PEABODY
DEVELOPMENTAL
MOTOR SCALE (PDMS-2)
Prepared by Nadia Wasila bt Md Noor.
22.7.2021
PDMS-2 Overview
Purpose
1. Evaluates children with disabilities/and or atypical motor development
2. Evaluates Fine and Gross Motor Developmental Skills
3. To evaluate progress
4. Estimate child’s performance comparison to peers
Subtests
6
No of items
225-241
Age
0 – 5 years
Duration
60 mins
45-60: entire PDMS
20-30: GM/FM composites separately
Condition
Cerebral palsy
Developmental delay/GDD
Down syndrome
Used by
Diagnostic, OT,PT, psychologist, early intervention specialists, PE teacher.
PDMS-2 Test kits
Equipment
Test Kit (Forms)
Desk/table
2 chairs
Stopwatch
Manual
Test kits:.
1 black shoelace
6 square beads
12 cubes
1 bottle with screw-on cap
1 large button strip
1 pegboard
3 pegs
1 formboard
3 forms
1 lacing card
1 measuring tape
1 roll 2-inch wide masking tape
Blackline masters
Three shape cards
Item to prepare:
Rattle
Soft plush toy
Small toy on string
Empty soft drink can
8-inch ball
Tennis ball
Cup
Spoon
Washcloth
10-15 sheets of paper (8 1/2 X 11inch)
Pencils, crayons and markers
Blunt scissors
Large pull toy (e.g., wagon)
Book with thick cover pages
Food pellets (e.g., cereal)
4 to 5 feet of heavy string or rope
Stairs with 7-inch rise
Sturdy object (16 to 21 incheshigh)
Mat
Stopwatch
PDMS-2 Subtests
For age
No of
Items
Quotients
Subtest
Gross
motor
1. Reflexes (Re)
8
2. Stationary (St)
30
Sustain body control within
COG and retain equilibrium.
89
Transport body from 1 BOS
to another.
24
Throw, catch, kick balls.
26
Hand and finger skills.
72
Integrate & use visual
perceptual skill to do eyehand coordination.
0-12 mo
3. Locomotion (Lo)
1y-5y
4. Object manipulation (Ob)
Fine motor
5. Grasping (Gr)
6. Visual Motor Integration (Vi)
All age
Automatic reaction.
PDMS-2 Administration
1. Refer to:
Guide to Item Administration
Examiner’s Manual
Scoring Criteria:
Score items: 2, 1, 0
2= Mastered, 1= Not Fully, 0= cannot or will not attempt.
2. Record the score in the Examiner Record Booklet (Blue).
3. Profile/Summary Form (Red
PDMS-2: Where To Start
1. Entry Point- child’s age or item child can successfully complete
2. Basal Level- child receives score of 2 on three items in a row
3. Ceiling Level- child receives score of 0 on three items in a row
4. Note: Anything below the basal level is given a 2 and added to
the subtest raw score.
PDMS-2: Basal Level – scored 2 in a row
PDMS-2: Ceiling Level – scored 0 in a row
1. Raw Scores: Add scores from each subtest
2. Age Equivalents:
1. Raw scores are converted to age equivalents
3. Standard Scores compare across subtests
4. Quotients: GMQ, FMQ, TMQ (gross, fine, total motor)
5. Percentile Score are values that are equal to or below standard sampled. Derived from subtests and
quotients.
PDMS-2: Raw score to Std Score & %ile
Appendix A
Converting raw scores to Std score and
Percentile
Page 73
PDMS-2: Age equivalent
Age Equivalent:
1. In months, for each raw score.
2. Compare the age equivalent to the
child’s age
3. Needs to be 25% delayed to qualify for
services
Appendix C
Converting raw scores to age equivalent
Page 117
PDMS-2: Quotient & Percentile
Derived from Sum of Std Score
GMQ: Gross Motor Quotient
FMQ: Fine Motor Quotient
TMQ: Total Motor Quotient
Appendix B
Converting Sum of Subtest Scores to
Percentile & Quotient
Page 111
PDMS-2: Interpret result
Using Standard score
Child is 30 months old
Stationary Raw Score is 30
Standard Score= 8
(Examiner’s Manual pg. 31)
Interpretation: Average
Using Quotient Score
To summary
1. Get the child chronological age (Eg, child age 44mo)
2. To begin: Look at the black highlight (Start: At 43-46 mo)
3. Can go backward until, scored 2 (for 3 times). Proceed forward a bit after the starting age, until scored 0
(for 3 times)
4. Count raw score. The item before (3 consecutives “2”), automatically become 2 (so scored 2 all the way to
number 1.
5. Count all the scores. Raw score obtain, the rest of other score to refer tables from book.
6. Assess child by observing doing the activity. Scored 0/1/2.
7. Fill up all the scores, graph.
8. Interpretation (may refer to standard/quotient score):
•
•
Child A perform average for locomotion and stationary
Child A scored below average….
Bailey Scale of Infant
& Toddler
Development
Bayley Scale of Infant
and Toddler
Development
Observation
checklist
Bayley Scale of
Infant and Toddler
Development
Screener
Domains
Bayley Scale of Infant and Toddler Development
Overview
5 domains
Administration
•
•
•
•
•
• Individual
Cognitive
Language
Motor
Social – emotional
Adaptive behaviour
• Paper/pencil
• Duration: 30-90 min
• Age: 1 mo – 42 months
Scores
Purpose
•
•
•
•
•
•
• Identify infants & toddlers
with developmental delay
• Assist in intervention planning
• Monitor child’s progress
following
Intervention
• Conduct research
Scales scores
Composite scores
Percentile ranks
Confidence intervals
Developmental age equivalent
Growth scale values
Overview
Condition Cerebral palsy
Developmental delay/GDD
Down syndrome
Autism Spectrum Disorder
Pervasive developmental disorder
Specific language impairment
Premature
Prenatal alcohol exposure
Used by
Diagnostic specialist, school psychologist, OT, PT, speech pathologist,
Manual
kits
-
Administration manual
Technical manual
Stimulus manual
Cog, Lang/Motor Booklet
Social Emo/Adaptive Beh. Booklet
Caregiver Report
Cognitive, Language, Motor
Direct observation
Social-emotional and adaptive
behaviour
Structured parent/caregiver questions
Cognitive
• Infant: interest,
attention/habituation
, play
Domains
• Toddler: exploration,
problem solving,
puzzle
• Preschool: pretend
play, building blocks,
colour matching,
counting, complex
puzzles.
Language
• Receptive
Communication (RC)
• Infant: recognize
sound. Object,
people
• Toddler: identify
object and pictures,
identify action
pictures, understand
basic grammar
• Preschool: follow
more complex
directions, play
peek-a-boo, byebye
• Expressive
communication (EC)
• Infant: non-verbal
expression
• Toddler: use word to
identify pictures,
answer questions
• Preschool: more
complex stimuli than
toddler
Motor
• FM
• Infant: following with
eyes, hand to mouth,
reaching/grasping
• Toddler: stacking
blocks, draw simple
shapes, place coins in
slots
• Preschool: draw
complex shapes,
build simple
structure, use
scissors.
• GM
• Infant: head control,
roll, sit, crawl.
• Toddler: crawl,
stepping, support
own weight, stand
w/o assistance
• Preschool: climb
stairs, run, maintain
balance, kick a ball
Socialemotional
• (Feedback by
caregiver)
• Infant: interest,
getting
attention,
calming,
responsiveness
• Toddler:
means/ends
behaviour,
imitation play,
imagination,
word use
• Preschool:
interactions with
peers/adults,
describe
feelings, use
emotions.
Adaptive
behaviour
• Communication
• Community use
• Functional preacademics
• Home living
• Health and safety
• Leisure
• Self-care
• Self-direction
• Social
• Motor
Ways to Administration
1.
2.
3.
4.
5.
6.
7.
8.
Individual
Play-based format
Direct observation of behaviour & milestone
Child’s developmental history
Interview caregiver/parent
Observation of child at play
Observation of parent-child interaction
Observation of child’s responses to evaluator
Administration
1. Identify start point - child’s age, or adjusted age.
2. The reverse rule is followed if the child is unable successfully to
complete any of the first three consecutive items from the start
point, resulting in the clinician administering items from the
start point for the previous age.
3. After the child obtains a score of 1 on all of the first three items
from the start point,
4. Additional items are administered in order until the child
receives scores of 0 on five consecutive items - subtest is
discontinued.
5. Level of difficulty- early appearing items are easier than laterappearing items.
Start point
1. Use Table B.1 (Age Equivalent) in
Administration Manual for starting
point.
How to administer
Cognitive test
Motor Test - FM
Score Report
1. Score/Interpretation – index score and subtest scaled score
Bailey Infant
Neurodevelopment
Screener
Record Form (2 sided page only)
Overview
Purpose
-
A screening tool
Identify infant with developmentally delay or have neurological impairments.
Area
Basic neurological function/intactness
Receptive fx
Expressive fx
Cognitive process
Standard procedure
Any change in item (become more difficult/easier) will diminish the validity of the test.
Subtests
6 items (Each set contain 11-13 items)
Age
3 mo – 24 mo
Duration
10 mins
Depend on infant age, behaviour and emotional state.
Should be administered in single session.
Scoring
0 point = nonoptimal
1 point = optimal
Low risk
Moderate risk – recommended to re-evaluate after 3 month
High risk – need further diagnostic test
Used by
Developmental paediatric, psychologist, paediatric nurse practitioner, OT, PT, early childhood specialist
Test material
Condition
1. Premature
2. Low birth weight
3. Respiratory distress
syndrome
4. Apnea
5. Intrauterine exposure to
drugs
6. Bronchopulmonary
dysplasia
7. Seizures
8. Small for gestational age
9. Asphyxia
10. HIV
Administration
Item title
Same with BSID-II on both tests, the scoring maybe different.
Position
•
•
•
•
•
•
Materials
Can include personal items that the infant likes
Administration
Item may need to be administered max no of times/trials – can discontinue the item when the infant
meet the criteria.
If infant not attending to the stimuli (attention wanders), readminister the stimuli.
Some item need to be timed (approximation, no need the stopwatch)
All item should be administered (cannot skip any)
Starting position at the right of item title.
Supine: infant should be lying on her/his back, with head in midline unless otherwise indicated.
Prone: infant should lie on the stomach
Seated: infant seated on exam table, in caregiver’s lap, child-sized chair, or on exam surface.
Standing: standing alone or with support.
Upright: lifted in vertical position, with feet several inches above exam surface. Therapist hand under
infant’s armpits and spread fingers across infant’s back to support.
Record form
Demographic data
Name, caregiver’s name, daycare/nursery, Teacher’s name, examiner’s name, reason for referral, comment
Date
Term date:
DOB:
Date of testing:
DOB:
Chronological age:
Adjustment for prem:
Corrected age:
Rounded the age
Eg: 1y 0mo 23days  1 y 1mo 0days ( becoz > 16 days)
Eg: 1y 0 mo 14 days  1y 0 mo 0day (becoz <15days)
Score box
Enter 1 (optimal performance) or 0 (nonoptimal performance) in score box.
Sum the items score in the box.
Total score (ability scores)
Summary (Total
Score)
Cut score – Low, Moderate, high