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IDA Training

IDA Training. Scoring. OBJECTIVE. Objective: to create a profile of the child’s development based on *Observation (natural and play-based) *Parent Report *Review of child history. Who Can Administer The Test?.

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IDA Training

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Presentation Transcript

  1. IDA Training Scoring

  2. OBJECTIVE • Objective: to create a profile of the child’s development based on *Observation (natural and play-based) *Parent Report *Review of child history

  3. Who Can Administer The Test? Professionals who have experience working with infants, toddlers and their families.

  4. What Does the Assessment Measure? • Gross Motor • Fine Motor • Relationship to inanimate objects (Cognitive) • Language/Communication (expressive and receptive are together) • Self-Help • Relationship to persons/Emotions and feelings and coping (Social/Emotional)

  5. Determining Age • Determine child’s age * Full-term infants: chronological age is calculated to the nearest half month from the child’s birth date to the date of the child’s observation. Example: 5,51/2,6…25,251/2 * Preterm infants: chronological age mustbe corrected until AGE 2, after two years of age you no longer adjust.

  6. Bracket Indicators? The Brackets indicate a zone and the zone is the child’s performance age.

  7. Where To Start Administering? • Start in the Zone of the child’s age. For example a 22 month old you would start in the 18-24 month old zone.

  8. Basal and Ceiling • Administer in three zones 1. Zone of Age 2. Zone above Age 3. Zone below Age

  9. For very delayed children it may be necessary to score more than the zone below age. To obtain a clear picture go until you have a cluster of (+) showing a clear picture of child’s abilities. • Each box in the zones scored must be completed

  10. Administering Each skill uses a standard set of procedures for determining the most appropriate level of items to administer to a child, as well as standard procedures and materials for administering the items.

  11. Example Skill(s)

  12. Scoring Symbols + Behavior is present or observed - Behavior is not present or observed R+ Behavior is reported to be present but not observed R- Parent reports that the behavior is not present EM Skill is emerging Ref Child has refused the item

  13. Protocol example

  14. Scoring – Starred items • Within each of the domains (except Self-Help) there are starred items. *These starred items are scored the same as the other items. (+,-,R+,R-EM,REF) *Inability to complete a starred item is considered SIGNIFICANT if the item or items are in the zone or zones BELOW the child’s age level.

  15. Scoring – Starred Items Cont. • The child’s performance cannot be considered competent if the child is unable to complete 2 or more starred items BELOW AGE ZONE.

  16. Protocol example

  17. Definitions • Competent: Behavior meets criteria unequivocally as specified in the manual. Item behaviors typify this child; that is, they are not merely observed rarely or under limited set of circumstances. They are established and can be expected to serve the child in his her everyday life.

  18. Definitions Cont. • Of Concern: There are three categories within “Of Concern” 1. Questionable: findings are unclear. Such as skills emerging. 2. Delayed: the child’s performance typifies that expected at a younger age. 3. Problematic: indicates there are qualitative concerns in the child’s development unlike that of a normally developing child of any age.

  19. Steps in Scoring • Total the number of items completed

  20. 2. Borrowing Rule: You can borrow 1 skill, 1 time in each area from the bracket bellow. See Example on next slide

  21. Steps in Scoring 3. Consider the qualitative aspects of the child’s performance. * Is performance qualitatively poor? * Is the criteria narrowly missed? * Questions regarding the reliability of the reported data? These concerns should be noted on the scoring protocol

  22. Steps in Scoring 4. Refer to the number of stars and definitions of “competent” or “of concern”

  23. Scoring • IDA provides a age range based on the relationship between the child’s chronological age and the specific developmental milestones the child has reached.

  24. QUESTOINS ?

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