7/16/2009 Using the BDI and DAYC for assessment and eligibility - - PDF document

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Using the BDI and DAYC for assessment and eligibility determination

Ellen Kester, Ph.D., CCC-SLP Texas Early Childhood Intervention Agency Austin, TX July 15th, 2009

HELP DAY C AEPS BDI

Spanish Version

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Norm‐based

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Criterion Referenced

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Separate Exp. and Rec. Language

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Separate Speech and Language

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Definitive Age‐ level / Score

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Helpful for Planning

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• Define the Battelle Developmental Inventory

and the Developmental Assessment of Young Children

• Discuss how to use the BDI and DAYC

functionally in assessment

• Administration
• Interpretation
• Determination of Eligibility

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What is the BDI? How was it developed? How was it developed? What is its main purpose? Who is it used with?

• The BDI is:

– Norm‐based (standardized) – For use by infant, preschool, and primary teachers special educators SLPs psychologists teachers, special educators, SLPs, psychologists, OTs, PTs, and diagnosticians – Designed to measure functional abilities – Useful for planning – Hierarchical (earlier skills are foundations for later skills) items (341 items total)

• Based on

– reviews of child development research – existing tests – new items by child development experts – 75% criterion for norms 75% criterion for norms

• Grouped into 5 domains based on IDEA*
• Personal‐Social
• Adaptive
• Motor
• Communication
• Cognitive

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BDI Back to Statistics BDI Back to Statistics

• The main purposes of the BDI are to:

– Identify strengths and weaknesses – Assess “at‐risk” children Facilitate team assessment and plan development – Facilitate team assessment and plan development – Screen all children – Monitor Progress*

Planning Intervention Assessment

• Children ages birth to 8 years
• Screener for all children birth to 8
• Screener for all children birth to 8
• Full assessment with those with suspected

delays

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How do we use the BDI to determine disabilities?

• Multi‐disciplinary Team Assessment

– Two different disciplines – Family

• Separate forms for each Domain facilitate

team assessment

• Become familiar with the 3 types of items

– Structured items – Observation items Interview questions – Interview questions

Routines- Based or Interrogation

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• Criteria for scoring 0, 1, 2

– 2 points = child meets specified criterion – 1 point = child attempts an item but cannot meet the specified criterion – 0 points = Child cannot/ will not attempt an item d d d b h p p

• r response does not represent desired behavior.
• Start point determined by age
• Ceiling = 2 consecutive zero scores
• Basal = All items in an age level scored as 2
• Zeros below the basal are counted as correct

What is the DAYC? How was it developed? What is its main purpose? Who is it used with?

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• The DAY‐C is:

– Norm‐based (standardized) – For use by special educators, SLPs, psychologists, OTs PTs and diagnosticians early intervention OTs, PTs, and diagnosticians, early intervention specialists – Designed to measure functional abilities mandated by IDEA – Hierarchical (earlier skills are foundations for later skills) items (363 items total)

• Based on

– reviews of child development research – existing tests – new items by child development experts – 50% criterion for norms 50% criterion for norms

• Grouped into 5 domains based on IDEA*
• Personal‐Social
• Adaptive
• Motor
• Communication
• Cognitive

DAYC Back to Statistics DAYC Back to Statistics

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• The main purposes of the DAYC are to:

– Identify children with developmental delays – Determine strengths and weaknesses Document Progress* – Document Progress*

Planning Intervention Assessment

• Children ages birth to 5 years, 11 months
• Full assessment only

no screener

• Full assessment only—no screener

How do we use the DAYC to determine disabilities?

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• Multi‐disciplinary Team Assessment

– Two different disciplines – Family

• Separate forms for each Domain facilitate

team assessment

• Become familiar with the 3 types of items

– Direct assessment items – Observation items Interview questions – Interview questions

Routines- Based or Interrogation

• Criteria for scoring 0 or 1

– 1 = child meets specified criterion – 0 = child does not meet specified criterion

• Start point determined by age
• Ceiling = 3 zero scores out of 5 items
• Basal = 3 consecutive 1 scores closest to basal
• Zeros below the basal are counted as correct

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How do we determine a child’s developmental level using the BDI?

Eligibility Criteria Eligibility Criteria

(Except Expressive Language Only) (Except Expressive Language Only)

2‐12 months 2‐12 months

2‐month delay

13 24 13 24

h

13‐24 months 13‐24 months

3‐month delay

25‐36 months 25‐36 months

4‐month delay

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Eligibility Criteria Eligibility Criteria (Expressive Language Delay Only)

Expressive Language Delay Only)

2‐18 months 2‐18 months

4‐month delay

• t s
• t s

19‐36 months 19‐36 months

6‐month delay

• How do we determine a 4‐6 month delay?

– Both the BDI and the DAY‐C provide

• standard scores for each of the major domains
• age‐equivalents for each of the major domains

age equivalents for each of the major domains

• standard scores for combined major domains
• age‐equivalents for combined major domains
• Keep in mind that these scores are estimates
• f abilities and not “true scores”

Even with a “definitive score” e need to use clinical judgment, Consider issues of language and culture

– Tests may not be normed on a bilingual population – Tests may be culturally biased – If your gut feeling doesn’t match the test results, get more information

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Items in question Items in question

• Points to 6 body parts when asked.
• Identifies familiar characters on TV.
• Responds to prepositions in, out, on
• Uses pronouns I and you

New information on Team Assessment New information on Team Assessment

Direct from the State office:

• The multi‐disciplinary team can identify a

d l i delay in any area.

• Clarification as follows for services:

– Only the OT‐R and OT can initiate, develop, modify

• r implement Occupational Therapy Services

New Development in ECI re: Occupational New Development in ECI re: Occupational Therapy Therapy

From OT Rules ECI Policy (current and proposed revisions) Practices in ECI Only an OTR, or OT may initiate, develop, modify or complete an occupational therapy plan of care. This includes determining when The interdisciplinary IFSP team, which includes the parent, determines the type, frequency, and intensity of services for a ECI programs should make every effort to determine the need for an OT to serve

• n the interdisciplinary

team at the initial includes determining when

• ccupational therapy

services should or should not be provided, and the nature and frequency of services that are provided. intensity of services for a

• child. The team bases

decisions on assessment data about the child's current ability to function in developmentally appropriate settings and activities, on health status, and on information about family priorities, needs, and concerns. team at the initial

• IFSP. Services should not

be delayed due to scheduling of necessary team members.

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Thank you!