1. Mullen Scales of Early Learning
Stephen R. Hooper, Ph.D.
University of North Carolina
School of Medicine

2. Advanced Organizer Mullen characteristics and features
Materials needed
Administration guidelines
Record form completion
Scoring considerations
Individual scales

3. Characteristics of the Mullen
A revision of the Mullen Scales of Early Learning
Individually administered
Age ranges from birth through 68 months
The Mullen is untimed, but administration time varies depending on age and other child characteristics (typically 15 minutes for 1-year olds, 30 minutes for 3-year olds, and 60 minutes for 5-year olds.

4. Characteristics of the Mullen
Taps five key domains:
Gross Motor
Visual Reception
Fine Motor
Receptive Language
Expressive Language
Provides standard scores (M = 50, SD = 10), percentile ranks, and age equivalents for each of the five domains and the single composite (M = 100, SD = 15).

5. Characteristics of the Mullen
Must obtain a basal (a criterion in which all items below it are assumed to be passed) and a ceiling (a criterion in which all items above it are assumed to be failed) on each scale.
A basal level of 3 consecutive items with at least a 1-point score.
A ceiling level of 3 consecutive items with scores of 0.

6. Features of the Mullen Scales
High interest materials
Provides a profile of cognitive abilities
Provides a wide range of scores
Based on developmental theory
Can be used for special education eligibility placement as well as individualized program planning.

7. Materials You Need to Supply
3 or 4 Cherrios
Crayon
Several sheets of 81/2” x 11” white paper
Several sheets of 51/2” x 81/2” white paper
Several sheets of 8” x 8” paper
Several strips of 1” x 4” construction paper
Several strips of 2” x 6” construction paper
10-foot colored tape or white chalk line

8. Materials You Need to Supply
1 nickel
1 dime
1 quarter
10” to 12” ball
6” high bench
Staircase or portable stair unit of at least 4 to 6 steps
Additional toy or toys

9. Administration of the Mullen: General Guidelines
Gather information as quickly as possible on how the child learns--level of attention and ability to imitate help in this regard
Observe the infant for their receptive and expressive capabilities
Provide positive reinforcement and encouragement, but don’t give hints
Do not over verbalize
Try to control the pace of the testing

10. Administration of the Mullen: General Guidelines
The testing room should be appropriate to the age of the child (e.g., a table for an infant, small table/chair for preschoolers)
Have all necessary testing materials
Positioning is critical (listed on record form)
Follow standardized procedures

11. Administration of the Mullen
You will need the Item Administration Book, the Stimulus Book, a Record Form, and the other noted materials.
Be sure your kit is in order prior to each administration (e.g., Appendix B of the Manual contains blackline masters of stencils that the examiner can use to create some of the needed materials
Explicit directions for administration are provided in the Item Administration Book

12. Administration of the Mullen
SAFETY FIRST!
Examiners should be careful to keep small manipulatives out of the mouths of the children
Generally, if you are not working with specific materials, then they should be put back into the kit and away from the child
NEVER leave a baby/child unattended

13. Mullen Scales: Administration Considerations
Administer scales and items in order since they are presented in order of difficulty
HOWEVER, flexibility is permissible and should be liberally used to obtain responses
Try to pick a good starting point for each child
Many items include a demonstration of the task

14. Mullen Scales: Completing the Record Form
The inside pages include five sections--one for each Mullen Scale
8 bands of alternating color appear on the Gross Motor Scale, with a developmental stage noted to the left
The item column shows the item number and a brief description of its content
For early items, a cue at the end of the descriptions shows the required position of the child

15. Mullen Scales: Completing the Record Form
Record study identification #, gender, examiner, gestational age, site, vision or hearing problem, test date, birth date, and chronological age
Outside of birth date, enter no other identifying information.
Unlike other tests, do not round 15 or more days to the next higher month

16. Mullen Scales: Completing the Record Form
If the child was premature, an adjusted age should be calculated
Adjusted Age = CA - (40-GA)
This should be recorded under the Adjusted Age line on the record form
Completely correct only until 12 months of age; 1/2 correction from months; then no correction from 24 months and older

17. Mullen Scales: Completing the Record Form
Blue flags show suggested starting points for children within a normal range of development (use for adjusted ages too)
If there are any developmental concerns, then a lower starting point can be used
Several items on the Receptive Language and Visual Reception scales are marked A/V, indicating that they require auditory-visual integration

18. Mullen Scales: Scoring Considerations
Administer the starting item followed by the next two items
If the child scores at least 1 point on each of the 3 items, the basal level has been established
If the child does not score at least 1 point on each of the first three items, move back to the next lower starting point (black flags) and continue.

19. Mullen Scales: Scoring Considerations
Go back as far as is necessary to establish a basal level
Once established, credit the child with maximum points for all items below the basal item
Continue testing until the child obtains zero points on 3 consecutive items (ceiling level)
Add all items passed, including items below basal, and place in box at bottom of form

20. Mullen Scales: Item Completion
Record item responses and scores on the record form, paying attention to whether a 0, 1, or 2 level response is required
For some items, a small number appears in parentheses just below each score point as a reminder of the necessary performance
Other items include brief statements
“Sum Tasks” requires adding the tasks passed to obtain the item score

21. Mullen Scales: Special Scoring Considerations
Multiple responses - Provide child with all of the presented responses and ask which one it was
Refusal to respond - switch tasks or, if it is clear that the child will not respond, record a 0 and write the letter R next to it to denote a refusal

22. Characteristics of the Mullen: Gross Motor Scale
Administered from birth through 33 months
This should take into account chronological age as well as adjustments for prematurity
35 items measures:
Central motor control
Mobility in supine, prone, sitting, and upright
At about 30 months, a distinction is made between unilateral and bilateral control.

23. Characteristics of the Mullen: Visual Reception Scale
Administered from birth through 68 months
33 items
Primary abilities tapped include:
Visual discrimination
Visual memory
Visual organization
Visual sequencing
Visual spatial awareness

24. Characteristics of the Mullen: Fine Motor Scale
Administered from birth through 68 months
30 items
Primarily concerned with output
Items measure:
Motor planning and control
Unilateral and bilateral manipulation
Writing readiness

25. Characteristics of the Mullen: Receptive Language Scale
Administered from birth through 68 months
33 items
Measures a child’s ability to process linguistic input.
Taps:
Auditory comprehension
Auditory memory
Auditory sequencing

26. Characteristics of the Mullen: Expressive Language Scale
Administered from birth through 68 months
28 items
Measures a child’s ability to use language productively
Primary abilities tapped include:
Speaking
Language formation
Verbal conceptualization

27. Characteristics of the Mullen: Early Learning Composite
Provides a measure of general intellectual functioning
It is derived from four of the cognitive scales (Visual Reception, Fine Motor, Receptive Language, Expressive Language)

28. Odds and Ends Send along COMPLETED forms
Be sure to check them for completion before the family leaves
If there are ESL issues, you will need an interpreter to administer the Mullen
Not currently administered to non-English speaking subjects.
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