Maha Zwayen

EED 280
03-18-2016
Midterm -Assessment Tool Reviews
1-Ages and Stages Questionnaire (ASQ) - 2nd Ed.
This is a screening tool.
The following websites were used to gather the information for this review.
http://www.nectac.org/~pdfs/pubs/screening.pdf
http://www.asqoregon.com/whatisasq.php?lang=en
http://agesandstages.com/about-asq/faqs/
http://www.metinc.org/headstart/CMH/CA-ASQ-3%20English.pdf
Ages:
This tool is used with children of 0-60 months of age.
Administration of the Tool:
This questionnaire takes up to 20 minutes to be completed with 2-3 minutes to be scored. An
Ages and Stages Questionnaire form needs to be fill out by a parent or a caregiver for the
assessment. Clear drawings & simple directions help parents to indicate childrens skills in
language, personal-social, fine & gross motor, & problem solving. It involves separate copy-able
forms of 30 items for each age range. These items contain simple questions for parents to answer
about activities that their child is (or is not) able to do. The answers are scored and help to
determine whether the child's development is on schedule or whether the child should be referred
for a developmental checkup with a professional. Activities discussed in each questionnaire
reflect developmental milestones for each age group. Parents can learn more about what to
expect their child to be able to do at each stage of development.
Content Areas:
ASQ addresses five developmental areas: communication, gross motor, fine motor, problem
solving, and personal-social. It helps to check a child's general development. The results would
also help to determine if a child's development is on schedule.
Communication area- this area includes speaking skills like the ability to make sounds, phrases
or sentences and listening skills like responding to others by laughing or repeating the words.
Moreover, it includes facial expressions like smiling.
Gross Motor area- this area covers the larger movements that your baby makes with his arms,
legs, feet, or his entire body. For example, waving his hands, kicking his legs, moving his head,
balancing his body and some activities like jumping and climbing.

Fine Motor area- this area represents the coordination of small muscles movements usually
involving the synchronization of hands and fingerswith the eyes. For example, it includes
grasping fingers, picking up small toys, drawing with crayons and stacking blocks.
Problem Solving area- this area focuses on finding solutions to difficult or complex issues. For
example, it may include behaviors like pretending that objects are somethings else or standing up
on a chair to reach something high.
Personal-Social area: this area contains skills which children must develop to care for
themselves and interact with others. For example, when the child is using a spoon to feed
himself, wearing his jacket by himself or taking turns with other children.
Description of Purpose:
The results of this tool addresses seven social-emotional areas: self-regulation, compliance,
communication, adaptive behaviors, autonomy, affect, and interaction with people. Therefore, it
helps parents to learn about social-emotional milestones as well as their own childs strengths.
Parents also may find it helpful to receive suggested learning activities that they can work on
with their child. In addition, the results help to determine which children need further evaluation
to decide their eligibility for early intervention or preschool services. Moreover, the
questionnaire can be used to monitor the development of children at risk for disabilities or
delays. It is a norm-referenced tool because it focuses on the social-emotional norms or skills of
the child and how they compare to others developmentally.
2-Bayley Scales of Infant Development, Third ed.
This is a diagnostic tool.
The following websites were used to gather the information for this review.
http://www.pearsonclinical.com/childhood/products/100000123/bayley-scales-of-infant-andtoddler-development-third-edition-bayley-iii.html
http://www.healthofchildren.com/B/Bayley-Scales-of-Infant-Development.html
http://images.pearsonclinical.com/images/dotcom/Bayley-III/ParentSASampleReport.pdf
http://images.pearsonclinical.com/images/PDF/Bayley-III_Webinar.pdf
Ages:
This tool is used with infants and young children of 1-42 months of age.
Administration of the Tool:
This test takes from 30 to 90 minutes (depending upon age of child) to be completed. It is
administered by examiners who specifically trained in BSID test procedures to assess the
development of infants. A series of test materials are presented to the child while the examiner
observes the child's responses and behaviors. Moreover, the child is asked to do a number of
activities to reflect his skills. These items and activities designed to identify young children at
risk for developmental delay. There are three scales are covered by this test which are: cognitive
scale, motor scale and language scale. Moreover, there is a questionnaire that caregivers should
be completed which focuses at the childs social-emotional and adaptive behavior development.

Before giving the test, the examiner explains to the parents what would happen during the
procedure. In addition, the parents are asked not to talk to the child during the test so this will not
impact the results. The results would help the specialist to decide if the child is progressing well
or he is having difficulties in certain skill areas or with certain activities.
Content Areas:
BSID covers five developmental domains which are: adaptive behavior, cognitive, language,
motor and social-emotional. The results will address early childhood situations before they
become lifelong problems, and to give every child a chance to succeed.
Adaptive behavior- this area includes communication, community use, pre-academics, home
living, health and safety, leisure, self-care, self-direction, social and motor. For example, PreAcademics skills may contain letter recognition and counting, and self-direction which may
include making choices.
Cognitive- this area includes Sensorimotor development, Exploration and manipulation, Object
relatedness, Concept formation, Memory, Habituation, Visual acuity, Visual preference, Object
permanence Plus other aspects of cognitive processing. For example, object relatedness may
contain placing spoon in cup and symbolic play may contain pretending to drink from a cup.
Language- this area is composed of receptive communication and expressive communication.
Expressive communication would include preverbal communications such as gesturing or turn
taking. Receptive communication assesses preverbal behaviors and vocabulary development
such as the ability to identify objects and pictures that are referenced.
Motor- this area is composed of fine motor and gross motor. Fine motor skills are associated
with prehension, perceptual-motor integration, motor planning and motor speed. Some examples
include reaching a toy and grasping it. Gross motor is associated with static positioning, dynamic
movement including locomotion, quality of movement, balance, motor planning and perceptualmotor integration. Some examples of motor skills are kicking and jumping.
Social-Emotional- this area would assess self-regulation and interest in the world,
communicating needs, engaging others and establishing relationships, using emotions in an
interactive purposeful manner and using emotional signals or gestures to solve problems.
Description of Purpose:
The results of this test would help to describe the developmental functioning of infants to assist
in providing treatment planning for the ones with developmental delays or disabilities. As BSID
examines all the facets of a young childs development, it would allow each child to have every
opportunity to reach his full potential. Moreover, as the results would help to find out about the
childs range of skills, specialists and parents will be able to decide if the child needs further
assessment and how best to enrich the childs development and encourage the childs growth. It
is a Norm-referenced tool because the results would be compared to other test takers of children
to reflect on the childs development in the cognitive, motor, behaviour, language and socialemotional areas.