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Transcript of Battelle Developmental Inventory, Second Edition (BDI-2) · Battelle Developmental Inventory –2nd...
Battelle Developmental
Inventory, Second Edition
(BDI-2)
Holli Ford, M. Ed.,
BCBA
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.
PSYCHOMETRIC CONVERSION TABLE
Standard Score Percentile Rank Scaled Score ETS Score T-Score Z-Score Description
89 23 Low Average
88 21 425 42 -0.75 Low Average
87 19 Low Average
86 18 Low Average
85 16 7 400 40 -1.00 Low Average
84 14 Low Average
83 13 375 38 -1.25 Low Average
82 12 Low Average
81 10 Low Average
80 9 6 367 37 -1.33 Low Average
79 8 Borderline
78 7 350 35 -1.50 Borderline
77 6 Borderline
76 5 Borderline
75 5 5 333 33 -1.67 Borderline
74 4 Borderline
73 4 325 32 -1.75 Borderline
72 3 Borderline
71 3 Borderline
70 2 4 300 30 -2.00 Borderline
69 2 Impaired
68 2 275 28 -2.25 Impaired
67 1 Mild (69-55)
66 1 Mild (69-55)
65 1 3 267 27 -2.33 Moderate (54-40)
64 1 Moderate (54-40)
63 1 250 25 -2.50 Severe (39-25)
62 1 Severe (39-25)
61 0.5 Profound (<25)
60 0.4 2 233 23 -2.67 Profound (<25)
59 0.3 Profound (<25)
58 0.2 225 22 -2.75 Profound (<25)
57 0.1 Profound (<25)
56 0.1 Profound (<25)
55 0.1 1 200 20 -3.00 Profound (<25)
54 0.1 Profound (<25)
53 0.1 Profound (<25)
52 0.1 Profound (<25)
51 <0.1 Profound (<25)
50 <0.1 Profound (<25)
2
PSYCHOMETRIC CONVERSION TABLE
Standard Score Percentile Rank Scaled Score ETS Score T-Score Z-Score Description
150 >99.9 Very Superior
149 >99.9 Very Superior
148 99.9 Very Superior
147 99.9 Very Superior
146 99.9 Very Superior
145 99.9 19 800 80 +3.0 Very Superior
144 99.8 Very Superior
143 99.8 Very Superior
142 99.7 775 78 +2.75 Very Superior
141 99.7 Very Superior
140 99.6 18 767 77 +2.67 Very Superior
139 99.5 Very Superior
138 99 Very Superior
137 99 750 75 +2.50 Very Superior
136 99 Very Superior
135 99 17 733 73 +2.33 Very Superior
134 99 Very Superior
133 99 725 72 +2.25 Very Superior
132 98 Very Superior
131 98 Very Superior
130 98 16 700 70 +2.00 Very Superior
129 97 Superior
128 97 675 68 +1.75 Superior
127 96 Superior
126 96 Superior
125 95 15 667 67 +1.67 Superior
124 95 Superior
123 94 650 5 +1.50 Superior
122 93 Superior
121 92 Superior
120 91 14 633 63 +1.33 High Average
119 90 High Average
118 88 325 62 +1.25 High Average
117 87 High Average
116 86 High Average
115 84 13 600 60 +1.00 High Average
114 82 High Average
113 81 575 58 +0.75 High Average
112 79 High Average
111 77 High Average
110 75 12 567 57 +0.67 Average
109 73 Average
108 70 550 55 +0.55 Average
107 68 Average
106 66 Average
105 63 11 533 533 +0.33 Average
104 61 Average
103 58 Average
102 55 525 52 +0.25 Average
101 53 Average
100 50 10 500 50 0.00 Average
99 47 Average
98 45 480 48 -0.25 Average
97 42 Average
96 40 Average
95 37 9 467 47 -0.33 Average
94 34 Average
93 32 450 45 -0.50 Average
92 30 Average
91 27 Average
90 25 8 433 43 -0.67 Average
1
faculty.pepperdine.edu/shimels/Courses/Files/ConvTable.pdf
• 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.