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

They are meant to be used by medical assistants or other trained workers in programs serving children. 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). By comparing a child’s development to the developmental age ranges in this tool, it allows providers to identify young children with developmental problems so that they can be referred for help. These screening tests provide information about a range of ages during which normally developing children acquire certain abilities and skills. A revised version, Denver II, was released in 1992 to provide needed improvements. The Denver Developmental Screening Test ( DDST) was introduced in 1967 to identify young children, up to age six, with developmental problems.

doi: 10.1016/j.jecp.2015.07.Identify young children with developmental issues Journal of Experimental Child Psychology, 140, 56–73. Processes in the development of mathematics in kindergarten children from Title 1 schools. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. 14) after controlling for autoregressive effects and class- room nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (DR2 =.

05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (DR2 =.

32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fall numeracy scores accounted for substantial vari- ation in spring outcomes (R2 values =. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numer- acy and applied problems were administered in the spring of kindergarten. This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized nam- ing (RAN), and phonological short-term memory (STM) predicted mathematics outcomes.

Denver developmental screening test pdf