Denver II Screening Testing: A Case Study

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It is estimated that as many as 1 out of 5 children experience a mental disorder or a developmental delay in a given year, and an estimated $247 billion is spent each year on treatment and management of childhood mental disorders. As a result of their impact on children, families, and communities, children's mental disorders are an important public health issue (CDC, 2015). According to the American Academy of Pediatrics (AAP), pediatric primary health care providers have regular contact with children before they reach school age and are able to provide family-centered, comprehensive, and coordinated care. As a result, the AAP recommends that developmental surveillance, which is the process of recognizing children who might be at risk for developmental …show more content…

Any concerns should be addressed promptly with developmental screening tests, i.e., standardized tools to identify and refine any risk or concern that has been noticed. In addition, all children should be screened using a standardized test during well-child visits at 9, 18, and 24 or 30 months (CDC, 2015). Explanation of the DDST Test One developmental tool that is used to assess mental health, intelligence, motor, language, and social skills in children 2 weeks to 6 years of age is the Denver II Screening test (DDST) (Denver developmental materials, 2002). This test was developed in 1967 and later revised in in 1992 and was designed to be a quick and simple screening tool to be used in clinical settings by people with little training in developmental assessment. The test is comprised of 125 items, divided into four categories: Gross Motor, Fine Motor/Adaptive, Personal/Social, and Language. The items are arranged in chronological order according to the ages at which most children pass them. The test is administered …show more content…

The testing was done in the comfort of Kelonie’s home with both her parents present. Kelonie is a pleasant, playful, alert and talkative 3 year old who was very excited to be a part of this experiment. Personal-Social category was completed by gathering some information from Kelonie’s parents and through questioning and observing her behaviors. She was able to tell me her name, as well as the name of her best friend. She was able to putting on and taking off her t-shirt and socks by herself. She was able to brush her teeth, wash and dry her hands with little assist, but had trouble getting the toothpaste on the tooth brush. I also observed her fixing a bowl of cereal in which she needed help pouring the milk in cereal. Kelonie was also able to played simple card and board games. Based on Kelonie’s performance, no developmental or social delay was found, in most areas she scored in the 90th percentile which is advanced for her age. Fine Motor Assessment Fine Motor –Adaptive category was tested using the supplies in the DDST kit. Kelonie was able to build a tower with 6-8 blocks, show how to feed a baby, point to different parts of the baby at least 6-8 body parts, close her fist and wiggle her thumb. She was able to draw a picture of a circle that was similar to the one I drew on a page, as well as draw a picture of a person. Lastly, she was able to identify which line was

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