2. INTRODUCTION
PRINCIPLES OF DEVELOPMENT
GOALS OF DEVELOPMENTAL ASSESSMENT
DIFFERENT DOMAINS OF DEVELOPMENT
ASSESSMENT OF DEVELOPMENT
SCREENING TESTS
DEFINITIVE TESTS
DEVELOPMENT QUOTIENT
CONCLUSION
NORMAL DEVELOPMENTAL MILESTONES NOT
DISCUSED HERE.
3. DEVELOPMENT SPECIFIES MATURATION OF
FUNCTIONS.IT IS RELATED TO MATURATION
AND MYELINATION OF NERVOUS SYSTEM AND
INDICATES ACQUISITION OF A VARIETY OF
SKILLS FOR OPTIMUM FUNCTIONING OF THE
INDIVIDUAL.
DEVELOPMENTAL ASSESSMENT INCLUDES
EARLY IDENTIFICATION OF PROBLEMS
THROUGH SCREENING AND SURVILLANCE.
4. IT IS A CONTINUOUS PROCESS FROM CONCEPTION
TO MATURITY
DEVELOPMENT IS INTIMATELY RELATED TO THE
MATURATION OF CENTRAL NERVOUS SYSTEM
THE SEQUENCE OF DEVELOPMENT IS IDENTICAL IN
ALL CHILDREN BUT THE RATE OF DEVELOPMENT
VARIES FROM CHILD TO CHILD
PROCESS OF DEVELOPMENT PROGRESSES IN A
CEPHALO CAUDAL DIRECTION
PRIMITIVE REFLEXES HAVE TO BE LOST
INITIAL DISORGANIZED MASS ACTIVITY IS
REPLACED BY SPECIFIC AND USEFUL ACTIONS
5. THE GOAL OF DEVELOPMENTAL ASSESSMENT IS
NOT ONLY TO GENERATE A DIAGNOSIS BUT
ALSO TO ANALYSE THE PATTERN OF
STRENGTHS AND WEAKNESS IN ORDER TO
DIRECT TREATMENT.
6. FOLLOW UP OF HIGH RISK NEONATES FOR
EARLY DETECTION OF CEREBRAL PALSY
ADDOR MENTAL RETARDATION
COMPLETE EVALUATION OF CHILDREN WITH
DEVELOPMENTAL,CHROMOSOMAL OR
NEUROLOGICAL DISORDERS
TO DIFFERNTIATE CHILDREN WITH
RETARDATION IN SPECIFIC FIELDS OF
DEVELOPMENT AS OPPOSED TO THOSE WITH
GLOBAL RETARDATION
8. GROSS MOTOR
FINE MOTOR
PERSONAL AND SOCIAL
LANGUAGE
VISION
HEARING
9.
10. DEVELOPMENTAL MILESTONES SERVE AS AN
IMPORTANT BASIS OF MOST STANDARDIZED
ASSESSMENT AND SCREENING TOOLS
TWO SEPARATE DEVEVELOPMENTAL
ASSESSMENT OVER TIME ARE MORE
PRODUCTIVE THAN A SINGLE ONE
11. WHETHER PARENTS ARE CONCERNED OR NOT
RIGHT QUESTIONS
AGE SPECIFIC QUESTIONS
CHECK DOUBTFUL REPLY
CHECK THE ANSWERS ABOUT ONE MILESTONES
BY ANOTHER AND BY EXAMINATION
12. FAMILY HISTORY-FIRST, SECOND AND THIRD
DEGREE RELATIVE
SOCIAL HISTORY-CAPACITY TO COPE WITH A
CHILD WITH DISABILITY
13. Should be done in a place free from
distractions
Child should not be – hungry, tired, ill or
irritated
Playful mood with mother around
Adequate time to make child & family
comfortable
Carry a development kit
15. Test for reading ,arithmatic function
Test for deafness and physical examination
Vision by 3-5 years of age
Intelligence assessment
16. Ten one inch cubes
Hand bell
Simple formboard
Goddard formboard
Coloured and uncoloured geometric forms
Picture cards
Cards with circle,cross,sqare,triangle and
diamond drawn on them
Patellar hammer
Paper
Pellets(8mm)
17. GENERAL EXAMINATION- weight, height and
head circumference, malnutrition ,pallor,
rickets and dysmorphic facies
SYSTEMIC EXAMINATION-cns
BONES AND JOINTS-deformities and
contracture
NEURO MUSCULAR EXAMINATION IN INFANTS-
tone, deep tendon reflex , primitive reflex
and postural reflex.
18. -
Adductor angle
Heel to ear
Popliteal angle
Dorsiflexion angle of foot
Scarf sign
21. The acquisition of gross motor skills
the development of fine motor
skills
Both process occur in fashion
-head control precedes arm and hand control
-followed by leg and foot control
22.
23.
24.
25. Observe exploration and free play and
initiation of response to social games like
peek a boo
Note initiating interaction and responding to
parent/examiner/other children and use of
eye contact and gestures
26.
27. Observe vocalization and gestures to attract
others attention, to indicate needs . in
response to others vocalization and to share
emotion
Note speech quality ,use of language to
express and responding to conversation
28.
29. BERA hearing test done at birth
Ability to hear correlates with ability to
pronounce words properly
Ask about the h/o otitis media
Repeat hearing screening test
Speech therapist if needed
30.
31. New born-Follows red ring through 45*
4 weeks-Follows red ring through 90*
3 months--Follows red ring through 180*
4months- Follows red ring through 360*
3-5months-hand regard
5 months-excitement to see food being
prepared
32. Object permanence
Causality
Imitation
Colour and shape recognization
Language mainly receptive
Fine motor
33. IT IS A BRIEF,FORMAL,STANDARDIZED
EVALUATION AID IN THE EARLY IDENTIFICTION
OF THE PATIENT WITH
DEVELOPMENTALBEHAVIOURAL DELAY
TYPES-
Informal screening
Routine formal screening
Focused screening-more important in high
risk infants.
34.
35. -INFANIB
-childhood autism rating scale(CARS)
Modified checklist for autism in toddler(M-CHAT)
-Brigance pre school skills test
-child behavior check
list(CBCL)
Early childhood interventory-3-6 yrs
Child and adolescent symptom inventory>6YRS
-conners rating scale(CRS)
36.
37. talScreening
Test II
Neuro-
developmen
tal
Screen (BIN
S)
Developmen
tal Status
(PEDS)
questionnai
re (ASQ)
II/ III
AGE FORMAT 0-6
yearsDirectl
y
administere
d
3-
24 monthDir
ectly
administere
d
0-8
yearsParent-
report
1 -66 /3- 66
mParent
report
0-9 y/ 12
y11m Parent
report
SCREENSDO
MAINS
Expressive &
receptivelan
guage, gross
motor, fine
motor,
personalsoci
al
Neurological
processes,
expressive
and
receptive
functions&
cognitive
Cognitive,
expressive&
receptive
language
fine & gross
motor,
social-
emotional,
behavior,
self-help&
school
Communicat
ion, gross
motor, fine
motor,proble
m-solving,
andpersonal
adaptive
skills
Physical,
Self-
help/ Adap
tive,
Social/Social
-
emotional,A
cademic/
cognitiveand
Communicat
ion
ITEMS 125 11-13 10 22-36 186180
SCORINGRE Normalabno High/low/m Low/mediu Pass/fail Total score
38.
39. FACTORS BARODA
DEVELOPMENTA
L SCREENING
TEST(BDST)
TRIVANDRUM
DEVELOPMENTA
L SCREENING
CHART(TDSC)
ICMR PSYCHOSOCIAL
DEVELOPMENTAL
SCREENING TEST
DEVELOPED
FROM
BAYLEY SCALE
OF INFANT
DEVELOPMENT,N
ORMATIVE DATA
FROM INDIAN
CHILDREN
BAYLEY SCALE
OF INFANT
DEVELOPMENT(B
ARODA NORMS)
PROGRAMME FOR
ESTIMATING AGE
RELATED CENTILES
USING PIECE WISE
POLYNOMIALS
AGE 0-30 MONTHS 0-24 MONTHS 0-6 YEARS
FORMAT 54 ITEMS 17 ITEMS PARENTS INTERVIEW
64 ITEMS
DOMAINS MOTOR AND
COGNITIVE
MENTAL AND
MOTOR
GROSS
MOTOR.VISION,HEARI
NG,FINE MOTOR AND
SOCIAL SKILLS
SCORING/RESUL
TS
AGE
EQUIVALENT
AND
DEVELOPMENT
QUOTIENT
WITHIN AGE
RANGE
3RD,5TH,25TH,50TH,75T
H,95THAND 97TH
CENTILE.SIGNIFICANT
DELAY IN <3RD
CENTILE(2SD)
43. BRIEF,SIMPLE AND PSYCHOMETRICALLY
STRONG FOR ANGANWADI
TO DIFFERENTIATE THOSE WHO ALREADY
HAVE DELAYS AT 2.5 YEARSFROM THOSE WHO
ARE AT RISK OF DEVELOPMENTAL DELAY
REGULAR DEVELOPMENTAL ASSESSMENT AT
3.5YRS,4.5YRS
44. This tool has been developed and validated
at Child Development Centre,
Thiruvananthapuram, Kerala. It is a
functional assessment of pre-school children
between 4 – 6 years. It is a guideline to pre-
school teachers as to the individual child’s
holistic development. It serves as a screening
tool to identify pre-school children who
needs one-to-one instructions.
45. Assessment of infant and pre school children
125 items
4 categories-gross motorfine motor or
adaptivelanguagepersonal or social
Items are arranged in chronological order
according to the ages at which most children
pass them
Performance rated as PASSCAUTIONDELAY
46. Gold standard for developmental evaluation
Two scales-mental and motor scale
Mental development index –MDI
Psychomotor development index -PDI
47.
48. If screening tests or clinical assessment are
abnormal
Some common scales
Bayley scale for infant development II
Wechsler intelligence scale for children IV
Stanford-Binet intelligence scales , 5th editn.
Developmental Activities Screening Inventory
49.
50. Intelligence testing for ages 2-23 years and
beyond
Yields intelligence quotient(IQ)
standardized scoring
Composite mean 100 with SD 16
51. DESCRIPTION
Intelligence testing
Mean score-100 with SD 15
Gives verbal and performance score
Broken into subsets each with a mean of 10
AGE SPECIFIC WECHLER TEST
Wechsler preschool primary scale
intelligence(WPPSI-R)-3-7 YEARS
Wechsler intelligence scale for children(WISC 3)-
6-16 YEARS
Wechsler adult intelligence scale(WAIS-R)->16
YEARS
52. Age range in years-birth to 5 years
Method of administration/format-
Individually administered informal screening
measure,may be presented as non-verbal
test
67 tests
Yield development quotient
Time-25-30 min
Sub scales-developmental quotient
53. DQ=developmental agechronological age*100
For The infants who were born prematurely
should the chronological age should be
corrected during the gestational age till 2yrs
of life
Interpretation-
>=85-normal
71-84-mild to moderate
<=70-severe delay
54.
55.
56. Rolling prior to 3 months-EVALUATE FOR
HYPERTONIA
Persistent fisting for 3 months-NEUROMOTOR
DYSFUNCTION
Failure to alert to environmental stimuli-
SENSORY IMPAIREMENT
57. Poor head control-HYPOTONIA
Failure to reach for objects for 5 months-
MOTOR,VISUAL OR COGNITIVE DEFECTS
Absent smile-VISUAL LOSS,ATTACHMENT
PROBLEMS,MAJOR MATERNAL
DEPRESSION,CHILD ABUSE OR NEGLECT
58. Persistence of primitive reflex after 6 months-
NEUROMUSCULAR DISORDER
Absent babbling for 6 months-HEARING DEFECT
Absent stranger anxiety by 7 months-MULTIPLE
CARE PROVIDERS
Inability to localize sound by 10 months-
UNILATERAL HEARING LOSS
Persistent mouthing of object by 12 months-
LACK OF INTELLECTUAL CURIOSITY
59. Lack of consonant production by 15 months-
MILD HEARING LOSS
Lack of imitation by 16 months-HEARING OR
COGNITIVE OR SOCIALIZATION DEFECT
Hand dominance prior to 18 months-C/L
WEAKNESS WITH HEMIPARESIS
Inability to walk up and downstairs by 24
month-LACK OF OPPPORTUNITY MORE THAN
MOTOR DEFICIT