Screening Report Two
4/27/10
For purposes of confidentiality, all names and addresses are fictitious.
Child's Name: Sophia Bonnett
Birth date: 4/22/09
Age at Assessment: 12 months/ 1 year
Gender: Female
Diagnosis: None known
Parents' Names: Sarah and Mike Bonnett
Address: 103 Pond Way Bubbles, AZ 20293
Assessment Date: 4-24-10
Report Date 4-27-10
Name of Assessment: Battelle Developmental Inventory Screener - 2nd Edition (BDI-2 Screen)
Program: None
Examiner:
Description of Child and Testing Situation:
Sophia is a 12 month old Caucasian girl from an English speaking American family. She lives
with her mother and father. Sophia’s father is a contractor and her mother stays at home with her.
Sophia was born weighing 7lbs, 1 8oz at 36 weeks gestation and has a clean bill of health since she was
born a year ago.
The Battelle Developmental Inventory Screener-2nd Edition (BDI-2 Screen) screening was
conducted at Sophia’s home to assess her development as compared to typically developing children.
Sophia’s mother was present in the house and 2 remained with Sophia and the examiner during the
assessment, which began at the living room coffee table and was completed on the living room floor. On
the day of the assessment, Sophia appeared vibrant, well-rested, and dressed comfortably. She followed
all instructions and cooperated by attempting all of the tasks requested.
A hearing screening reported that Sophia’s hearing is normal. The wording of this makes it
sound like the hearing screening was a person who said something. You’d need to say more than that
about her hearing AND vision screening.
Interpretation of Child's Performance
The BDI-2 Screening assesses developmental skills in the five domains of child development:
Cognitive, Personal-Social, Communication, Motor, and Adaptive or Self-Help. The skills which
comprise the 450 test items were chosen because they were identified through research studies as
ones critical to the development of functional life skills and could be impacted by educational
intervention. Through observation, interview, and structured activities the examiner determines whether
or not a child ages six months to eight years is making developmentally appropriate progress through
each domain. This information aids professionals and families in determining the need for further
assessments or evaluations.
In this screening of each of the five domains, a basal and ceiling were established. A basal is
defined as a score of 2 on three consecutive lowest numbered items administered. Once the basal has
been determined for each specific domain, credit for each assessment item that falls before that basal in
that domain is granted. A ceiling is defined as a score of 0 on three consecutive highest numbered items
given. Once a ceiling is determined, no further items are given in that domain because it is assumed that
the child will not demonstrate skills more advanced than 3 that point.
The Adaptive domain is the skills needed for self – help. Such skills include feeding, dressing,
and toileting independently. The basal for Sophia in the Adaptive Domain began at the 12-17 month
screening items: "takes strained food from a spoon and swallows it” and was established when she
completed the item, "helps dress himself or herself by holding out his arms or legs.” The ceiling for this
domain was reached when Sophia did not demonstrate using a spoon to feed herself, removing her shoes
without assistance, or feeding herself independently. Sophia received a raw score of 10 in this domain.
At -1.5 Standard Deviation, the cut score (minimum score for passing – good to explain) for this domain
is 9. Sophia passed this area of development.
In the Personal-Social Domain, which measures social interactions as well as regulation of
emotions, Sophia demonstrated a desire for social attention, pointed to (?) 4 and was aware of her own
feet, and discriminated between her mother and the examiner as a familiar and unfamiliar person. A
basal was met because of this. The ceiling for this domain was met 5 when Sophia’s 6 mother reported
that she has not observed Sophia differentiating between familiar and unfamiliar children, that she did in
fact observe Sophia allowing others to participate in her activities as well as has engaged in adult role –
playing and imitation. (it sounds like she got credit for these two. Why would that help in setting the
ceiling?) Sophia received a raw score of 11 for this domain. At -1.5 Standard Deviation, the cut score
(minimum score for passing) for this domain is 8. Sophia passed this area of development.
The Communication Domain measures expressive language, or what the child understands, and
expressive language, or what the child conveys. Sophia responded to different tones in the examiner’s
voice, produced two single – syllable consonant vowel sounds, and identified the family dog when
named to achieve the basal in the Communication Domain. The ceiling was reached when Sophia did
not demonstrate spontaneously initiating sounds, words, or gestures that were associated with objects in
the immediate environment, did not respond to the prepositions out and on, and did not use two – word
utterances to express meaningful relationships. Sophia received a raw score of 12 for this domain. At 1.5 Standard Deviation, the cut score (minimum score for passing) for this domain is 10. Sophia passed
this area of development.
The Motor Domain measures both the gross, or large muscle, 7 skills such as kicking a ball and
fine, or small muscle, skills such as writing or grasping. Sophia maintained an upright posture at adult’s
shoulder without assistance for more than two minutes, held hands in an open, loose – fisted position
when not grasping anything, and retrieved a small object by raking it with her hand and pulling it into
the palm of her hand to achieve the basal. Although the examiner began this domain in the 12 – 17
month area, a basal was not met and therefore, the examiner had to begin at the 0 – 11 month section.
The ceiling was reached when Sophia did not 8 maintain her balance when moving from a standing
position to a nonvertical position, when she did not remove forms from a form board, and when she did
not run 10 feet without falling. She received a raw score of 8 for this domain. At -1.5 Standard
Deviation, the cut score for this domain is 10. Sophia did not this area of development.
The Cognitive Domain measures thinking, reasoning, problem – solving, and understanding
skills and a basal for this domain was achieved when Sophia attended to an ongoing sound or activity
for 33 seconds, felt and explored objects, and attended to a game of peek-a-boo for one minute. The
ceiling was established when Sophia did not look at, point to, or touch pictures in a book; imitate simple
facial gestures; 10 or find a hidden object under either of the cups. Lucy's 9 raw score in the Cognitive
domain was 11. At -1.5 Standard Deviation, the cut score for this domain is 9. Sophia passed this area of
development.
Sophia’s total screening raw score was 52. At -1.5 Standard Deviation, the cut score for the total
screening is 51. Sophia passed all but the motor domains but passed the total score. Her age equivalent
was calculated to be 11 months. Because of the age of the child, it is not unusual for a non passing score
to result. Sometimes, it is too early to accurately test skills in certain domains. The results of this BDI-2
screening indicate that Sophia is developing appropriately in all but one domain and additional
assessments at a later date are recommended. Instead, I’d screen her motor skills again in 6 months,
after recommending to the mother that she encourage Sophia in her exploration, such as climbing,
walking on uneven surfaces, and playing on play structures.
Checklist and Rubric
____The pronoun and referent match in number.
____There are no incorrectly spelled words.
____ I have subject/verb agreement.
____ I’ve selected the right word.
____ I spelled out the word for numbers under ten and used the number for those over ten.
____ I used people first language.
___ I used “me” and “I” correctly.
___ I showed possession and plurality properly. 1 error
____I used past tense in writing about the family.
____No personal pronouns are used to refer to myself in the report.
____There are no subjective statements in my report.
____I gave the child's age, in years and then months at the time of testing. 1 error
____I used an obviously made up address and names for the child/family.
____Before using an abbreviation, I wrote what the abbreviation stands for.
____ I used past tense for actions which occurred in the past, such as giving the assessment. 6 changes
I made
____ Every time I included information from a source other than myself, I indicated that source and
his/her relationship to the child.
____ I didn’t say the child couldn’t do a skill or was unable.
____ I put any words which are used as words, in quotation marks. I put sounds in slashes.
____ I didn’t use informal terms like “mom”, “dad” or “kid”.
____ I didn’t say “he was able to”.
Target
3 points
Grading Rubric
Acceptable
2 points
Protocol (If
Six to seven of the
you use a
items are correctly
pencil to
completed.
complete the
 All blanks and
protocols,
boxes filled in
make sure the
accurately and
writing is dark
completely. Didn’t
enough for
mark what
me to read it.)
language items
administered in or
assessment
period.
 Age correctly
computed.
 Items scored
properly.
 Math is correct in
figuring scores.
 Identifying
information is
complete.
 Basal is figured
correctly for all
domains.
 Ceiling is figured
correctly for all
domains.
Four to five
of the items
are
correctly
completed.
Report:
Four to five
of the items
are
addressed
correctly.
Six of the items are
addressed
correctly.
Report
 Identifying
information is
Needs
improvement
1 point
One to three of
the items are
correctly
completed.
One to three of
the items are
addressed
correctly.
Unacceptable
0 points
None of the
items are
correctly
completed.
None of the
items are
addressed
correctly.
complete.
 Statement on
report that
identifying
information is
fictitious.
Description of
Child:
 Uses people-first,
respectful
language.
 Contains no
extraneous or
inappropriate
information.
Could be read by
family with no
offense taken.
 Any subjective
statements are
supported by
observations.
 Gave source of
information where
needed.
Description of
testing
situation:
Three of the items
are addressed
correctly.
 Description of how
the child
responded to the
testing is
provided.
 Child’s responses
to the testing and
examiner are
analyzed.
 Examples of what
the child did and
did not do during
the testing are
provided.
Two of the
items are
addressed
correctly.
One of the
items are
addressed
correctly.
None of the
items are
addressed
correctly.
Interpretation
of the Child’s
Performance:
Six to seven of the
items are
addressed
correctly.
 Named the test(s)
given and their
Four to five
of the items
are
addressed
correctly.
One to three of
the items are
addressed
correctly.
None of the
items are
addressed
correctly.






Hearing and
Vision
Screening:
purpose.
An accurate
interpretation is
provided of the
child’s test
behavior and the
behavior is placed
in developmental
contexts.
Explanation shows
good clinical
judgment.
Defined all
domains.
Recommendations
are practical and
appropriate.
Explained basal
and ceiling.
Explained the
assumptions about
the items below
the basal as
passed and above
the ceiling as failed
and why.
All five items are
addressed
correctly.
 Hearing screening
form filled in
completely and
correctly.
 Vision screening
form filled in
completely and
correctly.
 Appropriate
discussion and
interpretation of
results of hearing
screening.
 Appropriate
discussion and
interpretation of
results of vision
screening.
 Hearing and vision
Three to
four items
are
addressed
correctly.
One to two
items are
addressed
correctly.
None of the
items are
addressed
correctly.
Basics
Writing
done prior to the
developmental
assessment.
 You needed much
more here.
All areas are
addressed
correctly:
 Turned in on time
N/A
 Turned in
electronically
 Rubric attached
 Signed agreement
form provided.
 Writing checklist
included.
Five or fewer errors
in all of the areas
listed:
 spelling,
 grammar,
 sentence
construction,
 punctuation,
 clarity
 organization
 reference to self in
first person
Four to five
areas are
addressed
correctly.
One to three
areas are
addressed
correctly.
None of the
areas are
addressed
correctly.
Six errors in
all of the
areas listed.
Seven errors in
all of the areas
listed.
Eight or more
errors in all of
the areas listed.
-.5
Grade = 15.5 plus 5 points for editing = 20.5
What happened
to your writing?