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Testing

Three scales administered through interaction with the child:

  • Cognitive
  • Fine/ Gross Motor
  • Expressive and Receptive Language

Two scales conducted through a parent questionnaire:

  • social-emotional
  • adaptive behavior

Scoring

Adaptive Behavior

Community use

Functional pre-academics

Home living

Health and safety

Leisure

Self-care

Self-direction

Social

Motor

The Scores of the Bayley Scale indicate how well a child preforms compared to a normed group of children withing the same age group from around the U.S

  • The highest possible score on a subtest of the BSID is 19, the lowest is 1.
  • Scores that are in the 8-12 range are labeled average

While the Bayley is a test to identify developmental levels, the product urges parents to be aware that their child’s score can be influenced by motivation, attention, and interests.

Social - Emotional Development

A sample Video

  • Determines the mastery of early capacities of social-emotional growth
  • Examines social and emotional functioning
  • Examines progress in EI programs
  • Identifies problems with developmental social-emotional capacities:
  • 0-3 months: Exhibits growing, self-regulation, and interest in the world
  • 4-5 months: Engages in relationships
  • 6-9 months: Uses emotions in an interactive, purposeful manner
  • 10-14 months: Uses a series of interactive, emotional signals or gestures to communicate
  • 15-18 months: Uses a series of interactive, emotional signals or gestures to solve problems
  • 19-30 months: Uses ideas to convey feelings, wishes, or intentions
  • 31-42 months: Creates logical bridges between emotions and ideas

Cognitive

Language Development

Fine and Gross Motor

Sensorimotor development

Exploration and manipulation

Object relatedness

Concept formation

Memory

Habituation

Visual acuity

Visual and tactile exploration

Object assembly

Puzzle board completion

Matching colors

Comparing masses

Representational and pretend play

Discriminating patterns

Visual preference

Object permanence

Counting (with one-to-one correspondence and cardinality)

Expressive communication :

Babbling

Gesturing

Joint referencing

Naming objects, pictures, and actions

Two-word utterances and use of plurals and verb tense

Receptive communication:

The ability to recognize objects and pictures

Vocabulary such as pronouns and prepositions

Understanding plurals and tense markings

Fine motor:

Motor planning

Motor speed

Visual tracking

Reaching

Object manipulation

Grasping

Quality of movement

Responses to tactile information (sensory integration)

Gross motor:

Static positioning (e.g. head control, sitting, standing)

Dynamic movement including locomotion (crawling, walking, running, jumping, walking up and down stairs)

Quality of movement (coordination when standing up, walking, kicking)

Balance

Motor planning

Perceptual-motor integration (e.g. imitating postures)

Nancy Bayley

  • 1926 was also the year that Nancy received her PhD in psychology at the University of Iowa

  • While working in a university run nursery school, her interest in children developed

  • In 1928 Nancy moved to Berkeley California in order to join the newly organized Institute for Welfare (later called the Institute for Human Development) at the University of California

Nancy Bayley and the Bayley Scale

  • The Berkeley Growth Study

  • Nancy published The California First Year Mental Scale (1933) and The California Infant Scale of Motor Development (1936) the precursors to her 1969 infant scale

  • The Bayley Scales of Infant Development were published in 1969

The Bayley Scale of Infant and Toddler Development

About the creator

Nancy Bayley

Second edition was published in 1993

  • Assessed infants and toddlers in three domains:
  • Mental
  • Motor
  • Behavior

Third edition published in 2005 (current edition)

  • Assess infants and toddlers in five domains:
  • Cognition
  • Language
  • Social-emotional
  • Motor
  • Adaptive behavior

  • Did not start school until she was eight years old

  • Originally started studying at the University of Washington to become an English teacher

  • Completed Bachelors of Science (1922) and Masters of Science (1924) degrees in psychology

  • Her master’s thesis was published in 1926 as "Performance tests for three, four, and five year old children" in Pedagogical Seminary and Journal of Genetic Psychology

Weaknesses

The Bayley Scale of Infant and Toddler Development

Weaknesses Continued

  • The test is largely adult-directed. Younger students may have difficulty complying with directions.

  • Linguistic Bias: “Typically developing students learning English as a Second Language may be diagnosed as having a language disorder when, in reality, they are showing signs of typical second language acquisition. This happens when language tests are not valid, reliable, and free of bias. (Bayley, N. 2006).

  • Dialect of English Spoken at Home: Ex. Some students do not use plurals while speaking at home. (Not everyone speaks standard American English).

  • Socioeconomic Status Bias: “Hart & Risley (1995) found that a child’s vocabulary correlates with his/her family’s socio-economic status; parents with low SES (working class, welfare) used fewer words per hour when speaking to their children than parents with professional skills and higher SES. Thus, children from families with a higher SES will likely have larger vocabularies and thus will likely show a higher performance on standardized child language tests. (Bayley, N. 2006). (Example- describing pictures).

  • Prior Knowledge/Experience: A child’s performance on Bayley-III may also be affected by their prior knowledge and experiences.

  • Attention and Memory: Due to the complexity of testing students need to be engaged for a long period of time. This may cause students to become irritable, not being able to perform to the best of their abilities.

Just the facts: Research from Articles

  • Students need numerous breaks while being administered The Bayley Scales on Infant and Toddler development due to the large amount of time needed to retrieve scores for each domain.

  • Sometimes the person administering the test has no rapport with the student. This causes the student to feel uncomfortable and possible not perform to the best of his or her ability.

  • According to research, The Bayley Scales of Infant and Toddler Development is the most frequently used, individually administered measure of infant and toddler development.

  • Students may only display signs of a delay at the early childhood stage but slowly become typically developing as the student gets older.

Strengths

  • Since the Bayley Scales of Infant and Toddler Development is a norm-referenced, standardized assessment, it may identify developmental delays in infants and toddlers who are one month to forty-two months old.

  • The Bayley Scales of Infant and Toddler Development can also be used to monitor progress in children who are receiving intervention for developmental delays.

  • According to research, standardized tests such as the Bayley Scales of Infant and Toddler Development provide normative data, possessing high reliability, and adequate validity.

  • Teachers are able to gather information from all five domains of development in order to identify student strengths and weaknesses.

What it's Used for:

  • A suspected delay in or problems in early development
  • Establishes in the child needs more in-depth assessment
  • Shows a child’s strengths and weaknesses so that parents and professionals can properly plan for the child
  • supports IDEA requirements for intervention
  • Great for use across multidisciplinary teams (Psychologist, SLP, OT/PT) to gather information
  • Allows for more caregiver involvement in test items giving the parent or guardian the ability to be an active participant in testing

Reliability

The Bayley Scales of Infant and Toddler Development (third edition)

Evidence for internal consistency reliability for the Cognitive, Language, and Motor composites and subset scales were gathered using the normative sample

  • Scale composite average reliability coefficients ranged from .91 (cognitive) to .93 (language)
  • Subtest average reliability coefficients ranged from .86 (fine motor subtest) to .91 (expressive communication and gross motor subtests)

Social Emotional reliability comes from the Greenspan Social-Emotional Growth Chart (standardization process included in the Bayley III technical manual)

  • Coefficients ranging from .83 to .94 for social-emotional items and .76 to .91 for the sensory processing items

Adaptive Behavior shows evidence of consistent reliability using the ABAS-II standardization process.

  • Average reliability coefficients across each of the skill areas and adaptive domains ranged from .79 to .98

Validity

  • Norm-Referenced Standardized Assessment

  • Age range: 1 month – 42 months

  • Time needed: 30 – 90 minutes

  • Purpose: Identify the degree of risk of developmental delays

  • Determine if any further evaluations are necessary

Norms

  • The standardization sample for the Bayley-III included 1700 children aged 16 days through 43 months 15 days divided into 17 age groups each containing 100 participants.

  • Standardization age groups were in 1-month intervals between 1 and 6 months of age, in 2-month intervals between 6 and 12 months of age, in 3-month intervals between 12 and 30 months of age, and in 6-month intervals between 30 and 42 months of age.

  • The standardization sample was collected in the United States between January and October 2004 to match the 2000 United States census.

  • Factor analysis of the subtests of the cognitive, language, and motor scales supported a three-factor model across all aged of the 1700-child standardization sample
  • youngest age group (0-6 months): two-factor model
  • The technical manual suggests that the applicability of both a two-factor and a three-factor model to the youngest group is likely an indicator that language and cognition are differentiated by age.

  • Relatively high correlations were found between the Bayley III and:
  • Wechsler Preschool and Primary Scale of Intelligence III (Wechsler 2002) verbal, performance, and Full-Scale scores and cognitive (.72 to .79) and language composites (.71 to .83).

  • Moderate correlations were found between the Bayley III and:
  • The Preschool Language Scale IV (Zimmerman, Steiner, & Pond, 2002) Auditory Comprehension and Expressive Communication Skills (.51 to .71)
  • The Peabody Developmental Motor Skills II (Folio & Fewell, 2000) Motor Quotients (.49 to .57)
  • ABAS-II and the Vinland Adaptive Behavior Scale-Interview Edition (Sparrow, Balla, & Cicchetti, 1984) domain scores and composite score (.58 to .70)

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