Denver ii assessment example

ESI-R is designed to be a brief developmental screening tool that accurately identifies children who may need special education services in order to perform successfully in school. It enables programs to quickly address any possible learning blocks, such as developmental delays, learning problems, or lack of school preparedness. It is appropriate for use with children 3 to 6 years of age. It can be used in programs where it is advisable to identify early those children who are or might be at risk for school competency.

Items are appropriate to the age range. Two-thirds of the items are administered at a table and the remainder are performed standing. Parents are present for the test administration and fill out Parent Questionnaire, which is used for supplementary information. It has been normed with a culturally diverse sample and has been administered successfully to children from differing ethnic and cultural backgrounds.

The inventory is available in Spanish. Individuals who have some background in early childhood behavior and development can administer the scale, such as teachers, students of child development, school psychologists, or allied health professionals. Experienced paraprofessionals have also been successfully trained to administer the scale.

Training tapes and a manual are available from the publisher. After reading the manual and viewing the tapes, the trainee undergoes supervised practice. On-site training is also available through the publisher. Administration takes minutes. The inventory was standardized and validated on children, many of whom were enrolled in Head Start.

Reliability data indicate that the inventory is a highly stable and consistent screening device. The test accurately identified 9 out of 10 students who were "at risk" of school problems and also correctly excluded most students who were not at risk from further assessments. This indicates that the tool has good sensitivity and specificity [1]. It focuses on abilities and does not make the parent or child feel that the child has "failed". It can be administered quickly.

Administrator needs background and experience in early childhood behavior and development. Rebus, Inc. The Zero-to-Five Dissemination project has not reviewed these instruments in detail; therefore we recommend that you visit the organization's website or contact the publishers for additional information and references. The Society also publishes recommendations on tools for behavioral screening.

Bayley Neurodevelopmental Screen BINS Age range: months Content: The test administrator assesses neurological processes reflexes, tone , neurodevelopmental skills movement, symmetry , developmental accomplishments object permanence, imitation, language.

BRIGANCE Screens Age range: months Content: This performance-based test taps the areas of speech-language, motor, readiness and general knowledge among younger children; also addresses skills in reading and math among older children. Delayed items : The child fail or refuses an item that falls completely to the left of the age line.

By: Alexander Komala. Thanks for the refresher course. It has been a while since I screened children using the Denver II. I am about to apply for job using a standardized test for Language development. I wanted to be able to accurately explain the tool I previously used. Even today the tool is used in many countries.

However, it is a rather old tool and it is important to remember that these are just screening tests. If any problem is encountered, further evaluation is necessary, with many validated tests out in the market. In any case, you can find the Denver table below, as well as the CDC milestones that are somewhat similar if you want, click in one of the links to go straight to the desired age: 2 months , 4 months , 6 months , 9 months , 1 year , 18 months , 2 years , 3 years , 4 years or 5 years.

Next was the Indicate Wants test, this one Jordyn indicates what she wants but it is through crying that it is known she wants something. When leaving after spending the afternoon with Jordyn and Cassandra upon waving to Jordyn and saying bye — bye she just smiled and got giddy but no attempt to wave was made.

Cassandra also commented that her daughter was not waving goodbye to people just yet. Having three consecutive failures in a section we moved to testing Jordyn in the Fine Motor — Adaptive section. Following to Midline, Past Midline and degrees all were passed by Jordyn. It took a little time since she kept getting distracted, so the test would be stopped in order to get her focus back on the string.

Her grasp is strong especially when a rattle is allowed to be in her hands. A rattle was touched to the tips of her fingers, upon feeling this she grabbed the rattle and held on for several moments. According to her mother Jordyn was able to accomplish this at three months of age. When Jordyn was placed on her back without her mother holding her she would bring her hands together at her mouth. Another test that was performed to test her development in the fine motor adaptation was placing a raisin on the table and seeing if Jordyn would clearly look at the object.

She clearly looked at the raisin for several minutes, when the raisin was picked up and moved closer to her, Jordyn picked up the raisin using a raking motion.

This raking motion uses the whole hand to pick an object up. She also looked for the red yarn that was dropped in front of her. Another test that was performed was Pass Cube, this test in order to pass the child had to pass a block form one hand to the other. In passing the block the child is not allowed to use his body, mouth, or the table that is there.

Jordyn at first was unsure of what to do with the block, but after presenting a second block to that same hand she transferred the first block in order to obtain the second block.

When two blocks were placed in front of her, she picked up both blocks. It took a lot of encouragement to get her to attempt this, but she did so after a while. She was able to pass all of these tests until the Thumb — Finger Grasp was attempted, she can pick up the raisin. However, Jordyn can still only pick up the raisin through a raking phase.

Upon testing her on banging the two cubes together, she failed. Jordyn is able to bang the pots or lids that her mom places in front of her but not the small objects that are presented. She is still not able to place a block in the cup, even after her mother demonstrated for Jordyn.

After having these three consecutive fails we attempted the Language section of the Denver II Screening. Jordyn is quite the talker as soon people were present she started verbalizing, oohing, and aahing. The oohing and aahing started when she was about three to four weeks old.

She was constantly laughing or squealing throughout the afternoon. She also responded by turning to the sound of her name being called out softly behind her head. She speaks single syllables and imitates speech sounds.

She imitated kissing sounds that her mother was making towards her. While being present and testing Jordyn she never said mama or dada. When Cassandra was asked if she says either name it was reported that Jordyn says both. She is also able to combine her syllables as reported by her mother.