Measures of Infant and Early Childhood Development Pertemuan 13 Matakuliah : Psikologi Diagnostik Tahun : 2010 Measures of Infant and Early Childhood Development Pertemuan 13

Developmental Evaluation Developmental evaluation is necessary to determine whether children qualify for such intervention services. Improved survival rates of biologically at-risk infants who have a higher probability of subsequent problems have also heightened interest in developmental testing (Aylward, 2002). Identification of children with developmental problems affords the opportunity for early intervention, which enhances self-righting or prevents additional deterioration. Bina Nusantara University

Levels of Developmental Evaluation Prescreening (e.g., Child Development Inventories, Ages and Stages Questionnaire) Screening tests (e.g., Bayley Infant Neurodevelopmental Screener, BrackenBasic Concepts Scale-Revised Brigance Infant and Toddler Screen) An assessment (e.g., Gesell Developmental Schedules/ Cattell Infant Intelligence Test, Griffiths Developmental Scale, Bayley Scales of Infant Development, Mullen Scales of Early Learning) Screening tests administered to whole populations of children, the purpose being early identification of those with unsuspected deviations from normal. generally do not provide a diagnosis, nor do they accurately portray a child’s functional levels (i.e.,provideage equivalents) focused screening administered to an infant or young child who is highly suspect with regard to developmental status, Prescreening the process by which a caretaker report or a short, structured interview is used to identify infants who will need further hands-on screening An assessment more definitive and conclusive and involves the use of a more detailed and lengthy instrument, usually in conjunction with evaluations made by other professionals Bina Nusantara University

Pragmatic Issues sensitivity and specificity Areas/streams of development (motor, language, cognitive, adaptive) Sensitivity, the true positive rate of a screening or assessment instrument, measures the proportion of children with a developmental problem who are also identified by the test Specificity, the true negative rate of the test, measures the proportion of children who have no developmental problems who also are identified as normal by the test; the tests identify such children as normal 2. Development can be conceptualized as falling into four areas or streams: • Motor (gross, fine) • Language (receptive, expressive, articulation) • Cognitive (problem solving, object permanency, imitation, planning, understanding cause-effect relationships) • Adaptive/personal-social (self-help skills, interactions). Bina Nusantara University

Conceptual Issues involve testing considerations that influence prediction and interpretation of results, include: Continuity in Function Canalized Behaviors Integrated Functions Testing Concerns Continuity in Function Whether there is continuity in developmental functions, and whether normal development at one age is predictive of later, normal development. Canalized Behaviors a number of behaviors assessed early in life are species-specific, prewired, and self righting Integrated Functions the integration of abilities and the functional units of the brain that control them are critical and provide the best window through which to view and predict development. An individual function is not complex nor is it predictive of later functioning Testing Concerns rapidly expanding behavioral repertoire of the infant and young child, and the corresponding divergence of cognitive, motor, and neurological functions refusals and uncooperative behavior Bina Nusantara University

Bayley Scales of Infant Development Bayley, working on the Berkeley Growth Study, developed the California First Year Mental Scale (1934) followed by the California Infant Scale of Motor Development (1936) In the 1950s and 1960s precursors of the Bayley Scales of Infant Development (BSID; Bayley, 1969) The BSID was the reference standard (gold standard to some) in the assessment of infant development, being administered to infants 2–30 months of age Bina Nusantara University

BSID – Theoretical Basis Theoretically eclectic assessment that borrowed from different areas of research (Aylward, 1997a). It contains three parts: the Mental Developmental Index (MDI) the Psychomotor Developmental Index (PDI), and the Infant Behavior Record (IBR). The MDI assesses perceptual abilities, object permanence, memory, problem-solving skills, imitative abilities, and early symbolic thinking (Aylward, 1994). PDI provides evaluation of gross and fine motor development; whereas the IBR includes a general assessment of social, behavioral, and emotional functioning. Bina Nusantara University

BSID - Administration Standardized materials and standardized administration are critical for making comparisons to established norms; and deviation vitiates such a comparison. Determine whether the infant’s success on an item is purposeful/intentional rather than serendipitous Examiner’s effort to obtain a response (too many attempts facilitates teaching to task), patterns of refusals, and use of testing of limits in the case of splinter skills is helpful. Differences between cognitive and motor scores should not be overlooked Bina Nusantara University