1. Denver Developmental Screening Test Pdf

1. Denver Developmental Screening Test (DDST), DENVER II Responsive to Change Over Time – Age specific norms provided. Content & Face Validity – Validity of Denver II established by the precision with which the ages corresponding to 25%, 50%, 75% and 90% passing for each item and subgroup have been determined - standardized on more than 2000.
2. Child Development Assessment Developmental Milestones And Denver Developmental Screening Test. Denver developmental screening chart test ii 2019 01 22 free download pdf file nixlighting revised prescreening questionnaire speech language health supervision for children with achondroplasia american academy of pediatrics.
3. DENVER II edit edit source The DENVER II (1992) is a revision and update of the Denver Developmental Screening Test, DDST (1967). Both were designed for use by the clinician, teacher, or other early childhood professional to monitor the development of infants and preschool-aged children.

Download File PDF Denver Developmental Screening Test Ii Denver IiTest was introduced in 1967 to identify young children, up to age six, with developmental problems. 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. Developmental screening and assessment instruments with an emphasis on social and emotional development for young children ages birth through five. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.

The Denver Developmental Screening Test was introduced in 1967 to identify young children, up to age six, with developmental problems. 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. Other tools, for example the Age and Stages Questionnaires, depend on parent report.

Denver Developmental Screening Test[edit]

The test was developed in Denver, Colorado, by Frankenburg and Dodds.^[1] 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.^[2] 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.^[3] Other concerns arose: that norms might vary by ethnic group or mother's education, that norms might have changed, and that users needed training.^{[citation needed]}

Denver II[edit]

Research basis[edit]

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.^[4] 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.^{[citation needed]}

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. as a whole. However, the authors found no clinically significant differences when results were weighted to reflect the distribution of demographic factors in the whole U.S. population. Significant differences were defined as differences of more than 10% in the age at which 90% of children could perform any given item.^[5] Separate norms were provided for the 16 items whose scores varied by race, maternal education, or rural-urban residence.^{[citation needed]}

Interpretation[edit]

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. ^[6]

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 Denver II among its choices.^[7] 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”.^[8]

Studies in practice[edit]

One study evaluated the Denver II in terms of how its results matched those of a psychologist in five child-care centers: two serving the children of college-educated white parents and three serving low-income African-American children. The psychologist evaluated 104 children, of whom 18 were judged to be delayed ^[9]). All but two of the 18 came from the low-income centers but no mention is made regarding use of separate norms for African-American children. Results of the Denver II, using an older scoring method, included 33% questionable tests, in between normal and abnormal. If their scores were considered normal, too many children with delays would be missed (low sensitivity); if their scores were considered abnormal, too many children would be referred (low specificity). On the basis of this study, the Denver II fell into disfavor, and it is now seldom mentioned in reviews. Materials may no longer be purchased in hard copy, but they are available at no charge.^{[citation needed]}

Another study evaluated the Denver II in the screening program of a community health center.^[10] Here the criterion for abnormality was the eligibility of children for Early Intervention, according to the judgment of speech-language pathologists and other professionals in two suburban school districts. This study included 418 children in all and 64 who needed EI. The success of the screening program was judged in terms of predictive value: the probability that a child, if referred, would be eligible for services. The predictive value was 56%; allowing for children who were referred but not evaluated, it was 72%; this compared favorably with two studies using the Ages and Stages Questionnaire in clinics, which found comparable predictive values of 50% and 38%.^[11] The study showed the value of taking into account other information besides the test result because the screener increased the predictive value from 44% to 56% by using her judgment not to refer some children with minor delays.

In a study of two-stage screening, children were prescreened with Frankenburg’s Revised Prescreening Developmental Questionnaire^[12] and 421 with suspect scores were given the Denver II and evaluated by independent examiners.^[13] In children under 18 months the prevalence of abnormality was 0.19 on diagnostic tests, and the Denver II had a positive predictive value of 0.36, a negative predictive value of 0.90, a sensitivity of 0.67, and a specificity of 0.72. The authors concluded that a suspect Denver II “should lead to careful monitoring and rescreening unless provider or parental concern suggests the need for immediate referral.” Among children 18–72 months old, the prevalence of abnormality was 0.43, the positive predictive value was 0.77, the negative predictive value was 0.89, the sensitivity was 0.86, and the specificity was 0.81. The authors concluded that in their program a suspect Denver II should usually result in a referral. (Positive predictive value meant the probability that a child with a suspect Denver II would be diagnosed as abnormal when evaluated; negative predictive value meant the probability that a child with a normal Denver II would be diagnosed as normal when evaluated.)^{[citation needed]}

A study of 3389 children under five in Brazil has produced a continuous measure of child development for population studies.^[14] The measure was based on the Denver Developmental Screening Test but can be used with the Denver II.

See also[edit]

References[edit]

1. ^Frankenburg, W.K. (1967). 'The Denver Developmental Screening Test'. The Journal of Pediatrics. 71 (2): 181–191. doi:10.1016/S0022-3476(67)80070-2. PMID6029467.
2. ^Frankenburg, W.K.; Dodds, J.; Archer, P. (1990). Denver II Technical Manual. Denver Developmental Materials, Inc. p. 1.
3. ^Borowitz, K.C.; Glascoe, F.P. (1986). 'Sensitivity of the Denver Developmental Screening Test in Speech and Language Screening'. Pediatrics. 78 (6): 1075–1078. PMID3786032.
4. ^Frankenburg, W.K.; Dodds, J.; Archer, P. (1990). Denver II Technical Manual. Denver Developmental Materials, Inc. p. 1.
5. ^Frankenburg, W.K.; Dodds, J.; Archer, P. (1990). Denver II Technical Manual. Denver Developmental Materials, Inc. p. 6,18–19.
6. ^Frankenburg, W.K.; Dodds, J.; Archer, P. (1990). Denver II Technical Manual. Denver Developmental Materials, Inc. p. 20–22.
7. ^American Academy of Pediatrics, Council on Children with Disabilities; Section on Developmental Behavioral Pediatrics; Bright Futures Steering Committee; Medical Home Initiatives for Children with Special Needs Project Advisory Committee. Identifying infants and young children with developmental disorders in the medical home: an algorithm for developmental surveillance and screening. Pediatrics, 2006;118:405–420
8. ^Lipkin, P.H.; Gwynn, H. (2007). 'Improving developmental screening: Combining parent and pediatrician opinions with standardized questionnaires'. Pediatrics. 119 (3): 655–56. doi:10.1542/peds.2006-3529. PMID17332228. S2CID33274155.
9. ^Glascoe, F.P.; Byrne, K.E.; Ashford, L.G. (1992). 'Accuracy of the Denver II in developmental screening'. Pediatrics. 89 (6 Pt 2): 1221–1225. PMID1375732.
10. ^Dawson, P.; Camp, B.W. (2014). 'Evaluating developmental screening in clinical practice'. SAGE Open Medicine. 2: 205031211456257. doi:10.1177/2050312114562579. PMC4712749. PMID26770755.
11. ^Guevara, J.P.; Gerdes, M.; Localio, R. (2013). 'Effectiveness of developmental screening in an urban setting'. Pediatrics. 131 (1): 30–37. doi:10.1542/peds.2012-0765. PMID23248223. S2CID16427065.
12. ^Frankenburg, W.K. (1987). 'Revision of the Denver Prescreening Questionnaire'. J. Pediatr. 110 (4): 653–57. doi:10.1016/S0022-3476(87)80573-5. PMID2435879.
13. ^Burgess, D.; Camp, B.W.; Spicer, C. (1996). 'Accuracy of the Denver II in a clinical developmental screening protocol'. Abstract Presented at the Society for Developmental-Behavioral Pediatrics. doi:10.1097/00004703-199608000-00029.
14. ^De Lourdes Drachler, M.; Marshall, T.; de Carvalho Leite, J.C. (2007). 'A continuous-scale measure of child development for population-based epidemiological surveys: A preliminary study using item-response theory for the Denver test'. Paediatric and Perinatal Epidemiology. 21 (2): 138–153. doi:10.1111/j.1365-3016.2007.00787.x. PMID17302643.

External links[edit]

• Developmental and Behavioral Pediatrics at American Academy of Pediatrics
• HealthyChildren.org American Academy of Pediatrics

The Denver Developmental Screening Test (DDST) is a test designed for use in initial screening of children to identify those with developmental problems so they can be referred for more precise evaluation and intervention, if appropriate. The test was developed and introduced in Denver, Colorado in the 1960s and is one of the most widely used developmental screening tests. Health care professionals can administer the test in clinical or office settings, and it takes between 10 and 20 minutes.

This test is intended for use in children between one month and six years of age. The exact age of the child is calculated so the administrator can select age-appropriate tasks designed to assess the child's personal and social skills, facility with language, fine motor skills, and gross motor skills. In addition to evaluating the child directly, the test administrator also asks the parents a series of questions to collect more information about how the child behaves at home.

If a child performs consistently below the standard of children in a similar age range, the Denver Developmental Screening Test will suggest the child may have a developmental problem. It is not designed to be specific, with lengthier and more detailed screening needed to evaluate children with test scores of concern. If a child performs at or above the expected level, the child is not considered to be at risk for developmental issues.

One criticism of the original Denver Developmental Screening Test was a distinct class and race bias, a common problem with standardized tests in general. Future editions were redesigned to address this problem, making the test more widely applicable and sensitive. One consequence of this has been an increased incidence of false positives on the test, something for parents to be aware of. In other words, just because a child's results on the this test are believed to be abnormal, it doesn't mean the child has a developmental problem; more testing is needed.

Denver Developmental Screening Test Pdf

This test is usually readily available and may be administered multiple times as a child ages to collect information about the course of the child's development. If more screening is needed, it may be offered in the same facility, or the child may need a referral to another location. When parents are told that additional screening is recommended after the Denver Developmental Screening Test is administered, they should be aware that the practitioner may not have additional information and cannot provide a diagnosis or even a guess about what the issue might be.