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Development Assessment: Dr. Hodan Ahmed

Developmental assessment involves gathering information about a child's abilities, functioning, and learning capabilities. It aims to distinguish normal variations from signs of problems, identify needs for evaluation, and confirm disabilities. Assessments evaluate motor, language, cognitive, adaptive, and sensory skills using screening tests, evaluation tests, readiness tests, and observations. Screenings are brief and identify needs for referral, while evaluations confirm disabilities. Assessments should begin at birth and continue regularly to identify any delays or disorders early.

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123 views30 pages

Development Assessment: Dr. Hodan Ahmed

Developmental assessment involves gathering information about a child's abilities, functioning, and learning capabilities. It aims to distinguish normal variations from signs of problems, identify needs for evaluation, and confirm disabilities. Assessments evaluate motor, language, cognitive, adaptive, and sensory skills using screening tests, evaluation tests, readiness tests, and observations. Screenings are brief and identify needs for referral, while evaluations confirm disabilities. Assessments should begin at birth and continue regularly to identify any delays or disorders early.

Uploaded by

mukhtar abddi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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DEVELOPMENT ASSESSMENT

Dr. Hodan Ahmed


BACKGROUND
• Development is a series of changes that take
place in a child from conception through
prenatal period, early childhood, adolescence
to maturity
• The process is sequential and programmed
with little variation
• Development assessment is gathering
information about a child’s abilities, levels of
functioning and learning capabilities
OBJECTIVES

• To distinguish between normal variations in


development among children and early signs
of a developmental problem.
• To identify any need of referral for evaluation.
• To confirm the presence of a disability.
• To provide ongoing info about a child's
development
Aspects of Development
• 1. Motor: Fine Motor
Gross Motor
• 2. Neurodevelopment/speech and Language
• 3. Cognitive/mental
• 4. Adaptive/Personal-social
Components of assessment
In general
• Gross motor :use of large groups of muscle to sit, stand,
walk, keep balance
• Fine motor; using smaller groups of muscle e.g. pincer grip,
eating finger foods, writing, playing
• Language; body language, babbling, speaking,
communicating, understanding what others are saying
Cont;
• Cognitive; thinking skills, learning abilities,
understanding, problem solving, reasoning,
memory .
• Social development; interacting with others,
having relationships with family, friends,
teachers. Ability to recognize and respond to
the feelings of others
Special senses;
• Usually undertaken when a problem is
suspected
1. visual assessment
2. hearing assessment
• Specialists in the specific fields perform the
assessments using specific equipment
DEVELOPMENTAL MILESTONES.

• Gross Motor Milestones


– Month 2-4.5: Rolls Over
– Month 5-8: Sits without support
– Month 10-14: Stands Alone
– Month 14-20: Walks up steps
– Month 21-28: Pedals tricycle
– Month 30-44: Balances on one foot
– By age 6: Rhythmic skipping
– By age 8.5: Alternates foot-hop in place
• Fine Motor Milestones
– Month 4.5-7: Transfers cube hand to hand
– Month 8-12: Has neat pincer grasp
– Month 15-20: Builds tower of four cubes
– Month 18-24: Imitates vertical line
– Month 28-36: Copies circle
– By age 5 years: Draws a square
– By age 9: Draws cross with same dimensions
– By age 12: Draws three dimensional cube
• Social and Emotional Milestones
– Month 1.5-4: Smiles at others
– Month 4-9: Seeks primary caregiver
– Month 8-15: Stranger anxiety
– Month 10-15: Displays 2 or more recognizable emotions
– Month: 11-20: Exploratory play by self
– Month 21-36: Cooperative play in small groups
• Self Help Milestones
– Month 4.5-8: Feeds self crackers
– Month 10-14: Drinks from cup
– Month 13-19: Removes clothes
– Month 18-28: Washes and dries hands
– Month 30-42: Dresses without supervision
– Attained on average by age 4.5 years
• Rides a Bicycle with training wheels
• Colors inside lines
– Attained on average by age 5.5 years
• Ties shoelaces
• Prints first and last names
WHO PERFORMS THE ASSESSMENT?

• Pediatricians
• Child psychologists/ psychiatrists
• Educationists
• Language specialists
• Occupational therapists
• Audiologists
• Dev. Assessment specialists
WHEN SHOULD ASSESSMENT BE DONE?

• Ideally normal child development should start at birth then


3_4 days later on discharge from hospital
• The American Academy Of pediatrics recommends further
asses. At 1mo, 2mo, 6mo, 9mo, 12mo,15mo and 18mo.
Thereafter yearly up to 21yrs.
Developmental disorders
May present as delay or deviance
Neurodevelopmental disorders include the
following among others:
• Cerebral palsy
• Mental retardation
• Autism
• Hyperactivity (attention deficit disorder).
• Hearing impairment
• Learning disability
• Behavioural disorders.
Locally-----

• Diagnostic asses. is performed for treatment and follow up as


need arises not as a routine
TYPES OF DEVELOPMENTAL ESSESSMENTS

• SCREENING TESTS
• EVALUATION TESTS
• READINESS TESTS
• OBSERVATION ASSESSEMENT
• PERFORMANCE ASSESSMENT
SCREENING TOOLS
Non diagnostic brief general assessment.
Play based test of skill, good for assessing
developmental milestones. They include a
questionnaire for caregivers and can identify
need of referral for evaluation in cases
delayed milestones
Examples….
• Denver Development Screening Test (DDST);
test of motor, language and inter personal
skills of children 0-6 yrs
• The Brazelton Neonatal Behavioral
Assessment Scale (NBAS) ; the most used
newborn behavioral examination. Tests a wide
range of behavior in 0-2mo infants e.g.
response to light, sound, touch.
Others
• The Ruth Griffiths scales _ Abilities of Infants
and young children; A large very
comprehensive tool that is multi purpose as a
screening ,Evaluation and diagnostic tool.
Cont…
• The clinical Newborn Behavioral Assessment
(CLNBAS) ;
Focuses on temperament and is designed
to develop parent- infant and clinician-family
relationship.
• Arnold I. Gessel test
• Nancy Bayley scales of infant development
More…
• Bayley scales of mental and motor development;
measures attention, arousal, orientation, engagement,
emotional regulation and test-taking behavior
• Peabody Development Gross Motor scale for infants
• And many others not very different from these
DETAILED ASSESSMENT TESTS and TOOLS

1. EVALUATION TESTS;
Done to confirm the presence of disability.
Lengthy in-depth assessment of a child’s
skills
Administered by trained professionals e.g.
psychiatrists/psychologists using specific
tools for conditions like Autism, ADHD
READINESS TESTS
Dev assess; kindergarten and preschool
readiness
• Pediatric Examination of Education Readiness
at middle childhood
• Preschool Development assessment .. Help to
identify children with developmental,
behavioral or health problems
• others
LANGUAGE TEST
• Early Language Milestone (ELM) scale
measures language development in 0-3yr olds
• Peabody Picture Vocabulary Test;
measures vocabulary in 2.5-4yr olds and is
sometimes used for screening
SPEECH AND HEARING TESTS
• EARLY SPEECH PERCEPTION TEST
• Joliet 3 min preschool speech and language screen
• Children Articulation Test
• Clinical evaluation of language
• Fundamental phonological assessment of child speech
INTELLIGENCE TESTS
• They attempt to measure a child's ability to
learn
• Results are represented on a scale, as mental
age or as an intelligence quotient (IQ)
• There are many such tests all imported from
Europe and USA but NON made for the African
child in rural Africa
EXAMPLES
• STANFORD BINNET INTELLIGENCE SCALE FOR AGES 2YRS-
ADULT
for scoring verbal reasoning, abstract and visual reasoning,
quantitative reasoning and short term memory
• Wechsler intelligence scales
• Differential abilities scale (DAS);
for overall cognitive ability and specific abilities in children
2.5-17yrs11mo
LIMITATIONS
• Children have short attention span
• Discrimination in interpreting results
• Over testing over screening
• Different environment and exposure may
affect results
• Tests may be misused as they relay heavily on
the assessor who is ONLY human
• 80% of the world disabled population live in
3rd world.
• Western developmental assessment tools can
be tailored for use in non western settings.
Principles for early identification of
developmental and emotional problems:
• 1.Parents are accurate observers of the child’s
behavior.
• 2. No child is too young for audiologic tests.
• 3.Risk factors are additive.
• 4.Discomfort, fatigue, may affect test results
thus re-screening is appropriate.
• 5.Follow up assessment and intervention is
CRITICAL

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