MMDST

METRO MANILA DEVELOPMENT

SCREENING TEST
 Overview
• Detection of developmental disabilities
• Children 6 ½ years and below
 Purposes
• Measures developmental delays f0r 6 ½
years old and below

• Evaluates 4 aspects of development

 Test materials
• A bright red yarn pom-pom
• A rattle with narrow handle
• Eight 1-inch colored wooden blocks (red,
yellow, blue green)
 Important considerations
• Child’s age is crucial= initial step in test
administration

• Test items will be dependent on age of

child
 Important considerations
• Age = guide the selection of test items and
subsequent interpretation of results
• Test items will be dependent on age of
child
 Scoring the Test
• Passed
• Failed
• Refused, or
• No opportunity
 Aspects of development
• Personal-social
• Fine-motor adaptive
• Language
• Gross motor behavior
 Four Sectors
• Personal-Social – tasks which indicate
the child’s ability to get along with people
and to take care of himself
 Four Sectors
• Fine-Motor Adaptive – tasks which
indicate the child’s ability to see and use
his hands to pick up objects and to draw
 Four Sectors
• Language – tasks which indicate the
child’s ability to hear, follow directions and
to speak; and
 Four Sectors
• Gross-Motor – tasks which indicate the
child’s ability to sit, walk and jump
 Test Directions
1. Try to get the child to smile by smiling,
talking or waving to him. Do not touch
him.

1. When the child is playing with toy, pull it

away from him. Pass if he resists.
 Test Directions
1. Child does not have to be able to tie
shoes or button in the back
2. Move yarn slowly in an arch from one
side to the other, about 6” above child’s
face. Pass if the eyes follow 90o to
midline. (past midline; 180o)
 Test Directions
 Pass: grasps rattle when it is touched to
the backs or tips of fingers

 Pass: if the child continues to look where

yarn disappeared or tries to see where it
went. Yarn should be dropped quickly from
sight from tester’s hand without arm
movement
 Test Directions
1. Pass if the child picks up cheese curl
with any part of the thumb and finger

1. Pass if child picks up cheese curl with

the ends of thumb and index finger using
an over hand approach
 Test Directions
1. Pass any enclosed form. Fail continuous
round motion.
 Test Directions
1. Pass any crossing line
 Test Directions
Have child copy first. If failed, demonstrate
 Test Directions
 When scoring, each pair (2 arms, 2 legs,
etc) counts as one part
 Point to picture and have the child name
it. (No credit is given for sounds only)
 Test Directions
 Tell the child to: give block to mommy;
put block on table; put block on floor.
Pass 2 of 3. (Do not help child by
pointing, moving head or eyes.)

 Ask child: What do you do when you are

cold? Hungry? Tired? Pass 2 of 3.
 Test Directions
1. Tell child to: Put block on table; under
table; in front of chair, behind chair.
Pass 3 of 4. (Do not help child by
pointing, moving head or eyes.)
1. Ask child: If fire is hot, ice is? Mother is
a woman, Dad is a?, a horse is big, a
mouse is ? Pass 2 of 3.
 Test Directions
Ask child: What is a ball? River? Desk?
House? Banana?, Curtain? Roof? Fence?
Street? Pass if defined in terms of use,
shape, what is it made of or its general
category (such as banana is a fruit, not
just yellow). Pass 6 of 9.
 Test Directions
1. Ask child: What is a spoon made of? A
shoe made of? A door made of? (no
other objects can be substituted.) Pass 3
of 3.
1. When placed on stomach, child lifts
chest off table with support of forearms
and/or hands.
 Test Directions
1. While child is on back, grasp his hands
and pull him to sitting. Pass if head does
not hang back

1. Child may use wall or rail only, not

person. May not crawl.
 Test Directions
1. Child must throw ball overhead 3 feet to
within arm’s reach of tester

1. Child must perform standing broad jumps

over width of test sheet (8 ½ inches)
 Test Directions
Tell child to walk forward, heel within 1
inch of toe. Tester may demonstrate.
Child must walk 4 consecutive steps, 2
out of 3 trials.
 Test Directions
Bounce ball to child who should stand 3
feet away from tester. Child must catch
ball with hands, not arms, 2 out of 3
trials.
 Test Directions
Tell child to walk backward toe within 1
inch of heel. Tester may demonstrate.
Child must walk 4 consecutive steps, 2
out of 3 trials.
 Important
• Date and Behavioral Observations
– How child feels at time of test, relations to
tester, attention span, verbal behavior, self-
confidence, etc)
 The Test Form
• Across the top and bottom of form are age
scales
• Age is marked in months 1-24, and age in
years from 2 ½ to 6.
 The Test Form
• Each item is represented in the test form
by a bar
• The bar is placed along the age scale to
show when 25%, 50% (indicated by the
hatch mark) 75% and 90% of the normal
children are able to pass the item.
 The Test Form
10 11 12 13 14 16 18

Hatch Mark
25% 50% 75% 90%
Percentage of
normal children
passing the item WALKS WELL
 The Test Form
• Some items have a small footnote number
at the left end of the bar
• Footnote indicates corresponding
instruction for administering the item found
at the test form
Items which can
be passed by report R
WALKS UP STEPS
23
Footnote number
 The Test Form
• Some items may be passed by report of
the parent (R)
• Only items with an R on the form can be
passed by report
• However, whenever possible tester should
observe what the child can perform
 The Test Form
• The item, equal movements, has an
asterisk (*) at the right end of its bar
• Indicates 100% of normal children pass
this item at birth
• It is the only item with an * (fine-motor
adaptive sector
 The Test Form
• 9 items have arrows ( ) at the right end
of these bars
• This includes the items, defines words and
composition of __.
• Arrows indicate that normal children may
pass these items even beyond 6 ½ y.o.
 Calculating Child’s Age
• Formula
Year Month Day
Date of test 99 11 15
Birthdate -97 - 3 -10
Age of child 2 8 5
 Calculating Child’s Age
• Formula
Year Month Day

Date of test 99 2 8
Birthdate -97 - 3 -10
Age of child 1 10 25
 Calculating Child’s Age
• Formula
Year Month Day
98 13 35
Date of test 99 2 8
Birthdate -97 - 3 -10
Age of child 1 10 25
 Drawing the Age Line
• Use age scale shown at the top and
bottom of the form
• Mark the age and draw a line through all
four sectors
• Show acetate
 Drawing the Age Line
• Location of age must be accurate
interpretation depends on correct
placement of the line
• Space between age –-- 2 weeks until 14
mos, 1 mo from 14 to 24 mos
• From 24 mos to 5 yrs spaces between
represent 3 mos and thereafter 6 mos
 Adjusting for Prematurity
• Prematurity affect ability to perform that
normal child pass at the same age
• Adjust for children 2 years or younger
• After 2 years, it is no longer necessary to
compensate (Frankenburg, et al)
• No adjustment is made on postterm
 Adjusting for Prematurity
• Ask mother if child was born prematurely
• For two or three weeks earlier, subtract
the number of weeks from actual age
• Draw age line based on adjusted age
 Selecting Items to be
administered
• Administer first those through which child’s
chronological age line passes
• If failure occurs in any items, proceed to
administer items to the left of the age line
until you obtain 3 passes then stop
 Selecting Items to be
administered

WHAT TO KEEP
IN MIND!!!!!
 Selecting Items to be
administered
• All items crossing the age line should be
administered
• Child should have a minimum of three
passes to the left of any failure; and
• Each sector should have at least 3 passes
and three failures
 The Test Procedure
• Preliminary Phase
– Establish rapport
– Make the child as comfortable as possible
• If infant…on mother’s lap
• Materials should be accessible
 The Test Procedure
• If child is one year older, put child at ease
– Show toys…etc
 The Test Procedure
• Start with Personal-social sector
• Gives child chance to get used to tester
• Gives tester chance ask parents which
can be scored based on report and can
also directly observe it
 The Test Procedure
• Fine motor-adaptive sector follows
• Child can perform tasks even without
having to directly talk to tester
• Filipino child…..warming up
 The Test Procedure
• Third is, language sector
• This time child is more comfortable with
you (tester)
• Will talk as much to you
 The Test Procedure
• Lastly, gross-motor sector
• Many children are too shy at the beginning
of the test
 The Test Procedure

WHAT MAY NOT BE CHANGED?

 The Test Procedure
• Manner in which each test is administered
• Words or direction may not be changed
•