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In this class, there are no exams only major assignments. This essay is a about assessment tools used to assess young children...

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Running head: BDI2 & ASQSE

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Assessments Tools Used to Asses Young Children Ana V. Torres EDP 4575 Florida International University

BDI2 & ASQSE

2 Assessments Tools Used to Asses Young Children

Early childhood assessment is used to collect and provide educators and parents critical information about a child’s development and growth. When educators do an assessment, they can determine what he or she knows and what he/she can do. There are different types of assessment. Still, in this case, we are going to focus on two accessible assessment tools used to evaluate young children: the Battelle Developmental Inventory 2nd Edition, known as BDI2, and the Ages and Stages Questionnaire Social-Emotional, known as ASQSE. Battelle Developmental Inventory 2nd Edition As a child develops, they typically attain critical skills and behaviors sequentially from simple to complex. To keep track of the rapid changes of the children, some educators use the Battelle Developmental Inventory 2nd edition developed by Jean Newborg.

Newborg has

combined her professional experience with that of national experts and local practitioners in the areas of early childhood education, assessment, and underserved and special populations, and applied these to the development of the BDI2 (This tool is an individually administered test of development for children from birth through 7 years old. The type of test this tool use is inventory involving an interview, observation, and checklists of critical developmental markers. It can be administrated by paper and pencil or digital. Also, it is available in English and Spanish. The purpose of the Battelle Developmental Inventory 2nd Edition is to measure the developmental strengths of children with and without disabilities (Newborg,1984). “This assessment was designed to determine where on the developmental trajectory a child was functioning and consisted of five developmental domains “(Alfonso, C., Rentz, Chung, & Suehee, 2010) that are social, communication, motor, adaptive, and cognitive measures. (1) The adaptive domain is the ability of the child to be involved in a new environment or circumstance

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as well as engage in an everyday activity with minimal assistance. For example, self-care eating, dressing, toileting, or preparing for sleep. (2) The social domain is how the child engages in meaningful social interaction with adults and peers and to develop their own self-concept. In the BDI2, the milestones they look for this specific domain are focused on children getting better perceptions of their own emotions and the emotions of others. For example, initiating play, help with chores, or share with friends. (3) The communication domain is the ability the children have to understand and use language. In this domain, the BDI2 does measure not only the spoken sounds and words but also the child’s expression. (4) The motor domain is related to a child’s capacity to control and use large and small muscles of the body. On the other hand, this domain makes us think why this assessment does not also measure the fine motor skills. (5) Cognitive domain, it is generally associated with a child’s ability to learn, remember, and solve problems. The skills in the cognitive domain, accompanying with language skills, are usually associated with readiness for academic activities. Each of these domains that the Battelle Developmental inventory 2nd edition measure has some variables that we, as future educators, need to have in mind when getting the results. For the Battelle Developmental Inventory 2nd Edition to be satisfactory, it must be reliable and valid. Reliability indicates the consistency of scores over time or under different conditions. A valid test is a test that measures what it is intended to measure, in this case, the five domains mentioned before. However, it is crucial to have in mind that reliability does not guarantee validity. According to Stacy Bliss, in her journal, reliability coefficients should be above .80 for screening and subdomain scores and .90 for domain and total scores and diagnostic decisions. Examination of the BDI-2 factors revealed BDI-2 total score reliabilities ranging from .98 to .99 (Bliss), a profoundly acceptable score that display that this assessment is

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reliability. Thus, the BDI2 has proved that it is valid. Besides getting accurate results of each domain measured, “the validity of the BDI-2 was also determined for children with various types of diagnoses. Results of these studies indicate that the BDI-2 distinguishes well for children with autism, developmental delays, motor delays, speech and language delays, and also distinguishes children who were born prematurely from their peers” (Bliss). Its predictive validity is better for older children than for younger children. Furthermore, this assessment is well known because the agencies, such as public and private preschool and elementary schools, that use it in the early childhood settings can determine the child eligible for services under the Individuals with Disabilities Education Act (IDEA). Although the original intention of the BDI2 was to evaluate programs or agencies serving children with disabilities, early childhood education specialists suddenly became intrigued in the assessment as a measure for identifying developmental delays in individual children. Based on what we found by researching this sort of assessment, we can say that the strength of the Battelle Developmental Inventory 2nd Edition is useful for defining children’s eligibility for services and measuring change longitudinally for program-based studies. On the contrary, nowadays, we prefer to use the technology because it simplified our lives, so this assessment offers a screening test for more rapid administration; the weakness is that it has drawbacks. Nevertheless, the cost of this assessment is high, which not all the families will have access to it, and that makes us question what children who homeschoolers are used to keep track of their milestones. The best way to use this assessment with young children is to use the result for planning for curriculum and instruction. Also, to report how they are developed and what has been learned. Ages and Stages Questionnaire Social-Emotional

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Sometimes we underestimated the power of knowing and to be aware of our emotions can have in our life. For example, social and emotional skills can help children to make friends, gain confidence, manage stress and anxiety, resolve conflicts, and more. Early identification of social-emotional problems is crucial to building a strong foundation for learning. For that reason, the other type of assessment tool used to assess young children that we are going to learn about is the Ages and Stages Questionnaire Social-Emotional. It is a caregiver-report screening tool to assess the social-emotional behaviors of their children from ages 3 to 65 months of age. The purpose of this assessment tool is to “identifies infants and young children whose social and emotional development requires further evaluation to determine if referral for intervention services is necessary” (2015). This type of assessment has a 2nd edition, which is a socialemotional screener, and a 3rd edition, which is a developmental screener. Hence, each one evaluates different domains. The ASQSE2 assesses seven areas: self-regulation, compliance, communication, adaptive functioning, autonomy, affect, and interaction with people. The ASQ3 measure the domains of communication, gross motor, fine motor, problem-solving, and personalsocial development. A comprehension of validity and reliability allows educators to make choices that improve the lives of their students, both academically and socially. One of the benefits this type of assessment tool has is that it is highly valid, reliable, and accurate. To confirm that this assessment show reliability and validity, we read the journal article, Validity, and reliability of the developmental assessment screening scale. In this article, the authors experimented with children from different states of the United States using the Ages and Stages Questionnaire of Social-Emotional. The "Coefficient alpha measuring internal consistency was 0.97. Test-retest reliability was estimated by having parents complete two ASQ's on the same child within a week

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interval. Correlations between scores of the two ASQ's reflected stability of scores" (Singh, Squires, Yeh, Heo, & Bian, 2016). For the validity, it was determined using a two-process involving both norm and criterion reference data and based on that; it discovered that the ASQSE has a validity of 89% (Singh, Squires, Yeh, Heo, & Bian, 2016). When the purpose of the assessment tools is clear, and it shows validity and reliability, then it is credible for some agencies to use it to improve children's development. Some agencies that use this assessment in early childhood settings are Early Head Start, Head Start, and child welfare agencies. Even though some agencies rely on this assessment, they have to know their strengths and weakness. Some of the strengths are that it is not only the educators or a specialist who can complete the questionnaire, but parents can also be the one who can complete it as well. Also, it has a simple checklist format, it considers external factors, and it shows efficient scoring, not matter if it is by hand or computer. On the other hand, the weakness is that how a parent has access to conduct this assessment, they might answer questions with a bias, maybe they can be in denial about their child development or may not recognize things a professional in the field would (Clark, 2012). The best way to use this assessment with young children is to determine whether the child is developing as expected or exhibits delays and therefore needs assistance or interventions. In conclusion, expanding our knowledge in assessment tools like the BDI2 AND ASQSE helps us understand how to improve the children's success not only in the academy setting but in life as well. Knowing where our students are standing depending on the milestones according to their age or their skill of social-emotional development can give us an idea of what to reinforce, teach, or intervein in the children's life.

BDI2 & ASQSE

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Ages & Stages Questionnaires: Social-Emotional (ASQ:SE). (2015, February). Retrieved from https://www.cebc4cw.org/assessment-tool/ages-stages-questionnaires-social-emotionalasq-se/. Ages and Stages Questionnaires. (n.d.). Retrieved from https://www.redleafpress.org/asq.aspx? gclid=Cj0KCQjw84XtBRDWARIsAAU1aM3eAGqRK6vumaHCAWnqWSXi0i_DjRsghg8zKeOmqQf2bS1-D5jxA8aAh5bEALw_wcB. Alfonso, et al. “Review of the Battelle Developmental Inventory, Second Edition.” Journal of Early

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https://www.questia.com/library/journal/1G1-281175923/review-of-the-battelledevelopmental-inventory-second. Battelle Developmental Inventory Second Edition Normative Update. (n.d.). Retrieved from https://www.riversideinsights.com/solutions/battelle-developmental-inventory?tab=0. Bliss, S. L. (n.d.). Test Reviews: Newborg, J. (2005). Battelle Developmental Inventory−Second Edition. Itasca, IL: Riverside - Stacy L. Bliss, 2007. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0734282907300382. Clark, R. (2012, November 26). Ages & Stages Questionnaires: A Parent-Completed, ChildMonitoring System. Retrieved from https://prezi.com/8r6tvkxj2t1b/ages-stages-questionnaires-aparent-completed-child-monitoring-system/. Newborg, J. (1984). Battelle Developmental Inventory™, 2nd Edition. Retrieved from http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx? direct=true&db=mmt&AN=test.2858&site=eds-live

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Singh, A., Squires, J., Yeh, C. J., Heo, K. H., & Bian, H. (2016). Validity and reliability of the developmental assessment screening scale. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4943118/....