Child Development - Standardized Developmental Screening Tools

Child Development Standardized Developmental Screening Tools Tool Age Range Description Ages and Stages Questionnaires (ASQ) Parent-completed tool assessing communication, gross/fine 1 month – motor, problem-solving, and personal-social skills. Widely 5½ years used in primary care. Denver Developmental Screening Test II (DDST-II) Birth – 6 years Assesses personal-social, fine motor-adaptive, language, and gross motor skills. Requires trained examiner. Parents’ Evaluation of Birth – 8 Developmental Status (PEDS) years Brief parent questionnaire identifying developmental and behavioural concerns. Often used as a first-line screen. Brigance Early Childhood Screens Covers physical development, language, academic/cognitive, and adaptive behaviour. Can be used in schools and clinics. Birth – 7 years Bayley Scales of Infant and 1 – 42 Toddler Development (Bayleymonths 4) Gold standard for comprehensive developmental assessment. Assesses cognitive, language, motor, social-emotional, and adaptive behaviour. Mullen Scales of Early Learning Assesses gross motor, visual reception, fine motor, expressive Birth – 68 and receptive language. Often used in research and diagnostic months settings. Griffiths Scales of Child Development Birth – 8 years Multidimensional tool assessing locomotor, personal-social, hearing/speech, eye-hand coordination, and performance. Red Flags for Developmental Delay Communication Not babbling by 12 months No single words by 18 months No two words phrases by 2 years Speech difficult to understand by 3 to 4 months Cognitive and play No interest in cause effect toys or pretend play by 2 to 3 years Difficult following simple instructions by 2 years Not engaging in cooperative play by 4 years Gross motor Not sitting by 9 months Unable to stack blocks or scribble by 2 years Difficulty manipulating small objects by 3 years Social/emotional No smiling or eye contact by 6 months No interest in others or interactive games by 12 to 18 months Difficulty understanding emotions or playing with peers by 3 to 4 years Red Flags for Neurological Disorders Acute neurological red flags Sudden worse ever headache -> subarachnoid haemorrhage Sudden weakness, numbness or speech changes -> stroke/TIA Seizures or altered consciousness -> epilepsy, encephalitis Motor and coordination Persistent asymmetry or hypotonia in infants Regression of motor milestones Ataxia, tremors or abnormal gait Sensory and behavioural Vision or hearing loss Persistent irritability or lethargy Loss of previously acquired skills -> e.g. language, regression in autism Principles of identification Family centred Strength based – focus on what the child can do Culturally responsive Inclusive Early identification Multidisciplinary Individualized plans Skill-building in natural environments Behavioural Issues Tantrums Common in toddlers 1- to 4-year-olds Triggered by frustration, fatigue, hunger or overstimulation Crying, yelling, hitting or collapsing Management strategies Identify triggers Stay calm and consistent: avoid giving demands during tantrums Ignore when safe: don’t reinforce the behaviour with attention Praise positive behaviour: reinforce calmness and cooperation Teach emotional regulation: deep breathing, counting to 10, using a calm down space ODD Features Persistent defiance, arguing, refusal to comply with rules Towards authority figures May occur with ADHD or anxiety Management Set clear expectations: use simple and consistent rules Positive reinforcement: praise and reward desired behaviours Emotion coach: teach children to recognise and manage emotions Problem solving skills: help them identify problems and brainstorm solutions Collaborative approach: consistent strategies between home and school Anxiety Features Excessive worry, avoidance, physical symptoms e.g. stomach aches May present as clinginess, tantrums or perfectionism Can interfere with school, sleep or social activities Management Normalise anxiety: teach that it is okay to feel worried