SlideShare a Scribd company logo
1 of 32
Download to read offline
Historical Background
• Denver II (1992) Previously the Denver
Developmental Screening test, DDST (1967)
• Used by health providers to identify
developmental problems in young children.
• Has been used and standardized in over 12
countries. Used to screen over 50 million
children.
• Used in public health clinics, private
practices, and early education programs.
• Has been translated in several language
• Standardized in over a dozen countries
• American Academy of Pediatrics Council with
Disabilities has the Denver II on their
approved screening tools list.
Overview
• Administered to children ages birth to six
years
• Assesses a child’s performance on various age-
appropriate tasks
• Screens for possible problems
• Designed to compare a given child’s
performance with the performance of other
children the same age
Consists of 125 tasks, or items.
Includes four areas:
• 1. Personal –Social: Getting along with
people and caring for personal needs
• 2. Fine Motor-Adaptive: Eye hand
coordination, manipulation of small objects,
and problem solving
• 3. Language: Hearing, understanding, and
using language
• 4. Gross Motor: sitting, walking, jumping, and
overall large muscle movement
• Includes five “Test Behavior” items to be
completed after the test.
• Subjectively allows screener to assess the
child’s overall behavior
• Designed to be used in a clinical setting by a
variety of professionals
• Must be administered in the standardized
manner
What the Denver is not ?
• Not an I.Q. test
• Not a diagnostic tool
Value of the Denver II
• Provide an organized clinical impression of a
child’s overall development
• To alert the user to potential developmental
difficulties .
• Used to determine how a child compares to
other children
It is not a predictor of later development
Test Materials
• Red yarn pom-pom (4” in diameter)
• Raisins or “O” shaped cereal
• Rattle with narrow handle
• 10 1” square colored wooden blocks
• Small, clear glass bottle with a 5/8 inch
• Small bell
• Tennis ball
• Red pencil
• Small plastic doll with feeding bottle
• Plastic cup with handle
• Blank paper
Materials
• Items come in a test kit (except for blank paper)
• Access to table and chairs (examiner, caregiver
and child if appropriate
• For babies, a blanket or cushioned pad is needed
• Substituting materials may reduced reliability in
comparing a tested child with the norms
• Children need to be supervised appropriately
with test materials to prevent choking or injury
Test Form
• Locate four sections on far left: Personal –
Social, Fine Motor, Language, and Gross
Motor.
• Locate the age scales on the top of the test
form and at the bottom
• Each mark on the scale from the first mark to
the 24 month mark represents one month
• After 24 months, each mark equals 3 month
intervals.
Age Calculations
Adjusting for prematurity:
• Born more than 2 weeks before expected
delivery date
• Are less than 2 years of age
Test Administration
• Should be given with the parent or primary
caregiver present
• Make caregiver and child comfortable to elicit
most natural response
• Remove boots or shoes that might restrict the
child motor movements
• Young child may sit on caregiver’s lap, older child
should sit so arms can rest upon the table
• Elbows should be level with table top
• Infants may be evaluated on the floor
• It should be shared with parent that the tool is
to determine the child’s current
developmental status and that the child is
not expected to pass all of the items.
• Allow child to have appropriate item to
manipulate while you ask parent the “Report”
questions.
• Items requiring less active participation & can
perform easily should be administered first
• Items in Fine Motor-Adaptive next (items that
do not require child to speak)
• Language items next
• and last the Gross Motor items Gross Motor
requires more confidence which is gained as
test progresses.
• Keep test kit out of sight of child. Keep only
materials being used for current activity on
the table
• For infants, it is recommended that all items
be administered with the baby lying down to
be tested together
• Testing should begin with items that fall
completely to the left of the child’s age line,
and continue to the right.
Number of Items to be tested
• Depends on age and ability of child
• Step 1: in each sector, administer at least three
items nearest to and totally to the left of the age
line and every item that is intersected by the age
line
• Step 2: if the child is unable to perform any item
in step 1 (fails, refuses, has had no opportunity)
administer additional items to left in the
appropriate sector until child passes three
consecutive items
Scoring
• P = Pass-child successfully performs item, or caregiver
reports that child does item
• F = Fail-child does not successfully perform item, or
report from caregiver is that child does not do item
• N O = No Opportunity-the child has not had the
chance to perform the item, due to restrictions from
the caregiver or other reasons (May only be used on
report items)
• R = For Refusal – the child refuses to attempt the item.
You can minimize this by telling the child to do rather
than asking. Report items cannot be scored as refusals.
• Continue to administer items to the right of any
passes in each sector until three failures are
recorded
• The child may be given up to three trials to
perform each item, when appropriate, before
scoring a failure
• Ask the caregiver or parent if the results are
typical of child’s performance. Consider if the
child is ill, hungry, upset, etc.
• Rescheduling may be necessary if child is not
being cooperative
Advanced Item
• If child passes an item that falls completely to
the right of age line, the child’s development
is considered advanced. This is an item that
most children of that age do not pass until
they are older
• Advanced items are not considered for
overall interpreting of test
Normal Items
• Child is not expected to pass items on right
(not considered for purpose of interpreting)
Caution Item
• Caution when line falls between 75 and 90
percentile and child fails or refuses
Delayed Items
• A delay is indicated when a child fails or refuses
an item that falls completely to the left of the age
line
• Child has failed an item that that 90% of children
in the standardization sample passed at an earlier
age.
No Opportunity Item
• These items are not considered in
interpretation of entire test
Interpretation of the Test
• Normal: No delays and a maximum of 1
caution
• Suspect: two or more Cautions and /or One
or more Delays ,Rescreen in 1-2 weeks.
• Untestable: Refusal scores on one or more
items completely to the left of the age line or
on more than one item intersected by the age
line in the area of 75% - 90% area
Referral Considerations
• After rescreening, test result is suspect or
untestable
• Number of cautions and delays
• Clinical history, examination
• Availability of referral resouces
THANKS FOR YOUR
ATTENTION

More Related Content

What's hot

Developmental milestones in children for undergraduates
Developmental milestones in children for undergraduatesDevelopmental milestones in children for undergraduates
Developmental milestones in children for undergraduatesAzad Haleem
 
Developmental milestones and red flags
Developmental milestones and red flagsDevelopmental milestones and red flags
Developmental milestones and red flagsKevin Cedrick Castro
 
Developmental milestones for postgraduate students
Developmental milestones for postgraduate students Developmental milestones for postgraduate students
Developmental milestones for postgraduate students Azad Haleem
 
Developmental milestones
Developmental milestonesDevelopmental milestones
Developmental milestonesShari Shakoor
 
Approach to developmental delay
Approach to developmental delay Approach to developmental delay
Approach to developmental delay Bashar Mudallal
 
Fine motor
Fine motorFine motor
Fine motorakifab93
 
Developmental assessment
Developmental assessmentDevelopmental assessment
Developmental assessmentBinisha Sinha
 
Under Five Year Old Growth Chart (WHO) Malaysia
Under Five Year Old Growth Chart (WHO) MalaysiaUnder Five Year Old Growth Chart (WHO) Malaysia
Under Five Year Old Growth Chart (WHO) MalaysiaJessWongHuiJuan1
 
Basic approach on short stature in children
Basic approach on short stature in childrenBasic approach on short stature in children
Basic approach on short stature in childrenAzad Haleem
 
Growth charts in Neonates- Preterm and term
Growth charts in Neonates- Preterm and termGrowth charts in Neonates- Preterm and term
Growth charts in Neonates- Preterm and termSujit Shrestha
 
Adolescent growth and development - Dr. Prarthana Das, Pediatrics
Adolescent growth and development - Dr. Prarthana Das, PediatricsAdolescent growth and development - Dr. Prarthana Das, Pediatrics
Adolescent growth and development - Dr. Prarthana Das, Pediatricspediatricsmgmcri
 
Intellectual disability
Intellectual disabilityIntellectual disability
Intellectual disabilitylamiaa Gamal
 
Developmental milestones
Developmental milestonesDevelopmental milestones
Developmental milestonesReynel Dan
 
Developmental screening in children
Developmental screening in childrenDevelopmental screening in children
Developmental screening in childrenRaghavendra Babu
 
Global developmental delay & Intellectual disability
Global developmental delay & Intellectual disabilityGlobal developmental delay & Intellectual disability
Global developmental delay & Intellectual disabilityDrDilip86
 
Pediatric neurology examination make it easy
Pediatric neurology examination make it easyPediatric neurology examination make it easy
Pediatric neurology examination make it easyHussein Abdeldayem
 

What's hot (20)

Developmental milestones in children for undergraduates
Developmental milestones in children for undergraduatesDevelopmental milestones in children for undergraduates
Developmental milestones in children for undergraduates
 
Developmental milestones and red flags
Developmental milestones and red flagsDevelopmental milestones and red flags
Developmental milestones and red flags
 
Developmental milestones for postgraduate students
Developmental milestones for postgraduate students Developmental milestones for postgraduate students
Developmental milestones for postgraduate students
 
Developmental milestones
Developmental milestonesDevelopmental milestones
Developmental milestones
 
Approach to developmental delay
Approach to developmental delay Approach to developmental delay
Approach to developmental delay
 
Fine motor
Fine motorFine motor
Fine motor
 
Developmental assessment
Developmental assessmentDevelopmental assessment
Developmental assessment
 
Under Five Year Old Growth Chart (WHO) Malaysia
Under Five Year Old Growth Chart (WHO) MalaysiaUnder Five Year Old Growth Chart (WHO) Malaysia
Under Five Year Old Growth Chart (WHO) Malaysia
 
Basic approach on short stature in children
Basic approach on short stature in childrenBasic approach on short stature in children
Basic approach on short stature in children
 
Growth charts in Neonates- Preterm and term
Growth charts in Neonates- Preterm and termGrowth charts in Neonates- Preterm and term
Growth charts in Neonates- Preterm and term
 
Adolescent growth and development - Dr. Prarthana Das, Pediatrics
Adolescent growth and development - Dr. Prarthana Das, PediatricsAdolescent growth and development - Dr. Prarthana Das, Pediatrics
Adolescent growth and development - Dr. Prarthana Das, Pediatrics
 
Intellectual disability
Intellectual disabilityIntellectual disability
Intellectual disability
 
AUTISM ppt
AUTISM  pptAUTISM  ppt
AUTISM ppt
 
Pediatric assessment
Pediatric assessmentPediatric assessment
Pediatric assessment
 
SHORT STATURE
SHORT STATURESHORT STATURE
SHORT STATURE
 
Developmental milestones
Developmental milestonesDevelopmental milestones
Developmental milestones
 
Developmental screening in children
Developmental screening in childrenDevelopmental screening in children
Developmental screening in children
 
Global developmental delay & Intellectual disability
Global developmental delay & Intellectual disabilityGlobal developmental delay & Intellectual disability
Global developmental delay & Intellectual disability
 
Speech Delay
Speech DelaySpeech Delay
Speech Delay
 
Pediatric neurology examination make it easy
Pediatric neurology examination make it easyPediatric neurology examination make it easy
Pediatric neurology examination make it easy
 

Similar to Developmental Screening test (Denver II - Overview)

Observation, Assessment and Planning in Early Years
Observation, Assessment and Planning in Early Years Observation, Assessment and Planning in Early Years
Observation, Assessment and Planning in Early Years Princess Islam
 
Nv ltsae developmental screening - mario
Nv ltsae developmental screening - marioNv ltsae developmental screening - mario
Nv ltsae developmental screening - marioMike Wilhelm
 
pediatric emergencies
pediatric emergenciespediatric emergencies
pediatric emergenciesVarsha Shah
 
Chapter 18 managing challenging behaviors
Chapter 18   managing challenging behaviorsChapter 18   managing challenging behaviors
Chapter 18 managing challenging behaviorsblantoncd
 
Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...YorkLearning
 
Annemeike gollys positive environment presentation
Annemeike gollys positive environment presentationAnnemeike gollys positive environment presentation
Annemeike gollys positive environment presentationabibuag
 
Choosing the right nursery parents england
Choosing the right nursery parents englandChoosing the right nursery parents england
Choosing the right nursery parents englandgulciny07
 
PREVENTION INJURIES CA.pptx
PREVENTION INJURIES CA.pptxPREVENTION INJURIES CA.pptx
PREVENTION INJURIES CA.pptxEarlene McNair
 
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptxCHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptxLaw and Education
 
Developmental assessment of child 1 5 year
Developmental assessment of child 1 5 yearDevelopmental assessment of child 1 5 year
Developmental assessment of child 1 5 yearBeenish Iqbal
 

Similar to Developmental Screening test (Denver II - Overview) (20)

DDST,TDST .pptx
DDST,TDST .pptxDDST,TDST .pptx
DDST,TDST .pptx
 
Observation, Assessment and Planning in Early Years
Observation, Assessment and Planning in Early Years Observation, Assessment and Planning in Early Years
Observation, Assessment and Planning in Early Years
 
Pediatric rotation
Pediatric rotationPediatric rotation
Pediatric rotation
 
early-childhood-education-.ppt
early-childhood-education-.pptearly-childhood-education-.ppt
early-childhood-education-.ppt
 
SafeCare Maryland Presentation - Dr. Lutzker
SafeCare Maryland Presentation - Dr. LutzkerSafeCare Maryland Presentation - Dr. Lutzker
SafeCare Maryland Presentation - Dr. Lutzker
 
Nv ltsae developmental screening - mario
Nv ltsae developmental screening - marioNv ltsae developmental screening - mario
Nv ltsae developmental screening - mario
 
Module 2
Module 2Module 2
Module 2
 
pediatric emergencies
pediatric emergenciespediatric emergencies
pediatric emergencies
 
Chapter 18 managing challenging behaviors
Chapter 18   managing challenging behaviorsChapter 18   managing challenging behaviors
Chapter 18 managing challenging behaviors
 
Module 2
Module 2Module 2
Module 2
 
Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...
 
Sridhar
SridharSridhar
Sridhar
 
Topic 4 management
Topic 4   managementTopic 4   management
Topic 4 management
 
Annemeike gollys positive environment presentation
Annemeike gollys positive environment presentationAnnemeike gollys positive environment presentation
Annemeike gollys positive environment presentation
 
geeeeeee
geeeeeeegeeeeeee
geeeeeee
 
Choosing the right nursery parents england
Choosing the right nursery parents englandChoosing the right nursery parents england
Choosing the right nursery parents england
 
PREVENTION INJURIES CA.pptx
PREVENTION INJURIES CA.pptxPREVENTION INJURIES CA.pptx
PREVENTION INJURIES CA.pptx
 
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptxCHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx
 
pdf-mmdst.docx
pdf-mmdst.docxpdf-mmdst.docx
pdf-mmdst.docx
 
Developmental assessment of child 1 5 year
Developmental assessment of child 1 5 yearDevelopmental assessment of child 1 5 year
Developmental assessment of child 1 5 year
 

More from Azad Haleem

Pediatric Pharmacology:Pharmacokinetics and pharmacodynamics .pptx
Pediatric  Pharmacology:Pharmacokinetics and pharmacodynamics  .pptxPediatric  Pharmacology:Pharmacokinetics and pharmacodynamics  .pptx
Pediatric Pharmacology:Pharmacokinetics and pharmacodynamics .pptxAzad Haleem
 
Neonatal Hypoglycemia approach and Management .pptx
Neonatal Hypoglycemia approach and Management .pptxNeonatal Hypoglycemia approach and Management .pptx
Neonatal Hypoglycemia approach and Management .pptxAzad Haleem
 
Preterm infants Nutrition .pptx
Preterm infants Nutrition .pptxPreterm infants Nutrition .pptx
Preterm infants Nutrition .pptxAzad Haleem
 
Preterm : ABCDE; approach to nutritional assessment in preterm infants.pptx
Preterm : ABCDE; approach to nutritional assessment in preterm infants.pptxPreterm : ABCDE; approach to nutritional assessment in preterm infants.pptx
Preterm : ABCDE; approach to nutritional assessment in preterm infants.pptxAzad Haleem
 
Breastfeeding VS formula feeding .pptx
 Breastfeeding VS formula feeding .pptx Breastfeeding VS formula feeding .pptx
Breastfeeding VS formula feeding .pptxAzad Haleem
 
Role of Supplements in Growth Failure in Children .pptx
Role of Supplements in Growth Failure in Children .pptxRole of Supplements in Growth Failure in Children .pptx
Role of Supplements in Growth Failure in Children .pptxAzad Haleem
 
Degludec Insulin therapy in children
Degludec Insulin therapy in childrenDegludec Insulin therapy in children
Degludec Insulin therapy in childrenAzad Haleem
 
Viral hemorrhagic fevers.pptx
Viral hemorrhagic fevers.pptxViral hemorrhagic fevers.pptx
Viral hemorrhagic fevers.pptxAzad Haleem
 
Micronutrient deficiencies in children .pptx
 Micronutrient deficiencies in children  .pptx Micronutrient deficiencies in children  .pptx
Micronutrient deficiencies in children .pptxAzad Haleem
 
Insulin therapy in children.pptx
Insulin therapy in children.pptxInsulin therapy in children.pptx
Insulin therapy in children.pptxAzad Haleem
 
Diagnostic test for testicular and ovarian disorders in children 2.pptx
Diagnostic test for testicular and ovarian disorders in children 2.pptxDiagnostic test for testicular and ovarian disorders in children 2.pptx
Diagnostic test for testicular and ovarian disorders in children 2.pptxAzad Haleem
 
Diagnostic test for Adrenal disorders in children 2.pptx
Diagnostic test for Adrenal disorders in children 2.pptxDiagnostic test for Adrenal disorders in children 2.pptx
Diagnostic test for Adrenal disorders in children 2.pptxAzad Haleem
 
Diagnostic test for Thyriod disorders in children.pptx
Diagnostic test for Thyriod disorders in children.pptxDiagnostic test for Thyriod disorders in children.pptx
Diagnostic test for Thyriod disorders in children.pptxAzad Haleem
 
Achondroplasia in children.pptx
Achondroplasia in children.pptxAchondroplasia in children.pptx
Achondroplasia in children.pptxAzad Haleem
 
Respiratory Syncytial Virus in children
Respiratory Syncytial Virus in childrenRespiratory Syncytial Virus in children
Respiratory Syncytial Virus in childrenAzad Haleem
 
Growth failure in Children.pptx
Growth failure in Children.pptxGrowth failure in Children.pptx
Growth failure in Children.pptxAzad Haleem
 
Adenoid Enlargement in children.pptx
Adenoid Enlargement in children.pptxAdenoid Enlargement in children.pptx
Adenoid Enlargement in children.pptxAzad Haleem
 
Postbiotics in children
 Postbiotics in children Postbiotics in children
Postbiotics in childrenAzad Haleem
 
Bronchial Asthma in children .pptx
Bronchial Asthma in children .pptxBronchial Asthma in children .pptx
Bronchial Asthma in children .pptxAzad Haleem
 
Fever in Children .pptx
Fever in Children .pptxFever in Children .pptx
Fever in Children .pptxAzad Haleem
 

More from Azad Haleem (20)

Pediatric Pharmacology:Pharmacokinetics and pharmacodynamics .pptx
Pediatric  Pharmacology:Pharmacokinetics and pharmacodynamics  .pptxPediatric  Pharmacology:Pharmacokinetics and pharmacodynamics  .pptx
Pediatric Pharmacology:Pharmacokinetics and pharmacodynamics .pptx
 
Neonatal Hypoglycemia approach and Management .pptx
Neonatal Hypoglycemia approach and Management .pptxNeonatal Hypoglycemia approach and Management .pptx
Neonatal Hypoglycemia approach and Management .pptx
 
Preterm infants Nutrition .pptx
Preterm infants Nutrition .pptxPreterm infants Nutrition .pptx
Preterm infants Nutrition .pptx
 
Preterm : ABCDE; approach to nutritional assessment in preterm infants.pptx
Preterm : ABCDE; approach to nutritional assessment in preterm infants.pptxPreterm : ABCDE; approach to nutritional assessment in preterm infants.pptx
Preterm : ABCDE; approach to nutritional assessment in preterm infants.pptx
 
Breastfeeding VS formula feeding .pptx
 Breastfeeding VS formula feeding .pptx Breastfeeding VS formula feeding .pptx
Breastfeeding VS formula feeding .pptx
 
Role of Supplements in Growth Failure in Children .pptx
Role of Supplements in Growth Failure in Children .pptxRole of Supplements in Growth Failure in Children .pptx
Role of Supplements in Growth Failure in Children .pptx
 
Degludec Insulin therapy in children
Degludec Insulin therapy in childrenDegludec Insulin therapy in children
Degludec Insulin therapy in children
 
Viral hemorrhagic fevers.pptx
Viral hemorrhagic fevers.pptxViral hemorrhagic fevers.pptx
Viral hemorrhagic fevers.pptx
 
Micronutrient deficiencies in children .pptx
 Micronutrient deficiencies in children  .pptx Micronutrient deficiencies in children  .pptx
Micronutrient deficiencies in children .pptx
 
Insulin therapy in children.pptx
Insulin therapy in children.pptxInsulin therapy in children.pptx
Insulin therapy in children.pptx
 
Diagnostic test for testicular and ovarian disorders in children 2.pptx
Diagnostic test for testicular and ovarian disorders in children 2.pptxDiagnostic test for testicular and ovarian disorders in children 2.pptx
Diagnostic test for testicular and ovarian disorders in children 2.pptx
 
Diagnostic test for Adrenal disorders in children 2.pptx
Diagnostic test for Adrenal disorders in children 2.pptxDiagnostic test for Adrenal disorders in children 2.pptx
Diagnostic test for Adrenal disorders in children 2.pptx
 
Diagnostic test for Thyriod disorders in children.pptx
Diagnostic test for Thyriod disorders in children.pptxDiagnostic test for Thyriod disorders in children.pptx
Diagnostic test for Thyriod disorders in children.pptx
 
Achondroplasia in children.pptx
Achondroplasia in children.pptxAchondroplasia in children.pptx
Achondroplasia in children.pptx
 
Respiratory Syncytial Virus in children
Respiratory Syncytial Virus in childrenRespiratory Syncytial Virus in children
Respiratory Syncytial Virus in children
 
Growth failure in Children.pptx
Growth failure in Children.pptxGrowth failure in Children.pptx
Growth failure in Children.pptx
 
Adenoid Enlargement in children.pptx
Adenoid Enlargement in children.pptxAdenoid Enlargement in children.pptx
Adenoid Enlargement in children.pptx
 
Postbiotics in children
 Postbiotics in children Postbiotics in children
Postbiotics in children
 
Bronchial Asthma in children .pptx
Bronchial Asthma in children .pptxBronchial Asthma in children .pptx
Bronchial Asthma in children .pptx
 
Fever in Children .pptx
Fever in Children .pptxFever in Children .pptx
Fever in Children .pptx
 

Recently uploaded

BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...Nguyen Thanh Tu Collection
 
The Emergence of Legislative Behavior in the Colombian Congress
The Emergence of Legislative Behavior in the Colombian CongressThe Emergence of Legislative Behavior in the Colombian Congress
The Emergence of Legislative Behavior in the Colombian CongressMaria Paula Aroca
 
16. Discovery, function and commercial uses of different PGRS.pptx
16. Discovery, function and commercial uses of different PGRS.pptx16. Discovery, function and commercial uses of different PGRS.pptx
16. Discovery, function and commercial uses of different PGRS.pptxUmeshTimilsina1
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxkarenfajardo43
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...Nguyen Thanh Tu Collection
 
4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptxmary850239
 
How to create _name_search function in odoo 17
How to create _name_search function in odoo 17How to create _name_search function in odoo 17
How to create _name_search function in odoo 17Celine George
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptxmary850239
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfChristalin Nelson
 
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...Nguyen Thanh Tu Collection
 
Jason Potel In Media Res Media Component
Jason Potel In Media Res Media ComponentJason Potel In Media Res Media Component
Jason Potel In Media Res Media ComponentInMediaRes1
 
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...Osopher
 
Scientific Writing :Research Discourse
Scientific  Writing :Research  DiscourseScientific  Writing :Research  Discourse
Scientific Writing :Research DiscourseAnita GoswamiGiri
 
The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipThe role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipKarl Donert
 

Recently uploaded (20)

BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
 
The Emergence of Legislative Behavior in the Colombian Congress
The Emergence of Legislative Behavior in the Colombian CongressThe Emergence of Legislative Behavior in the Colombian Congress
The Emergence of Legislative Behavior in the Colombian Congress
 
16. Discovery, function and commercial uses of different PGRS.pptx
16. Discovery, function and commercial uses of different PGRS.pptx16. Discovery, function and commercial uses of different PGRS.pptx
16. Discovery, function and commercial uses of different PGRS.pptx
 
Israel Genealogy Research Assoc. April 2024 Database Release
Israel Genealogy Research Assoc. April 2024 Database ReleaseIsrael Genealogy Research Assoc. April 2024 Database Release
Israel Genealogy Research Assoc. April 2024 Database Release
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdf
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
 
Mattingly "AI & Prompt Design" - Introduction to Machine Learning"
Mattingly "AI & Prompt Design" - Introduction to Machine Learning"Mattingly "AI & Prompt Design" - Introduction to Machine Learning"
Mattingly "AI & Prompt Design" - Introduction to Machine Learning"
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
 
4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx
 
How to create _name_search function in odoo 17
How to create _name_search function in odoo 17How to create _name_search function in odoo 17
How to create _name_search function in odoo 17
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdf
 
Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...
 
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 11 (CẢ NĂM) - FRIENDS GLOBAL - NĂM HỌC...
 
Jason Potel In Media Res Media Component
Jason Potel In Media Res Media ComponentJason Potel In Media Res Media Component
Jason Potel In Media Res Media Component
 
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
 
Scientific Writing :Research Discourse
Scientific  Writing :Research  DiscourseScientific  Writing :Research  Discourse
Scientific Writing :Research Discourse
 
The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipThe role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenship
 
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
 

Developmental Screening test (Denver II - Overview)

  • 1.
  • 2.
  • 3.
  • 4. Historical Background • Denver II (1992) Previously the Denver Developmental Screening test, DDST (1967) • Used by health providers to identify developmental problems in young children. • Has been used and standardized in over 12 countries. Used to screen over 50 million children.
  • 5. • Used in public health clinics, private practices, and early education programs. • Has been translated in several language • Standardized in over a dozen countries • American Academy of Pediatrics Council with Disabilities has the Denver II on their approved screening tools list.
  • 6. Overview • Administered to children ages birth to six years • Assesses a child’s performance on various age- appropriate tasks • Screens for possible problems • Designed to compare a given child’s performance with the performance of other children the same age
  • 7. Consists of 125 tasks, or items. Includes four areas: • 1. Personal –Social: Getting along with people and caring for personal needs • 2. Fine Motor-Adaptive: Eye hand coordination, manipulation of small objects, and problem solving • 3. Language: Hearing, understanding, and using language • 4. Gross Motor: sitting, walking, jumping, and overall large muscle movement
  • 8. • Includes five “Test Behavior” items to be completed after the test. • Subjectively allows screener to assess the child’s overall behavior • Designed to be used in a clinical setting by a variety of professionals • Must be administered in the standardized manner
  • 9. What the Denver is not ? • Not an I.Q. test • Not a diagnostic tool
  • 10. Value of the Denver II • Provide an organized clinical impression of a child’s overall development • To alert the user to potential developmental difficulties . • Used to determine how a child compares to other children It is not a predictor of later development
  • 11. Test Materials • Red yarn pom-pom (4” in diameter) • Raisins or “O” shaped cereal • Rattle with narrow handle • 10 1” square colored wooden blocks • Small, clear glass bottle with a 5/8 inch • Small bell • Tennis ball • Red pencil • Small plastic doll with feeding bottle • Plastic cup with handle • Blank paper
  • 12. Materials • Items come in a test kit (except for blank paper) • Access to table and chairs (examiner, caregiver and child if appropriate • For babies, a blanket or cushioned pad is needed • Substituting materials may reduced reliability in comparing a tested child with the norms • Children need to be supervised appropriately with test materials to prevent choking or injury
  • 13.
  • 14.
  • 15. Test Form • Locate four sections on far left: Personal – Social, Fine Motor, Language, and Gross Motor. • Locate the age scales on the top of the test form and at the bottom • Each mark on the scale from the first mark to the 24 month mark represents one month • After 24 months, each mark equals 3 month intervals.
  • 17. Adjusting for prematurity: • Born more than 2 weeks before expected delivery date • Are less than 2 years of age
  • 18. Test Administration • Should be given with the parent or primary caregiver present • Make caregiver and child comfortable to elicit most natural response • Remove boots or shoes that might restrict the child motor movements • Young child may sit on caregiver’s lap, older child should sit so arms can rest upon the table • Elbows should be level with table top • Infants may be evaluated on the floor
  • 19. • It should be shared with parent that the tool is to determine the child’s current developmental status and that the child is not expected to pass all of the items. • Allow child to have appropriate item to manipulate while you ask parent the “Report” questions.
  • 20. • Items requiring less active participation & can perform easily should be administered first • Items in Fine Motor-Adaptive next (items that do not require child to speak) • Language items next • and last the Gross Motor items Gross Motor requires more confidence which is gained as test progresses.
  • 21. • Keep test kit out of sight of child. Keep only materials being used for current activity on the table • For infants, it is recommended that all items be administered with the baby lying down to be tested together • Testing should begin with items that fall completely to the left of the child’s age line, and continue to the right.
  • 22. Number of Items to be tested • Depends on age and ability of child • Step 1: in each sector, administer at least three items nearest to and totally to the left of the age line and every item that is intersected by the age line • Step 2: if the child is unable to perform any item in step 1 (fails, refuses, has had no opportunity) administer additional items to left in the appropriate sector until child passes three consecutive items
  • 23. Scoring • P = Pass-child successfully performs item, or caregiver reports that child does item • F = Fail-child does not successfully perform item, or report from caregiver is that child does not do item • N O = No Opportunity-the child has not had the chance to perform the item, due to restrictions from the caregiver or other reasons (May only be used on report items) • R = For Refusal – the child refuses to attempt the item. You can minimize this by telling the child to do rather than asking. Report items cannot be scored as refusals.
  • 24. • Continue to administer items to the right of any passes in each sector until three failures are recorded • The child may be given up to three trials to perform each item, when appropriate, before scoring a failure • Ask the caregiver or parent if the results are typical of child’s performance. Consider if the child is ill, hungry, upset, etc. • Rescheduling may be necessary if child is not being cooperative
  • 25. Advanced Item • If child passes an item that falls completely to the right of age line, the child’s development is considered advanced. This is an item that most children of that age do not pass until they are older • Advanced items are not considered for overall interpreting of test
  • 26. Normal Items • Child is not expected to pass items on right (not considered for purpose of interpreting)
  • 27. Caution Item • Caution when line falls between 75 and 90 percentile and child fails or refuses
  • 28. Delayed Items • A delay is indicated when a child fails or refuses an item that falls completely to the left of the age line • Child has failed an item that that 90% of children in the standardization sample passed at an earlier age.
  • 29. No Opportunity Item • These items are not considered in interpretation of entire test
  • 30. Interpretation of the Test • Normal: No delays and a maximum of 1 caution • Suspect: two or more Cautions and /or One or more Delays ,Rescreen in 1-2 weeks. • Untestable: Refusal scores on one or more items completely to the left of the age line or on more than one item intersected by the age line in the area of 75% - 90% area
  • 31. Referral Considerations • After rescreening, test result is suspect or untestable • Number of cautions and delays • Clinical history, examination • Availability of referral resouces