General developmental screening tool |
Ages & Stages Questionnaires (ASQ)a | Parent-completed questionnaire; series of 19 age-specific
questionnaires screening communication, gross motor, fine motor,
problem-solving, and personal adaptive skills; results in pass/fail
score for domains | 4–60 mo | 10–15 min/30 | Normed on 2008 children from diverse ethnic and socioeconomic
backgrounds, including Spanish speaking; sensitivity: 0.70–0.90
(moderate to high); specificity: 0.76–0.91 (moderate to
high) | Risk categorization; provides a cutoff score in 5 domains
of development that indicates possible need for further evaluation | English, Spanish, French, and Korean versions available |
Battelle Developmental Inventory Screening Tool, 2nd ed. (BDI-ST)b | Directly administered tool; designed to screen personal-social adaptive,
motor, communication, and cognitive development; results in pass/fail score
and age equivalent; can be modified for children with special needs | Birth to 95 mo | 10–15 min (< 3 y) or 20–30 min (⩾ 3 y)/100 | Normed on 2500 children, demographic information matched
2000 US census data; additional bias reviews performed to adjust for
gender and ethnicity concerns | Quantitative; scaled scores in all 5 domains are compared with
cutoffs to determine need for referral | English and Spanish versions available |
Bayley Infant Neurodevelopmental Screen (BINS)c | Directly administered tool; series of 6 item sets screening
basic neurologic functions (visual, auditory, and tactile input);
expressive functions (oral, fine motor, and gross motor skills);
and cognitive processes; results in risk category (low, moderate,
high risk) | 3–24 mo | 10 min/11–13 | Normed on ~1700 children, stratified on age, to match the
2000 US census; sensitivity: 0.75–0.86 (moderate); specificity: 0.75–0.86
(moderate) | Risk categorization; children are graded as low, moderate, or
high risk in each of 4 conceptual domains by use of 2 cutoff scores | English and Spanish versions available |
Brigance Screens IId | Directly administered tool; series of 9 forms screening articulation, expressive
and receptive language, gross motor, fine motor, general knowledge,
and personal social skills and preacademic skills (when appropriate);
for 0–23 mo, can also use parent report | 0–90 mo | 10–15/8–10 | Normed on 1156 children from 29 clinical sites in 21 states;
sensitivity: 0.70–0.80 (moderate); specificity: 0.70–0.80
(moderate) | All results are criterion based; no normative data are presented | English and Spanish versions available |
Child Development Inventory (CDI)e | Parent-completed questionnaire; measures social, self-help,
motor, language, and general development skills; results in developmental
quotients and age equivalents for different developmental domains;
suitable for more in-depth evaluation | 18 mo–6 y | 30–50 min/300 | Normative sample included 568 children from south St. Paul,
MN, a primarily white, working-class community; included 43 children from
a high-risk follow-up program, which included 69% with
high school education or less and 81% receiving Medicaid;
sensitivity: 0.80–1.0. (moderate to high); specificity: 0.94–0.96
(high) | Quantitative; provides age equivalents in each domain as
well as standard deviations | English and Spanish versions available |
Child Development Review: Parent Questionnaire (CDR-PQ)f | Parent-completed questionnaire; professional-completed child development
chart measures social, self-help, motor, and language skills | 18 mo–5 y | 10–20 min/6 open-ended questions and
a 26-item possible problems checklist to be completed by the parent,
followed by 99 items crossing the 5 domains, which may be used by
the professional as an observation guide or parent-interview guide | Standardized with 220 children aged 3–4 y from primarily white,
working-class families in south St. Paul, MN; sensitivity: 0.68 (low);
specificity: 0.88 (moderate) | Risk categorization; parents’ responses to the 6 questions
and problems checklist are classified as indicating (1) no problem;
(2) a possible problem; or (3) a possible major problem | English and Spanish versions available |
Denver II Developmental Screening Testg | Directly administered tool: designed to screen expressive
and receptive language, gross motor, fine motor, and personal social
skills; results in risk category (normal, questionable, abnormal) | 0–6 y | 10–20 min/125 | Normed on 2096 term children in Colorado; diversified in terms
of age, place of residence, ethnicity/cultural background,
and maternal education; sensitivity: 0.56–0.83 (low to
moderate); specificity: 0.43–0.80 (low to moderate) | Risk categorization; pass or fail for each question, and
these responses are compared with age-based norms to classify children
in the normal range, suspect, or delayed | English and Spanish versions available |
Infant Development Inventoryh | Parent-completed questionnaire; measures social, self-help, motor,
and language skills | 0–18 mo | 5–10 min/4 open-ended questions followed
by 87 items crossing the 5 domains | Studied in 86 high-risk 8 month olds seen in a perinatal follow-up
program and compared with the Bayley scales; sensitivity: 0.85 (moderate);
specificity: 0.77 (moderate) | Risk categorization; delayed or not delayed | English and Spanish versions available |
Parents’ Evaluation of Developmental Status (PEDS)i | Parent-interview form; screens for developmental and behavioral problems
needing further evaluation; single response form used for all ages;
may be useful as a surveillance tool | 0–8 y | 2–10 min/10 | Standardized with 771 children from diverse ethnic and socioeconomic backgrounds, including
Spanish speaking; sensitivity: 0.74–0.79 (moderate); specificity:
0.70–0.80 (moderate) | Risk categorization; provides algorithm to guide need for referral,
additional screening, or continued surveillance | English, Spanish, Vietnamese, Arabic, Swahili, Indonesian,
Chinese, Taiwanese, French, Somali, Portuguese, Malaysian, Thai, and
Laotian versions available |
Language and cognitive tools |
Capute Scales, also known as Cognitive Adaptive Test/Clinical
Linguistic Auditory Milestone Scale (CAT/CLAMS)j | Directly administered tool; measures visual-motor/problem
solving (CAT), and expressive and receptive language (CLAMS); results
in developmental quotient and age equivalent | 3–36 mo | 15–20 min/100 | Standardized on 1022 North American children ages 2–36
mo; correlations high with Bayley Scales of Infant Development; sensitivity:
0.21–0.67 in low-risk populations (low to high); specificity:
0.95–1.00 in low-risk population (high) and 0.82–0.98 in
high-risk populations (moderate to high) | Quantitative (developmental age levels and quotient) | English, Spanish, and Russian versions available |
Motor screening tools |
Early Motor Pattern Profile (EMPP)k | Physician-administered standard examination of movement,
tone, and reflex development; simple 3-point scoring system | 6–12 mo | 5–10 min/15 | Single published report of 1247 high-risk infants; sensitivity:
0.87–0.92 (moderate to high); specificity: 0.98 (high) | Risk categorization (normal, suspect, abnormal) | English version available |
Motor Quotient (MQ)l | Uses simple ratio quotient with gross motor milestones for
detecting delayed motor development | 8–18 mo | 1–3 min/11 total milestones; 1
per visit | Single published report of 144 referred children; sensitivity:
0.87 (moderate); specificity: 0.89 (moderate) | Quantitative (developmental age levels and quotient) | English version available |