One of the most widely used assessments of infants and toddlers, the BAYLEY-III measures the major areas of development including cognitive, language, motor, social-emotional, and adaptive functioning. This book provides an introduction into use of the BAYLEY-III in each of these five areas. For each of these areas, individual chapters cover the relevant test content, administration, scoring, interpretation, strengths / concerns, and uses in clinical populations. Each chapter also includes a real life case study demonstrating typical performance of a child with delays one of the five areas of development. The book concludes with a special chapter on procedures for brief neurodevelopmental screening of infants in pediatric settings. Covering all major areas of development, the book is informative for a wide range of professionals who use the BAYLEY-III to evaluate development of infants and toddlers from multiple perspectives including psychology, speech and language, and occupational/physical therapy.
- Provides an overview of the theoretical background and structure of BAYLEY-III written by the lead Research Director
- Introduces practitioners to the test content in each of the five major areas of child development covered by the BAYLEY-III: cognitive, language, motor, social-emotional, and adaptive functioning
- Readers will learn how to competently administer, score, and interpret each of the five scales in the BAYLEY-III
- Explains the strengths and limitations of the test in each of the five areas it measures
- Instructs readers on uses of the test in specific clinical populations
- Includes five case studies showing typical patterns of children delayed in one of the five areas of development
- Concludes with a special chapter on neurodevelopmental screening procedures in pediatric settings
Author(s): Lawrence G. Weiss, Thomas Oakland, Glen P. Aylward
Series: Practical Resources for the Mental Health Professional
Edition: 1
Publisher: Academic Press
Year: 2010
Language: English
Pages: 243
Bayley-III Clinical Use and Interpretation......Page 1
BAYLEY-III CLINICAL USE AND INTERPRETATION......Page 2
Copyright
......Page 3
Preface......Page 4
List of Contributors......Page 7
Neuromaturation......Page 82
INTRODUCTION
......Page 8
RATIONALE FOR THE BAYLEY-III
......Page 9
The Normative Data......Page 10
Psychometric Quality......Page 11
Special Group Studies......Page 12
PERVASIVE DEVELOPMENTAL DISORDER......Page 13
SPECIFIC LANGUAGE IMPAIRMENT OR SUSPECTED IMPAIRMENT
......Page 14
ASPHYXIATION AT BIRTH
......Page 15
SMALL FOR GESTATIONAL AGE
......Page 16
PREMATURE OR LOW BIRTH WEIGHT
......Page 17
Growth Scores and Charts Provided to Monitor Growth......Page 18
Accommodations and Modifications Guidelines......Page 19
Administrative Features......Page 20
SCHOLARSHIP FOR THE BAYLEY SCALES
......Page 21
OVERVIEW OF TEST STRUCTURE
......Page 23
Assumes Typical Development......Page 24
A More Naturalistic Approach......Page 25
Cognitive Scale......Page 26
Motor Scale......Page 27
Adaptive Behavior Scale......Page 28
Limitations of Bayley-III and How Those are Addressed......Page 29
SUMMARY OF FEATURES
......Page 30
References......Page 31
INTRODUCTION
......Page 36
CONTENT
......Page 37
ADMINISTRATION
......Page 39
SCORING
......Page 41
INTERPRETATION
......Page 44
STRENGTHS AND CONCERNS
......Page 45
CASE STUDY: KATIE
......Page 47
References......Page 50
INTRODUCTION
......Page 53
CONTENT
......Page 55
Social-Emotional Skills......Page 57
Prelinguistic Communication Skills......Page 58
Comprehension Skills......Page 60
Final item sets......Page 213
ADMINISTRATION AND SCORING
......Page 61
STUDIES USING THE BINS......Page 64
STRENGTHS AND CONCERNS
......Page 67
USE IN CLINICAL POPULATIONS
......Page 68
CASE STUDY: JACK
......Page 69
Intra-Individual Discrepancy Comparisons Using Scaled Scores......Page 162
Background Information......Page 70
CDI-WG......Page 71
Bayley-III (Language Components)......Page 72
Bayley-III Results......Page 74
Case Conclusions......Page 75
SUMMARY
......Page 77
References......Page 78
Influence of Body System Interaction of Motor Development......Page 83
Influence of Social and Physical Context of Motor Development......Page 85
State-organizational System......Page 86
Fine Motor Subtest......Page 87
Early Hand and Finger Movement......Page 88
Reach/Movement of Hands in Space......Page 89
Content......Page 190
Bimanual Coordination......Page 93
Functional Use of Objects and Tools/Prewriting Skills......Page 95
16- to 20-month Item Set......Page 98
STACKING BLOCKS AND BLOCK DESIGN: COMBINING GRASP, RELEASE, AND
CONTROLLED MOVEMENT OF ARM IN SPACE
......Page 103
Tool Use and Motor Planning......Page 104
Gross Motor Subtest......Page 108
Early Movement......Page 109
Postural Stability and Control......Page 110
Appendix B: Studies Using the Bayley Infant Neurodevelopmental Screener......Page 111
BI-PEDAL AND UNI-PEDAL BALANCE AND MOTOR SKILLS
......Page 114
Preparing the Testing Environment......Page 120
Item Sequence and Flow of Test Administration......Page 127
Influence of the Environment on the Child’s
Performance
......Page 129
Interpreting Variability in Performance......Page 131
Interrelationship of Scales......Page 133
STRENGTHS AND CONCERNS
......Page 134
Children with Autism Spectrum Disorder......Page 135
Children with Cerebral Palsy......Page 137
Children with Visual Impairment......Page 139
Children with Intellectual Disability......Page 140
CASE STUDY: MATTHEW
......Page 141
Behavioral Observations......Page 142
Results of the Bayley Scales of Infant and ToddlerDevelopment......Page 143
Motor Observations......Page 144
Impressions......Page 145
Recommendations......Page 146
References......Page 147
CHAPTER 5 The Bayley-III
Social-Emotional Scale......Page 152
INTRODUCTION
......Page 181
Administration......Page 157
Scoring......Page 159
Percentile Ranks, Composite Scores, and Confidence Intervals......Page 161
Using the Social-Emotional Growth Chart......Page 165
Reliability......Page 167
Validity......Page 168
STRENGTHS AND CONCERNS
......Page 169
USE IN CLINICAL POPULATIONS
......Page 171
CASE STUDY: STEVEN
......Page 176
References......Page 179
ADAPTIVE BEHAVIOR IN YOUNG CHILDREN
......Page 182
Attachment Theory......Page 183
Synactive Theory of Development......Page 184
Autonomic System......Page 185
Motor System......Page 186
Self-regulatory System......Page 187
THE ADAPTIVE BEHAVIOR SCALE
......Page 188
Purposes......Page 189
Scoring and Interpretation......Page 192
Test-retest Reliability......Page 193
Background Information......Page 194
DEVELOPMENTAL HISTORY
......Page 195
Clinical Observation of Behavior......Page 196
DEVELOPMENTAL ASSESSMENT
......Page 197
Summary and Case Discussion......Page 201
Reflections on Rochelle’s Assessment
......Page 202
References......Page 203
BACKGROUND......Page 205
Setting the Stage I: Infant and Early Childhood Neuropsychology......Page 206
Setting the Stage II: Screening......Page 208
BAYLEY INFANT NEURODEVELOPMENTAL SCREENER......Page 209
Cut Scores......Page 214
Validity......Page 215
3- to 4-month Item Set......Page 216
5- to 6-month Item Set......Page 217
7- to 10-month Item Set......Page 218
11- to 15-month Item Set......Page 219
21- to 24-month Item Set......Page 220
Prediction......Page 222
CLINICAL CASES......Page 225
Case Study 1......Page 226
Case Study 2......Page 227
Appendix A: The Early Neuropsychologic Optimality Rating Scales (ENORS)......Page 228
References......Page 235
Index......Page 238
