Matakuliah
Tahun
: Psikologi Diagnostik
: 2010
Measures of Infant and
Early Childhood Development
Pertemuan 13
Developmental Evaluation
• Developmental evaluation is necessary to determine
whether children qualify for such intervention services.
Improved survival rates of biologically at-risk infants who
have a higher probability of subsequent problems have
also heightened interest in developmental testing
(Aylward, 2002).
• Identification of children with developmental problems
affords the opportunity for early intervention, which
enhances self-righting or prevents additional
deterioration.
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Levels of Developmental Evaluation
• Prescreening (e.g., Child Development Inventories,
Ages and Stages Questionnaire)
• Screening tests (e.g., Bayley Infant
Neurodevelopmental Screener, BrackenBasic Concepts
Scale-Revised Brigance Infant and Toddler Screen)
• An assessment (e.g., Gesell Developmental Schedules/
Cattell Infant Intelligence Test, Griffiths Developmental
Scale, Bayley Scales of Infant Development, Mullen
Scales of Early Learning)
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Pragmatic Issues
1. sensitivity and specificity
2. Areas/streams of development (motor, language,
cognitive, adaptive)
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Conceptual Issues
 involve testing considerations that influence prediction
and interpretation of results, include:
 Continuity in Function
 Canalized Behaviors
 Integrated Functions
 Testing Concerns
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Bayley Scales of Infant Development
• Bayley, working on the Berkeley Growth Study,
developed the California First Year Mental Scale (1934)
followed by the California Infant Scale of Motor
Development (1936)
• In the 1950s and 1960s precursors of the Bayley Scales
of Infant Development (BSID; Bayley, 1969)
• The BSID was the reference standard (gold standard to
some) in the assessment of infant development, being
administered to infants 2–30 months of age
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BSID – Theoretical Basis
• Theoretically eclectic assessment that borrowed from
different areas of research (Aylward, 1997a).
• It contains three parts:
– the Mental Developmental Index (MDI)
– the Psychomotor Developmental Index (PDI), and
– the Infant Behavior Record (IBR).
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BSID - Administration
• Standardized materials and standardized administration
are critical for making comparisons to established norms;
and deviation vitiates such a comparison.
• Determine whether the infant’s success on an item is
purposeful/intentional rather than serendipitous
• Examiner’s effort to obtain a response (too many attempts
facilitates teaching to task), patterns of refusals, and use
of testing of limits in the case of splinter skills is helpful.
• Differences between cognitive and motor scores should
not be overlooked
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