Battelle Developmental Inventory, Second Edition

Battelle Developmental
Inventory, Second Edition
(BDI-2)
Holli Ford, M. Ed.,
BCBA
[email protected]
l.us
Battelle Developmental
Inventory – 2nd Ed.
• The BDI-2 is a comprehensive developmental assessment
tool for infants and young children.
• Developed by Jean Newborg, 2004
• Norm-Referenced / Provides Standard Scores
• The cost is approximately $1,200 dollars for the initial kit & set
of manipulatives. Additional scoring sheets can be ordered.
• Electronic kits can be ordered for an additional cost.
• Formats for hand scoring or scoring with computer software
Assessment Kit
•
5 Test Item Books – One for each domain
• Each booklet is divided by subdomains
•
Examiner's Manual
•
Stimulus Book
•
Set of Presentation Cards
•
15 Record Forms (Protocols) and 15 Workbooks for written tasks
•
Screening Test Item Book with 30 Screening Test Record Forms
•
Set of Screening Presentation Cards, Screening Stimulus Book
•
The BDI-2 Manipulatives Kit with all testing materials
•
Two carrying cases - One for the Manipulatives Kit and one for the Assessment
Materials
Administration
• Ages: Birth through 7 years 11 months
• Testing time: Can range anywhere from one hour to several hours
according to the age and developmental level of the child
• May be administered as part of an individual assessment by a
single examiner, by an assessment team or as part of an arena
assessment. *This assessment can be challenging to administer
using a single examiner. I would recommend using at least 2
examiners as a minimum. Three examiners will maximize your
testing time – One person administering, one person supporting
the child, one person swapping out materials between questions.
• Individual disciplines can assess the domains independently as
needed– for example, if the SLP is only assessing Communication
or if the OT/PT only need additional scores for physical
development.
Administration
• Each of the 5 developmental domains can be assessed
individually and independently. The 5 domains may be
assessed in any order. Starting points are marked by age
in each subdomain.
• Scores can be reported for each individual domain. If all
five domains are tested, an additional score for overall
general development can also be obtained.
• Best Practice for early childhood providers is that all five
domains are assessed, as delays in one area of
development may have impacted development in another
area of development. It is always better to assess and
determine there is no delay than to assume the child has
no delays in a specific domain that was not the primary
area of concern.
Administration
• Test administrators will use three different formats to obtain
information about each child:
• Structured activities for direct assessment. Detailed and
scripted formats are provided for administration of the
structured questions.
• Observation of activities in a child’s natural environment such
as the home, daycare, preschool or classroom settings. These
should include observation of structured activities, interaction
with adults and peers, and play activities.
• Interviews with parents, caregivers and/or teachers. This
process will also give you access to information that you would
be unlikely to gain through observation or direct assessment.
Ex: “Does your child sleep through the night?” The Interview
Questions are scripted and detailed in addition to providing
follow-up questions to assist in scoring correctly.
Administration
• I feel it is easier and most efficient to administer all
items that can be done in the structured format at one
time and then complete the observations of the child in
play and social settings. By saving the interview
process for last, you are able to finalize the
administration process with the questions that need to
be completed by interview, including questions that
can be done by interview that you were not able to
score during the structured and observation sessions.
Additionally, children find it difficult to have to wait if
you frequently pause during structured activities to ask
parents, caregivers or teachers the interview
questions.
Administration
• The BDI-2 can be administered to children with
various disabilities by using stated modifications.
Any modifications used should be documented on
the Eligibility Report.
• It is offered in English and Spanish Versions –
there are specific cautions noted in the manual for
administering the assessment with children or
caregivers whose first language is not English.
Scoring
• Assessment items are scored using the following criteria:
• 1) A “2” indicates the child’s response meets the specified
criteria listed in the test manual at the bottom of the page.
This indicates the skill has been mastered or the
developmental milestone has been reached.
• 2) A “1” indicates the child may have emerging skills or may
have attempted the task, without meeting the criteria
considered necessary for the skill to be mastered.
• 3) A “0” typically indicates the child did not attempt the task or
the response was not adequate to receive partial credit. This
could also indicate an incorrect response or that the child has
never had the opportunity to exhibit this skill.
Basal
• You will need to find the Basal and Ceiling in order to
calculate the Raw Scores. The Raw Scores from each
subdomain are transferred to the front of the protocol on the
Scoring Sheet.
• Begin administering the assessment at the designated
starting point. If the child receives a “0”or a “1” for any of the
first 3 items administered – the examiner should then test
backward until the child scores a 2 on three items in a row.
• The BASAL is established when the child receives a score of
2 on three items in a row.
• All questions “below” the BASAL (the questions that come
BEFORE the three 2’s on the form – are each scored as a 2,
even if the child would have scored a 0 or a 1 if the items
was administered.
Ceiling
• CEILING: Where a child is no longer able to perform skills
with mastery within a certain age range – demonstrated by
three 0’s in row.
•
This is the stopping point.
•
Occasionally, you will have some items “above” or past the
ceiling (past the three 0’s) that the child would have received
a 1 on if the item has been administered. Or the child may
have already received a 1 or a 2 on an item past the ceiling if
the evaluator has administered the items. These items are
STILL counted as 0’s if they are past the ceiling.
• There can be several basals and ceilings. Always pick the
basal and the ceiling that are closest together when
computing the raw score.
Chronological Age
• To obtain accurate results, the examiner must determine the
child’s age to the month. (45 months)
• This is necessary for scoring the assessment AND for
establishing a starting point for administering the DAYC-2.
• This can be calculated by hand or by using an online
application such as the one noted below.
• Once you have the years and the months, ignore the
remaining days. Do not round up to the next month if the
days are over 15 days.
Calculating Age
Screening date: 11/17/2013
Child’s date of birth: 2/12/2010
Chronological age: 3 years and 9 months (drop the
days)
Chronological age in months: 45 months
Calculating Age
Screening date: 11/17/2013
Child’s date of birth: 12/20/2010
Chronological age: 2 years and 10 months (drop the days)
Chronological age in months: 34 months
This example requires “borrowing” from the month and the year columns:
•
When the “day” of a child’s birth is greater than the screening date “day”, subtract one month from the
date of the screening date “month” and add 30 days to the screening date “day” – This example would
look like: 30 + 17 = 47 then 47 – 20 = 27 days. The “Month” now changes from “11” to “10”.
•
When the child’s birth date “month” is greater than the number of the screening date “month”, subtract
one year from the screening date “year” and add 12 months to the screening date “month” – This
example would look like: (Remember that 11 changed to 10 when you borrowed for the days) So, 10 +
12 = 22 then 22 – 12 = 10 months. The “Year” now changes from 2013 to 2012. (2012 – 2010 = 2 years)
• This is the
Scoring
Form on the
front of the
protocol
booklet.
•
The raw scores are used to
calculate scaled scores for
the subdomains, percentiles
for the subdomains, and age
equivalents for the
subdomains.
•
The subdomain scaled scores
within each domain are added
together to calculate the
scaled score for each of the 5
developmental domains.
These are then transferred to
the next chart.
•
Using Appendix C, the scaled
scores in each of the 5
domains are used to establish
the developmental quotient
(Standard Score), percentiles,
and confidence intervals.
Five Developmental Domains
• Allows for assessment of the five domains of
development mandated for assessment and
intervention by IDEA
• Adaptive (ADP)
• Personal-Social (P-S)
• Communication (COM)
• Motor (MOT)
• Cognitive (COG)
Five Developmental Domains and Subdomains in
“Summary Profile” on Scoring Sheet
Five Developmental Domains and Subdomains in
“Summary Profile” on Scoring Sheet
Five Developmental Domains and Subdomains in
“Summary Profile” on Scoring Sheet
Five Developmental Domains and Subdomains in
“Summary Profile” on Scoring Sheet
Five Developmental Domains and Subdomains in
“Summary Profile” on Scoring Sheet
The Scaled Scores for each of the 5 domains are transferred to this section. You
will find the charts in Appendix C in the manual to convert the Sum of the Scaled
Scores to the “Developmental Quotient” or Standard Scores. Additionally, the
chart will indicate Percentile Rank and Confidence Intervals.
• The overall BDI-2 Total Developmental Quotient is
calculated from the Sum of the scaled scores from
the 5 developmental domains.
• This chart on the
summary sheet
graphs the scaled
scores from each
of the
subdomains.
• Scaled scores are
another form of
norm-referenced
scores. They have
a mean of 10, a
SD of 3, and a
range from 1 to
19, when
compared to
Standard Scores.
129
128
127
126
125
Z-Score
124
123
-0.75
122
121
-1.00
120
119
-1.25
118
117
116
-1.33
115
-1.50
114
113
112
-1.67
111
110
-1.75
109
108
-2.00
107
106
-2.25
105
104
103
-2.33
102
-2.50
101
100
99
-2.67
98
97
-2.75
96
95
-3.00
94
93
92
91
90
97
97
96
96
Description95
Low Average95
Low Average94
Low Average93
Low Average92
Low Average91
Low Average
90
Low Average
88
Low Average
Low Average87
Low Average86
Borderline 84
Borderline 82
Borderline 81
Borderline
79
Borderline
Borderline 77
Borderline 75
Borderline 73
Borderline 70
Borderline 68
Impaired
66
Impaired
Mild (69-55)63
Mild (69-55)61
58
Moderate (54-40)
Moderate (54-40)
55
Severe (39-25)
53
Severe (39-25)
50
Profound (<25)
47
Profound (<25)
45
Profound (<25)
42
Profound (<25)
Profound (<25)
40
Profound (<25)
37
Profound (<25)
34
Profound (<25)
32
Profound (<25)
30
Profound (<25)
27
Profound (<25)
25
Profound (<25)
PSYCHOMETRIC CONVERSION TABLE
faculty.pepperdine.edu/shimels/Courses/Files/ConvTable.pdf
Standard Score
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
54
53
52
51
50
Percentile Rank
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
0.5
0.4
0.3
0.2
0.1
0.1
0.1
0.1
0.1
0.1
<0.1
<0.1
Scaled Score
7
6
5
4
3
2
1
ETS Score
T-Score
425
42
400
40
375
38
367
37
350
35
333
33
325
32
300
30
275
28
267
27
250
25
233
23
225
22
200
20
15
14
13
12
11
10
9
8
1
• This chart is part of the
Scoring Form on the front
of the protocol booklet.
• It allows you to graph the
Standard Scores in a
manner that facilitates
sharing the scores with
parents and IEP team
members.
Appendix A – Page 149 - Converting Raw Scores to Age Equivalent
Appendix B – Page 157
• Individual Charts by Chronological Age
• Converting Raw Scores to Percentile Ranks
• Converting Raw Scores to Scaled Scores –
Scaled Scores are required to calculate Standard
Scores
Appendix B – Page 157
Appendix C – Page 207
• Converting the “Sum of Scaled Scores” to the
“Developmental Quotient”
• The “Developmental Quotient” is the Standard Score
• Converting the “Sum of Scaled Scores” to
Percentile Ranks for the Standard Scores for each
of the 5 Domains
• Calculating Confidence Intervals for the Standard
Scores
Appendix C
– Page 207
Appendix D – Page 223
• It is not likely you will use this appendix
• Converts Standard Scores into the following:
• Catagories such as Above Average, Average, Low
Average, Mild DD, Significant D – these are not used
in eligibility reports.
• Scaled Scores, z-Scores, and T-Scores – in Alabama
we use Standard Scores for reporting so these are
not used in eligibility reports
Appendix E – Page 227
• Screening test cutoff scores
• These tables give information on rating screening
results to determine if additional / full assessment
is recommended
• This power point does not include information on
using the BDI-2 Screener
Bell Curve
Eligibility for Early
Intervention
• The evaluation/assessment process should include an
evaluation of all five developmental areas.
• To be eligible for services, the child must have at least a 25
percent delay in one developmental area or have a diagnosed
condition that will result in developmental delay.
• The BDI-2 is an accepted evaluation tool.
• If this assessment is used in Early Intervention to assess
children ages 2.5 to 3 transitioning to the LEA, these same
scores can be used by the LEA to determine eligibility.
Eligibility for Special
Education Services
• The BDI-2 meets the assessment requirements for the special education
eligibility category of Developmental Delay under the Alabama Code.
•
Alabama Code
• Developmental Delay means a delay that adversely affects daily life
and/or educational performance in one or more of the following
developmental areas: Adaptive, Cognitive, Communication, Social or
emotional, and/or, Physical AND results in the need for special education
and related services.
• Eligibility category of Developmental Delay: “The standard score in one
developmental domain must be at least two standard deviations below the
mean (70 or below) on a standardized, norm-referenced instrument; or
the standard scores on two or more developmental domains must be at
least one and a half standard deviations below the mean (77 or below) on
a standardized, norm-referenced instrument.”
• Other eligibility categories that allow for the use of developmental testing:
Autism, Deaf-Blindness, Orthopedic Impairment, Other Health
Impairment, Speech or Language Impairment, and Traumatic Brain Injury.
IFSP’s and IEP’s
• The BDI-2 is a developmental assessment tool that can
be used in a variety of developmental and educational
settings. Uses include child assessment & evaluation,
eligibility, IFSP and IEP development, instructional and
program planning, and both child and program
monitoring.
• Information on the child’s strengths and needs can be
obtained from information gathered from the
administration of the BDI-2. Twos are strengths / 1’s and
0’s are areas to consider targeting for instruction and
intervention.
• Present levels of performance and goals can be
developed using the information for each domain.