Ages and Stages. News & Events. Start by partnering with parents to explain why developmental screening is so important, introduce ASQ, and address any concerns. Early Start Denver Model for Young Children with Autism: Promoting Language. Supported by the principles of developmental psychology and applied. It presents an assessment process and instrument (the Early Start Denver Model. Society for Autism Research, is an editor of the journal Autism Research, and is a.

This article needs more to help. Please help by adding links within the existing text. ( November 2018) () Denver Developmental Screening Tests Purpose identify young children with developmental issues The Denver Developmental Screening Test was introduced in 1967 to identify young children, up to age six, with developmental problems.

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A revised version, Denver II, was released in 1992 to provide needed improvements. The purpose of the tests is to identify young children with developmental problems so that they can be referred for help. The tests address four domains of child development: personal-social (for example, waves bye-bye), fine motor and adaptive (puts block in cup), language (combines words), and gross motor (hops).They are meant to be used by medical assistants or other trained workers in programs serving children.

Both tests differ from other common developmental screening tests in that the examiner directly tests the child. This is a strength if parents communicate poorly or are poor observers or reporters.

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Other tools, for example the Age and Stages Questionnaires, depend on parent report. Contents • • • • • • • • Denver Developmental Screening Test [ ] The test was developed in Denver, Colorado, by Frankenburg and Dodds. As the first tool used for developmental screening in normal situations like pediatric well-child care, the test became widely known and was used in 54 countries and standardized in 15. The Denver Developmental Screening Test was published in 1967.

During its first 25 years of use, one study found it to be insensitive to language delays. Other concerns arose: that norms might vary by ethnic group or mother's education, that norms might have changed, and that users needed training. Denver II [ ] Research Basis [ ] The Denver Developmental Screening Test was revised in order to increase its detection of language delays, replace items found difficult to use, and address the other concerns listed.

There are 125 items over the age range from birth to six years. An examiner administers the age-appropriate items to the child, although some can be passed by parental report. Each item is scored as pass, fail, or refused. Items that can be completed by 75%-90% of children but are failed are called cautions; those that can be completed by 90% of children but are failed are called delays. A normal score means no delay in any domain and no more than one caution; a suspect score means one or more delays or two or more cautions; a score of untestable means enough refused items that the score would be suspect if they had been delays.

The Denver II is available in English and Spanish. Videotapes and two manuals describe 14 hours of structured instruction and recommend testing a dozen children for practice. Beyond this a professional degree is not required. As with all developmental testing, one must follow the instructions in detail. The standardization sample of 2,096 children was selected to represent the children of the state of Colorado. The test has been criticized because that population is slightly different from that of the U.S. However, the authors found no clinically significant differences when results were weighted to reflect the distribution of demographic factors in the whole U.S.

Significant differences were defined as differences of more than 10% in the age at which 90% of children could perform any given item (Technical Manual, pp. 6, 18-19). Separate norms were provided for the 16 items whose scores varied by race, maternal education, or rural-urban residence. Interpretation [ ] The author of the test, William K. Frankenburg, likened it to a growth chart of height and weight and encouraged users to consider factors other than test results in working with an individual child. Such factors could include the parents’ education and opinions, the child’s health, family history, and available services.

Frankenburg did not recommend criteria for referral; rather, he recommended that screening programs and communities review their results and decide whether they are satisfied (Technical Manual, pp. 20–22). In 2006 the American Academy of Pediatrics Council on Children with Disabilities; Section on Developmental Behavioral Pediatrics published a list of screening tests for clinicians to consider when selecting a test to use in their practice. This list includes the DENVER II among its choices. The chairman of the committee wrote: “In the practice of developmental screening and surveillance, we recommend the incorporation of parent-completed questionnaires or directly administered screening tests into the process of surveillance and screening. However, their results should be combined with attention to parental concerns and the pediatrician’s opinion, rather than replacing them, to augment the screening process and increase identification of children with developmental disorders” (Lipkin and Gwynn, 2007).