7/16/2009 Using the BDI and DAYC for assessment and eligibility determination Ellen Kester, Ph.D., CCC-SLP Texas Early Childhood Intervention Agency Austin, TX July 15 th , 2009 HELP DAY C AEPS BDI + ‐ ‐ ‐ Spanish Version ‐ + ‐ + Norm ‐ based + ‐ + ‐ Criterion Referenced Separate Exp. and Rec. + ‐ ‐ + Language Separate Speech and ‐ ‐ ‐ ‐ Language Definitive Age ‐ level / ‐ + ‐ + Score + ‐ + + Helpful for Planning • 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 1
7/16/2009 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 2
7/16/2009 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* Assessment Planning Intervention • 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 3
7/16/2009 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 4
7/16/2009 • 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 p p or response does not represent desired behavior. d d d b h • 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? 5
7/16/2009 • 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 6
7/16/2009 • The main purposes of the DAYC are to: – Identify children with developmental delays – Determine strengths and weaknesses – Document Progress* Document Progress* Assessment Planning Intervention • Children ages birth to 5 years, 11 months • Full assessment only • Full assessment only—no screener no screener How do we use the DAYC to determine disabilities? 7
7/16/2009 • 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 8
7/16/2009 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 2 ‐ 12 2 ‐ month months months delay 13 ‐ 24 13 ‐ 24 13 24 13 24 3 ‐ month h months months delay 25 ‐ 36 25 ‐ 36 4 ‐ month delay months months 9
7/16/2009 Eligibility Criteria Eligibility Criteria ( Expressive Language Delay Only) Expressive Language Delay Only) 2 ‐ 18 2 ‐ 18 4 ‐ month delay months months o t s o t s 19 ‐ 36 19 ‐ 36 6 ‐ month months months 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 of 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 10
7/16/2009 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 delay in any area. d l i • Clarification as follows for services: – Only the OT ‐ R and OT can initiate, develop, modify or 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 Practices in ECI proposed revisions) Only an OTR, or OT may The interdisciplinary IFSP ECI programs should make initiate, develop, modify or team, which includes the every effort to determine complete an occupational parent, determines the the need for an OT to serve therapy plan of care. This type, frequency, and on the interdisciplinary includes determining when includes determining when intensity of services for a intensity of services for a team at the initial team at the initial occupational therapy child. The team bases IFSP. Services should not services should or should decisions on assessment be delayed due to not be provided, and the data about the child's scheduling of necessary nature and frequency of current ability to function team members. services that are in developmentally provided. appropriate settings and activities, on health status, and on information about family priorities, needs, and concerns. 11
7/16/2009 Thank you! 12
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