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MacArthur-Bates Communicative Development Inventories

By: Beth Avis, Katie Hicks, Lacey Alley, and Ali Slaven

Beth Avis

on 2 October 2013

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Transcript of MacArthur-Bates Communicative Development Inventories

MacArthur-Bates Communicative Development Inventories
Strengths & Weaknesses
Minimizes limitations of language samples and structured tests.
Short administration time (just scoring).
Easy to administer and score.
Manual is difficult to comprehend.
Has a lot of fluff, doesn't get straight to the point.
A lot of work for parents to fill out the forms.
The CDI is a norm-referenced test.
Normed on 2,550 children 8-30 months old from seven different states, different ethnicities, and an equal number of boys and girls, The CDI-III was normed separately on 356 children ages 30-37 months from a university subject pool.
Easily scored by hand with percentile scores computed by comparing raw totals with values in look-up tables.
Takes 20-30 minutes to score. SLPs may also use computer based tools to score the test.
Purpose of Test
by: Beth Avis, Lacey Alley, Ali Slaven, and Katie Hicks
General Information
Authors: Larry Fenson, Virginia A. Marchman, Donna J. Thal, Philip S. Dale, J. Steven Reznick, and Elizabeth Bates.
Publisher: Paul H. Brookes Publishing
Languages: English and Spanish
Year Created: 1992
Ages: 8-37 months.
Administration Time: 20-40 minutes
Cost: $121.95 for whole test

Three different forms: Words and Gestures Form for typically developing children ages 8-18 months. Words and Sentences for typically developing children ages 16-30 months. CDI-III Form is for children ages 30-37 months.
It is a normed referenced test. It has been proven to be valid and reliable.
Words and Gestures
For ages 8-18 months.
Two major parts:
First Signs of Understanding: three questions that determine whether the child has begun to respond to language at all.
Phrases: parent chooses phrases that the child understands from a 28 item list.
Starting to Talk: two questions, one about frequency at which child imitates words/phrases, and one about frequency at which the child labels objects.
Vocabulary Checklist: 396 items. To indicate what words child understands and which they say.
Early Words-
Four Subsections:
Actions and Gestures- Five Subsections:
Communicating Gestures: i.e. giving, pointing, showing, reaching.
Games and Routines: i.e. patty-cake or peek-a-boo.
Actions and Objects: 17 action item checklist i.e. brushing teeth, combing hair, etc.
Pretending to be a Parent: 13 action item checklist i.e. putting toys to bed, playing house.
Imitating Other Adult Actions: 15 action item checklist i.e. cleaning with broom, vacuuming, washing dishes.
Words and Sentences
Ages 16-30 months.
Two major parts:
Words Children Use
Vocabulary Checklist: 22 semantic categories; 680 words.
How Children Use Words: 5 items; questions about child's use of language for past, future, and absent objects and people.
Sentences and
Word Endings Part I: has four items; questions about child's use of language referring to past, future, and absent objects and people that are different from the same questions in the How Children Use Words Subtest.

Ages 30-37 months.
Brief form, just two pages long.

First component

Two 100 item vocabulary checklists.
First checklist taken from Words and Sentences form.
Second checklist: 45 words from Words and Sentences form, 55 words are new and drawn from a variety of tests.
Thirteen questions about the child's word combinations.
There are twelve total sentence pairs, each which has related meaning but differs in grammatical level. The parent indicates which sentence sounds most like their child.
The parent can answer "not yet" (if the child's word combinations are not yet that complex), or "sometimes"/"often" (if the child's word combinations are at that level). If their response is "not yet" they are finished with this section.
Third Component
12 Yes/No Questions about child's language use.
Comprehension, Semantics, Syntax are covered.

The CDI's target current and emerging developmental behaviors. The test relies on recognition memory for specific information. The goal is to yield reliable language development information.
Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). Macarthur-bates communicative development inventories: user's guide and technical manual. (2nd ed.). Baltimore, Maryland: Paul H. Brookes Publishing Co.
Macarthur-bates communicative development inventories (cdis)—second edition, 2007 . (n.d.). Retrieved from http://archive.acf.hhs.gov/programs/opre/ehs/perf_measures/reports/resources_measuring/res_meas_cdiaa.html.
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