Battelle Developmental Inventory - 2nd Edition

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

It is necessary to consider if the results of the assessment are consistent. The ABC Development Inventory used test re-test reliability to ensure the assessment produces the same results over time. This means the same children were given the ABC Development Inventory twice within a short time frame. The test-retest reliability of the ABC Development Inventory was .84 which is considered stable. Split-half reliability was used as an additional reliability measure, which looks at internal reliability. The correlations for split-half reliability was .63 to .81. In terms of internal reliability, .80 and up are ideal. So, the ABC Development Inventory was on the low end in that area. The range of standard error of measure for the ABC Development Inventory was 1.2 months to 5.6 months. This is considered too large of a range to accurately determine true score. Therefore, in terms of reliability, the assessment was not considered to be highly

The NEPSY-II is the updated version of the NEPSY with a broader age range and modified by adding the Visual Motor Integration and Token subtest and deleting some subtests in order to more effectively assess the neurological of development and functioning of children between three years and sixteen years and eleven months old in the areas of social, behavioral, academic, and cognitive domains (Brooks, Sherman, & Strauss, 2010; Crews & D'Amato, 2009; Davis & Matthews, 2010; Korkman, Lahti-Nuuttila, Laasonen, Kemp, & Holdnack, 2013; Lerner, Potthoff, & Hunter, 2015). In addition, the NEPSY-II requires that individuals administering, scoring, and interpreting data have varied background in neuropsychological and developmental constructions

The film Precious is an emotional movie that deals with the unfortunate realities of everyday life for some individuals. The film that stares Gabourey Sidibe who plays the main character Clarice “Precious” Jones is based out of Harlem in the year of 1987. Precious is a sixteen year-old obese and uneducated teenager whom has had to grow up in a severely dysfunctional family environment. Her mother verbally and physically abuses her, often times using her as a personal servant. Her father has been sexually abusing her since childhood, and has impregnated her twice. Precious has lived with the ugly truth that because of her weight, skin color, and sexual abuse, she does not fit in

The Developmental Assessment of Young Children-Second Edition (DAYC-2) is a test given to children from birth through age 5 to measure if there are any delays in the early childhood development through the five different domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. This test is individually administered and is norm referenced measure of early childhood development.

The researcher conducted a longitudinal study over a span of two-years on 83 children who met the criteria. The children that were chose had disabilities ranging from ASD to developmental disabilities including Down syndrome. Each child was given an

The Division for Early Childhood (DEC) is an organization that aids children, birth to 8 years old, that have developmental delays and disabilities. DEC provides parents and professionals with the best avenues in learning and development with children who are at risk for developmental delays or disabilities. By providing the research and recommended practices that produce the best results is DEC’s purpose. There are eight domains in the set of practices that engage in preservice and in-service professional development.

In this next section, the three selected tests will be reviewed for their "appropriateness of test content, skills tested, and content coverage for the intended purpose of testing," (Code, 2004, p. 5, See #2). ASEBA 's behavior checklist and self-reports contains DSM-Oriented, syndrome, competence, and adaptive functioning scales that target specific behavior, thought, emotions, and social interactions, (Lacalle et al, 2012). As a result, this test can provide appropriate behavioral treatment plans. When Lacelle, Ezpeleta, and Doménech evaluated this test,

Developmental psychopathology is measured by three guidelines: statistical deviance, maladaptiveness, and personal distress. Statistical deviance defines a range of normal and abnormal behavior, maladaptiveness determines if a person is a danger to themselves or others, and personal distress characterizing personal suffering (Sigelman & Rider, 2012).

This paper will identify the various aspects of how developmental disability can be defined, how many people are estimated to experience DD, the long-term and short-term management of DD and a client with a developmental disability can receive affective counseling, treatment and different intervention approaches to assist in the enhancement of the individual’s life. Each state may have slightly varied definitions of DD. For example, the State of Ohio’s labeling and definition of DD has evolved from mental retardation to developmentally disable to what it is now called, “Intellectual disability”. (Ohio Department of Education, [34 CFR δ300.8© (6)].

The DCDQ’07 is criterion referenced. It asks for information to identify the possibility of the presence of criterion B of Developmental Coordination Disorder in the DSM.

Colombo and his team explicitly define the Bayley Scales of Infant Development as “a well-standardize and common assessment of infant development status.”1 Also, the authors implicitly associate the word “productive” with “expressive.” 1

Babies are one of the main focuses of developmental psychology, mostly due to the amount of information psychologists can extrapolate from babies, and also for the amount of information that isn’t as easily collected. For over 30 years, there has been debate in the developmental psychology field on whether babies, from just about the time they are born, are able to imitate facial expressions with some amount of reliability. For any research field, that is a considerable amount of time, and the fact that a clear answer still has not been proven means there has been a decent amount of work done that could prove either side of this argument. This is also important for developmental psychologists, as concrete results can drastically change or

The U.S. Census does not collect data on persons with mental retardation or intellectual disabilities, but there are best estimates by several authorities in the field as to how common mental retardation is. It is estimated that about three percent of the national population is affected by mental retardation. This figure includes those who are currently receiving special services, those who used to receive special services, and those unknown cases. Hodapp and Zigler (1986) have found the ratio of endogenous (no brain damage) to exogenous (organic damage) retardation to be 75% to 25%. These statistics translate into one out of every ten families being affected by at least one member with an intellectual disability (USDHHS, 2006). According to the Children’s Defense Fund (2003), about five percent of the nation’s preschoolers have a disability and require early intervention or special needs programs. Low income families and families living in poverty are at a much greater risk of having a child with a disability.

The article “Developmental Potential in The First 5 Years for Children in Developing Countries” is a research about the major risks of the children who live in developing countries. This article highlights the relevance of the children’s 5 first years of age, through the evaluation of different psychological and physical cases around the world to proof the impact of poverty in their development (Grantham-McGregor et al., 2007).