Developmental Examination and Evaluation

Question 1

Therapists can gather a plethora of information about the child through clinical observations, often during the ________

Answer 1

interview process.

• Responses to the environment and you
• General movement abilities
• Position transitions
• Ability to communicate, make needs known and follow directions****

Question 2

Age-equivalent scores may be especially useful with ___________________children for whom it may be impossible to derive a meaningful developmental index

Answer 2

developmentally delayed children

Age-equivalent scores are easy for parents to understand, but they must be interpreted carefully because they can be misleading.

Question 3

Criterion-referenced tests are used to measure a person’s (child) mastery of a set of _______

Answer 3

behavioral objectives

• Items usually have a direct relationship to functional tasks

Question 4

The criterion-referenced test is one in which scores are interpreted on the basis of absolute criteria. They are designed to provide information on how

Answer 4

children perform on a specific task.

• Such tests are usually developed by the teacher or researcher and can be used for research involving a com- parison of groups, just as norm-referenced tests are used.

Question 5

Norm-referenced or standardized tests use normative values as standards for interpreting individual test scores. The purpose of standardized tests is to make a comparison between a particular child and…

Answer 5

the “norm” or “average” of a group of children

Question 6

The percentile score indicates the number of children of the same age or grade level (or whatever is used for a source of comparison) who would be expected to score lower than the child tested. For example, a child who scores in the 75th percentile on a norm-referenced test…

Answer 6

has done better than 75% of the children in the norm group.

Question 7

A raw score is the total of _________that are passed or correct on a particular test.

Answer 7

individual items

• On many tests, this will require establishing a basal and ceiling level of performance. The number of items required to achieve a basal or ceiling level varies from one test to another.
• Basal level: item preceding the earliest failed item.
  
  • for PDMS-II, it is passing 3 items in a row going backward.
• Ceiling: Item representing the most difficult
  
  • for PDMS-II it is failing 3 items in a row.

Question 8

Reliability refers to consistency or _______ between measurements in a series

Answer 8

repeatability

• Types of reliability include interobserver and test–retest.
• Simply stated, this type of reliability determines whether the same or similar scores are achieved when the test is repeated under identical conditions.

Question 9

There are two types of criterion-related validity:

Answer 9

• Concurrent validity relates the performance on the test to performance on another well-known and accepted test that measures the same knowledge or behavior.
• Predictive validity means that the child’s performance on the test predicts some actual behavior.

Question 10

Sensitivity can be defined as the ability of a test to identify correctly those who

Answer 10

actually have a disorder.

High sensitivity results in few false-negative scores.

Question 11

Specificity refers to the ability of the test to identify correctly those who

Answer 11

do not have the disorder.

High specificity results in few false-positive scores.

Question 12

Professionals watch as children interact
with selected play materials often with other children. Materials are arranged to allow
observation of the areas or skills to assess:

Answer 12

Play Based Assessment

Question 13

• Multiple members of the team, professionals and parents observe the child at the same time.
• Each records information related to their area of practice.
• Can be done via video, one way mirrors:

Answer 13

Arena Assesment

Question 14

Standard error of measurement (SEM) is a measure of reliability that indicates the…

Answer 14

precision of an individual test score.

• The SEM gives an estimate of the margin of error associated with a particular test score and is related to the probability of observing a score at a given interval.
• The SEM can be used to develop confidence intervals for interpreting the accuracy of a test score.

Question 15

Tests for the neonate:

Answer 15

• APGAR
• NBAS or Brazelton (Behavioral Assessment Scale)
• Infanib

Question 16

Neonatal Behavioral Assessment Scale (NBAS or Brazelton):

Answer 16

• Neonate: 37-48 weeks gestational age
• Criterion referenced
• Assess response to environment:
  
  • 2 parts: reflexes, and environment (cudle)

Question 17

Infanib:

Answer 17

• Neonates: Up to 18 month, including pre-terms
• Simple to do: Incorpartes french angles
• Predictive and diagnostic.
• Test for tone.

Question 18

Apgar:

Answer 18

• done at 1, 5, 10 minutes after birth
• scored 0 - 10: the higher the healthier
• HR, RR, muscle tone, color, response to catheter in nostril

Question 19

Neonate score an Apgar 4/10 at 10 minutes:

Answer 19

may need suport in NICU

Question 20

What test could you give to a baby that is at 26 weeks of gestation?

Answer 20

Infanib

Question 21

Which 2 neonatal test assess muscle tone?

Answer 21

Apgar and Infanib

Question 22

Does the NBAS asess muscle tone?

Answer 22

no, behavioral assesment

Question 23

Which neaonate tests would most useful in a early intervention or home setting?

Answer 23

Infanib: simple to do, score and learn.

Question 24

What type os tests would you use to see if the baby needs a more serious evaluation and are intended to differentiate between those who are “typically developing” and those who are not?

Answer 24

Screening tests

Question 25

Most common **screening tests:**

Answer 25

* Bayley Infant Neurodevelopmental Screener (BINS) * Denver Developmental Screening Test II (DDST): most common * Ages and Stages Questionnaire

Question 26

Selection of appropriate tests and measures for the examination depends on the purpose of the assessment. Kirshner and Guyatt describe three purposes of assessment:

Answer 26

1. Evaluative measures are used to determine change over time or change as the result of intervention 2. Predictive measures are used to help identify children who will have delays in the future or to predict the outcome of the delay 3. Discriminative measures are used to distinguish between children who have a delay , impairment, functional limitation, or atypical development and those who do not.7,8 * Determining the most appropriate developmental test for the physical therapy examination is a key component of a valid developmental assessment.*

Question 27

Therapists must also give careful consideration to the **setting** and **timing** of assessment:

Answer 27

* **Timing:** nap and meal times, “best” times of day, school and class schedules, when parents are available * **Setting:** clinical (sometimes fear inducing), home, school * **Distance:** If family has long commute to medical center, impact of multiple evals on one day

Question 28

This test for the neonate is not performed by physical therapists. It assess how healthy the baby is:

Answer 28

**Apgar**

Question 29

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_is a screening tool designed to identify infants and young children who are at risk for developmental and **neurodevelopmental delay.** It is mainly used in settings where high-risk infants are followed up, such as a developmental follow-up clinics or large-volume clinical and research programs.

Answer 29

The Bayley Infant Neurodevelopmental Screener (BINS)

Question 30

criterion referenced tests W.H.E.N

Answer 30

W-weefim, H -help, E-eidp, N-nbas

Question 31

norm-referenced test are standarized or not?

Answer 31

**always standarized**

Question 32

criterion referenced test are usually standarized or not?

Answer 32

May be standardized or not

Question 33

The \_\_\_\_\_\_\_\_quantitatively assesses motor development and is used to identify infants who might benefit from early intervention services. It assesses the postural control and alignment needed for age-appropriate functional activities involving movement in early infancy , including changing positions and moving against the force of gravity , adjusting to handling, self- comforting, and orienting the head and body for looking, listening, and interacting with caregivers.

Answer 33

**Test of Infant Motor Performance (TIMP)**

Question 34

The \_\_\_\_\_\_\_has excellent test–retest and rater reliabilities and is designed specifically to assess infants born preterm and those at risk for poor motor outcome based on perinatal medical conditions

Answer 34

**Test of Infant Motor Performance (TIMP)**

Question 35

Which screening test is valid for children 4 months to 5 years, measures communication, fine motor , Gross Motor, Problem Solving, Personal Social and is practical, is quick and easy to use, inexpensive, encourages parent participation?

Answer 35

**Ages and Stages Questionnaire**

Question 36

Due to the age specifications of this test, its clinical utility is limited to settings such as special care nurseries, developmental follow-up clinics, or early intervention services.

Answer 36

Test of Infant Motor Performance (TIMP)

Question 37

The \_\_\_\_\_\_\_\_\_is an **observational** assessment scale constructed to measure gross motor maturation in infants from birth through independent walking.

Answer 37

**Alberta Infant Motor Scale (AIMS)**

Question 38

The test includes 58 items organized into four positions: prone, supine, sitting, and standing.

Answer 38

Alberta

Question 39

The \_\_\_\_\_\_\_provides the ability to detect, as early as possible, any deviations from the norm, thereby permitting early intervention to remediate or minimize the effects of dysfunction. Use of percentile ranking should be done with caution because a small change in raw score can result in a large change in percentile ranking

Answer 39

**Alberta Infant Motor Scale (AIMS)**

Question 40

True or false: the Alberta Infant Motor Scale (AIMS) is not a diagnostic test,

Answer 40

true implications of lower percentile rankings (10%) are not definitive, and the examiner's clinical judgment is required for decisions related to ongoing monitoring, referral for further diagnostic workup, and/or recommendations for intervention for motor delay

Question 41

Purposes of evaluation:

Answer 41

* Information gathering * Screening * Determining a diagnosis * Eligibility determination * Treatment planning (plan of care) * Prescriptive examination * Outcome measurement * Monitor progress * achievement of goals

Question 42

Bayley Infant Neurodevelopmental Screener (BINS) age range and population:

Answer 42

* **2-24 months** * Low, Medium or High Risk for neurological impairment or developmental delay

Question 43

Comprehensive test list (3): (Examines the whole child across all DOMAINS of development, including language, personal-social, fine motor, gross motor, self-help and cognitive development)

Answer 43

1. Bayley Scale of Infant Development (BSID-III): 1-42 mo 2. Hawaii Early Learning Profile (HELP): 0-3, 3-6 yr 3. Early Intervention Developmental Profile (EIDP): birth to 36 mo

Question 44

Developmental areas assessed by comprehensive tests include \_\_\_\_(5)\_\_\_, complying with Part C of Individuals with Disabilities Education Act (IDEA) regulations for service eligibility for early intervention and special education services.

Answer 44

1. physical, 2. cognitive, 3. communication, 4. social-emotional, and 5. adaptive language

Question 45

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is a comprehensive clinical assessment of functional capabilities as well as performance in children between the ages of 6 months and 7.5 years.

Answer 45

The Pediatric Evaluation of Disability Inventory (PEDI) The PEDI is intended to be used as an instrument to detect functional deficits or delays, as an evaluative instrument to monitor progress in pediatric rehabilitation programs, and/or as an outcome measure for program evaluation, either in pediatric rehabilitation setting or in an educational setting.

Question 46

PEDI has three domains

Answer 46

1. Self care domain 2. Mobility domain 3. Social function domain

Question 47

Wee FIM

Answer 47

* Functional capability test * non-disabled children 6 months to 8 years, disabled up to 12 * Acute care setting

Question 48

Functional assessments give pediatric physical therapists information on how a child's disability or movement disorder impacts task requirements of daily-life routines. Example:

Answer 48

Pediatric Evaluation of Disability Inventory (PEDI)

Question 49

Naturalistic Observation:

Answer 49

* PT observes child in their environment doing what they usually do in that setting, without handling the child * In a clinical setting a waiting room may be a good spot to observe * Then therapist gradually begins to interact with the child