear for transfers and use a walker for exercise purposes?

Answer 32

Level 4

Question 33

What is GMFCS level where child is non ambulatory, no functional weight bearing, usually totally dependent on caregivers?

Answer 33

Level 5

Question 34

Do you have to adjust for prematurity?

Answer 34

Yes. Convert weeks early to months and then subtract from chronological age to get adjusted age. Only done for kids less than 24 months chronological age

Question 35

What are characteristics of test administration for PDMS?

Answer 35

Competency- thorough understanding of test administration, scoring and interpretation Test must be administered exactly as specified for test to be valid Do not need to memorize assessment, use manuals as directed

Question 36

T/F: you just use info you get from assessment to make a decision for treatment for kids?

Answer 36

False: use info from PT exam/eval AND info from standardized assessments to support decision making for intervention and services

Question 37

What is scoring for PDMS?

Answer 37

2: child performs the item according to criteria specified for mastery 1: child's performance shows clear semblance to item mastery criteria but does not fully meet criteria 0: child can't or will not attempt the item or the attempt does not show that the skill is emerging

Question 38

How do you calculate final score for PDMS?

Answer 38

Start at child's age Test until child scores 3 zeros in a row (ceiling level) Score all items after ceiling zeros for each item. Go back up and find last three 2's before a zero or one (basal level), score all items above basal level 2 for each item Add up scores for each subtest (raw score)\ Convert raw score to age equivalent, percentile and standard score. Then find sum of standard scores Then find quotients and percentiles Then plot standard scores for each subtest on graph

Question 39

What is basal, ceiling level?

Answer 39

Basal: item preceding first failed item Ceiling: item representing most difficult success item

Question 40

What is raw score, standard score, percentile score?

Answer 40

Raw: number of test items correct Standard: expressed in terms of deviations, used to express deviation or variations from the mean score of a group Percentile: used to indicate number of children of same age expected to score lower than the child

Question 41

What is percentage, age equivalence, developmental quotient?

Answer 41

percentage: passed items out of total measured Age equivalence: performance of child is compared with the mean age when 50% of kids would have mastered those skills Developmental quotient: ratio between child's actual score based on developmental age achieved on the test and child's chronological age