Denver 2 psychomotor development test. Experimental psychological examination of young children. Evaluation of test results
Switched from diapers to these panties from Goon. I have long wanted to get to know them, but somehow it didn’t always work out, then it’s not available, or even now I regret that I didn’t do it earlier. They exceeded all my expectations in terms of quality. Of the pluses for me personally, it is a very soft, delicate, cotton material. They also do not have any smell and plus they neutralize third-party unpleasant odors. The elastic bands hold the diaper well in place, no matter what position the daughter sleeps in, and the gel absorbs moisture very quickly and the feeling of dryness remains even when the panties are completely filled. By the way, you can check this thanks to the convenient indicator strips. I want to note that my daughter began to sleep much calmer, wakes up less often. Like us, too, now we sleep better and longer) The bed is always dry, you don’t have to constantly wash the sheets) So we are calm with them in any situation, both on a walk and during sleep, these panties will not let us down. Well, the most important plus is that the daughter feels comfortable in them, I think she likes them)
Product review - Goon L diapers (9-14 kg)Here is the case when parents consider their children to be fools who do not understand anything. You, "protecting the psyche of the child", made the older child suffer, look for his beloved cat, knowing that she had died. Most likely, he was not so stupid, he understood that "it became easier for her, but she ran away from the clinic", most likely, it means that mom is just lying, but logic came into conflict with the still existing trust in the mother, when you think that if mom says something, then she is right - and he understood what happened, but still he continued to wait and hope: “What if she really is alive, because mom can’t lie to me?” And then, when even the youngest told you that he still understands everything (and they probably discussed the case with each other, and more and more came to disappointing conclusions that mom was lying), you also convinced him that he supposedly " not guilty." In my opinion, this is a direct way to raise children who are not able to take responsibility for their actions. I think it would be much more useful here to say that yes, Kusya died because you pushed her, but there's nothing to be done, and now you know that your pampering and experiments can lead to serious consequences, and, of course, you you will never do again. The child would cry and forever remember what he did. A person's personality is made up of memories. And please don't promote mosquito nets as protection against falling cats. They are designed to protect your home from insects, and nothing more. At most, they can protect your parrot from flying out of the window. Here, recently, the news flashed that a one-year-old child fell out with such a net from the 10th, or something, floor ... died, of course. These nets will not protect a cat or a child. They are made of plastic, and are glued with double-sided tape, or pinned with buttons. The slightest load and the grid flies out. The cat can jump onto the net after a bird or a butterfly and fly down. Or maybe just start tearing it, sharpening its claws, and tear it apart. If you start a cat, then buy and install an anti-cat net, this is a metal grill that is firmly attached to the frame with self-tapping screws or bolts, and can even withstand an adult.
It is possible to evaluate the behavior of an infant and a young child by comparing it with the standards given in the guide to clinical psychiatry by G. I. Kaplan (N. I. Kaplan) and B. D. Sadok (Table 9).
In children aged 0 to 3 years, the central nervous system is not yet sufficiently differentiated. That is why the child reacts to various hazards with the same general excitement, movements, disorders of the digestive tract, sleep, etc. Often, monotonous crying, sleep disorders, and digestion can serve as signs of neuropsychiatric disorders. In this regard, information regarding the characteristics of his sleep, nutrition, neatness skills, play activity can be very valuable.
An important indicator of a child's mental health are the features of his interaction with other people. If the baby does not strive for communication, reacts poorly to “flirting” with him, does not ask for his mother and other relatives at all, and when trying to take him is passive like a soft toy, then this may indicate a neuropsychiatric disorder.
Even at the age of one year, the child knows how to determine such a distance from the mother at which he is able to give her a sign of his needs by whimpering and get help, that is, the distance at which he is in a state of relative safety.
If the mother is or seems unavailable to the child, the activity of the baby is activated, aimed at restoring intimacy. Fear of losing a mother can cause panic. If the need for intimacy is often not satisfied, then even in the presence of the mother, the child ceases to feel safe. Only with a developed sense of security does the child gradually increase the distance to which the mother calmly lets go (see M. Ainsworth's experiment in the perinatal psychology section).
In addition to clinical methods of participant observation, communication with a child, psychological methods are used to determine the level of his mental development and deviations in the mental sphere. Until now, the A. Gesell developmental test and the Brunet-Lezin developmental scale have found their application [Vshpe O., Lezin C, 1951].
The A. Gesell Development Test was developed to diagnose the development of motor skills, speech, adaptive behavior, social behavior and the emotional sphere of children from birth to 6 years. During the examination, spontaneous and evoked reactions of the child to stimuli and certain situations are noted.
The Brunet-Lesin development scale is the result of the development of the ideas of A. Gisell and S. Buhler. It allows you to diagnose the levels of development of motor skills, speech, social behavior, adaptability and coordination of children from birth to three years. The scale consists of a series of standard stimuli and descriptions of spontaneous behavior. When examining a child, observations are made of his behavior in established situations and his reactions to standard stimuli are evaluated.
When a screening test is needed, the Denver Screening Test (DDST) developed by J. B. Dodds and W. K. Frankenburg is most commonly used. The test contains 4 scales: general motor skills, fine motor skills, speech and social adaptation. Its use allows you to quickly identify children with presumably mental retardation.
Most researchers involved in the development of young children use the method of N. Bailey. N. Bailey, when creating her methodology, included tasks developed by other authors, including the prominent Russian child psychiatrist N. I. Ozeretsky (1928).
The N. Bailey Infant Development Scale allows you to determine the current level of infant development from birth to 2.5 years of age. The scale consists of three parts:
1. Mental scale - represented by a set of tests that assess the onset of speech development, memory function, sensory-perceptual abilities, problem-solving and learning abilities, etc. The measurement result is an indicator of mental development (MDI).
2. Motor scale (motor scale) allows you to measure the coordination of body movements, fine motor skills and determine the indicator of psychomotor development (PDI).
3. Behavioral scale (the infant behavior record), designed to assess interests, emotions, activity, search for stimulation or its avoidance, which determine the orientation of the child in the world around and the degree of social adaptation (IBR).
In Russia, G. V. Kozlovskaya (1995) developed an original clinical and psychological method for assessing the mental health of children in the first years of life (a schedule of neuropsychological examination of an infant and a toddler - the “GNOM” technique). Using this technique, you can determine the coefficient of mental development (CRC) of a young child.
Diagnosis of mental development of the child.
Description of the presentation SCREENING AND IN-DEPTH LOGOPEDIC EXAMINATION OF CHILDREN WITH DELAY
SCREENING AND IN-DEPTH LOGOPEDIC EXAMINATION OF CHILDREN WITH SPEECH DELAY (SRR)O. V. ELETSKAYA, CAND. PED N., ASSOCIATE PROFESSOR O. ELETSKAYA: FOR SPEECH THERAPISTS: HTTPS: //VK. com/ [email protected] EN
THE ABILITY OF THE CHILD'S BRAIN The ability of the child's brain to restore disturbed functions, as well as the capabilities of the whole organism as a whole, is very high in the first months of life. It is during this period of life that the maturation of the nerve cells of the brain to replace those that died after hypoxia is still possible, the formation of new connections between them, due to which the normal development of the organism as a whole will be determined in the future. Even minimal manifestations of perinatal CNS lesions require appropriate treatment and adequate psychological and pedagogical measures to prevent the consequences of hypoxia.
DELAYED SPEECH DEVELOPMENT Up to the age of three, speech disorders in children are referred to as "delayed speech development" (Lyapidevskiy S. S., 1969; Stepanenko D. G., 2002; Kornev A. N., 1999; Kornev A. N., 2005) .
MAIN FEATURES pronounced deficit of the expressive vocabulary late appearance of the phrase in the child compared to peers. It should be noted that children with normal development differ significantly both in the age at which they first acquire colloquial speech and in the rate of sound acquisition of speech skills.
FOR SPEECH THERAPY PRACTICE IT IS IMPORTANT TO IDENTIFY whether speech development delay is benign (tempo) or pathological.
Until now, there is no clear distinction between pathological delay in speech development and extreme variants of the norm. One of the general rules in domestic clinical practice is to determine the degree of speech development delay in epicrisis periods, and in foreign practice, where statistical assessment methods are used, in standard deviations (Levina R. E., 1975; Kornev A. N., 2006).
A delay in speech development is considered pathological if the development of a child's speech lags behind normal by two or more epicrisis periods or standard deviations.
The issues of delimiting specific and nonspecific speech disorders from temporary reversible conditions, usually interpreted as speech development delay (SRR), are based on the position that the development of a child's speech with a delay in speech development differs from normal only in its pace.
Children with a delay in speech development are capable of independent mastering of language generalizations, which is inaccessible to children with speech disorders, who master language generalizations mainly only in the process of speech therapy classes.
In children older than three years, the degree of delay in epicrisis periods and in statistical terms has less diagnostic value, since there is a natural tendency for a steady improvement in speech functions. At this age, a more important indicator of evaluation is the type of course of speech impairment.
If there is a stationary course without significant improvement, then this disorder is pathological, and not a variant of the norm. However, the main criterion for the severity of speech disorders after the age of three years is the degree of impairment of the communicative function of speech in general and for each parameter of the phonetic and lexico-grammatical aspects of speech (Mokhovikov A. N., 2006).
In differential diagnosis, a comprehensive examination is of decisive importance. It includes a clinical analysis of impaired mental and speech development, a psychological study of the child, aimed at distinguishing between the leading defect (speech or intellectual), as well as additional research methods - electroencephalographic and others. Differential diagnosis is helped by an analysis of the dynamics of the mental development of the child.
After the age of three, the child needs to determine the specific type of speech disorder and the structure of the speech defect.
In some cases, differential diagnosis can be successful only with a dynamic examination of the child in the process of conducting speech therapy classes with him.
Reduce the gap between the presence of special educational needs and the provision of corrective assistance Create an individual rehabilitation program (IPP) based on the child’s potential and family capabilities identified through diagnostics
SCREENING IN THE Maternity Hospital Audiological screening of children in the first year of life Order of the Ministry of Health and Medical Industry of Russia No. 108 dated 03.23.96. systems for early detection of hearing impairment in children, starting from the neonatal period, and their rehabilitation"
SCREENING IN Maternity Hospital Screening for 5 genetic diseases: phenylketonuria, congenital hypothyroidism, galactosemia, cystic fibrosis, adrenogenital syndrome.
PERINATAL CENTERS In recent years, 22 perinatal centers have been opened in the Russian Federation, which are equipped with high-tech = expensive equipment. (Total 85 subjects) Since 2012, Russia has completely switched to the criteria for registration of newborns recommended by the World Health Organization (WHO), in accordance with which newborns born after the 22nd week of pregnancy with a body weight of more than 500 grams will be registered.
ULTRASOUND DIAGNOSIS Neurosonography Dopplerography AXIAL COMPUTED TOMOGRAPHY MAGNETIC RESONANCE TOMOGRAPHY POSITRON EMISSION TOMOGRAPHY NIR SPECTROSCOPY MAGNETIC RESONANCE SPECTROSCOPY NUTRICRANIAL PRESSURE NEUROPHYSIOLOGICAL DIAGNOSIS
ELECTROENCEPHALOGRAPHY Routine EEG mapping Low-frequency or full-range EEG Total (amplitude) EEG and monitoring of brain activity Polygraphy Brain evoked potentials Auditory stem evoked potentials Somatosensory evoked potentials Visual evoked potentials Electromyography and electroneuromyography VIDEO RECORDING OF SPONTANEOUS MOTOR ACTIVITY P LOD, NEWBORN AND INFANT BIOCHEMICAL DIAGNOSTICS
Unification through the selection and consolidation of a single form of documentation and equipment Standardization - the establishment of uniform norms and rules for its design The use of new technologies - the development of new methods and means of diagnosing REQUIREMENTS FOR DIAGNOSTIC TOOLS
Bayley Infant Development Scales Denver Developmental Screening Test (DDST) Ordinal (numerical) scales of psychological development G. D. Alpern-Boll Mental Development Profile R. Griffiths Mental Development Scale KID Scale Newborn Behavior Scale (NBAS) Test Method Prechtl, Beintema Diagnosis of Child Mental Development from birth to 3 years E. O. Smirnova. SCREENING METHODS FOR ASSESSING NEURO-MENTAL DEVELOPMENT IN INFANTITY
UNCONDITIONAL REFLEXES OF TERM CHILDREN ORAL-SEGMENTAL AUTOMATISMS Name of the reflex Method of evoking Reflex response Timing of detection Palmar-oral (Babkina) Pressure on the palm area Opening the mouth, bending the head 0 - 3 months. Proboscis A quick light blow with a finger on the lips Pulling out the lips with a “proboscis” up to 2-3 months. Search (Kussmaul) Stroking with a finger in the mouth area (not lips!) Lowering the corner of the mouth, turning the head towards the stimulus up to 3-4 months. Sucking Inserting a nipple, finger, pacifier into the mouth Sucking movements up to 1 year
UNCONDITIONAL REFLEXES IN TERM CHILDREN SPINAL SEGMENTAL REFLEXES Name of the reflex Method of evoking Reflex response Terms of detection Protective Place the child on the stomach Turn the head to the side up to 3 months. Supports and automatic approach Hold the child vertically in the weight Bending the legs in all joints 1-1.5 months. Put on a support Straightens the body, stands on a support on half-bent legs on a full foot Tilt slightly forward Stepping movements
UNCONDITIONAL REFLEXES OF TERM CHILDREN SPINAL SEGMENTAL REFLEXES Name of the reflex Method of evoking Reflex response Timing of detection Crawling (Bauer) The child is laid on the stomach, palms are placed on the feet Spontaneous "crawling", pushing away from the palm 3 days - 4 months. Grasping (Robinson) Finger pressure on the palm Grasping the finger, while the child can be lifted up on the finger up to 3-4 months. Galant reflex The skin of the back is irritated paravertebral along the spine Curvature of the back with an arc open to the stimulus Day 5 - 3 (4) months. Perez reflex Passing fingers with light pressure from the coccyx to the neck along the spinous processes Shout, raising the head, extension of the torso, flexion of the limbs up to 3-4 months. Moro reflex Strike on the surface on which the child lies or sudden passive movements in the limbs Leading the arms to the sides and opening the fists (I phase), returning to the starting position (II phase of the reflex) up to 4-5 months.
UNCONDITIONAL REFLEXES OF TERM CHILDREN MYELENCEPHAL POSOTONIC REFLEXES Name of the reflex Method of evoking Reflex response Timing of detection Symmetrical cervical tonic Passive flexion of the head Increased flexor tone in the arms and extensor tone in the legs up to 2 months. Asymmetric cervical tonic Child on the back, the head passively turns to the shoulder Extension of the limbs on the side to which the face is turned and flexion of the opposite ones Tonic labyrinth In the position on the back, the extensor tone prevails, on the abdomen - flexors
UNCONDITIONAL REFLEXES IN TERM CHILDREN MESENCEPHAL POSOTONIC REFLEXES Name of the reflex Method of evoking Reflex response Timing of detection Cervical rectifying reaction Active or passive turn of the head to the side Trunk straightening reaction Contact of the child's feet with the support Straightening of the head Landau reflex The child is held freely in the air face down First he raises his head, then extension (extension) of the back and legs occurs from 4-5 months
TABLE OF TESTS FOR ASSESSING THE PHYSICAL AND MENTAL DEVELOPMENT OF CHILDREN AT THE AGE OF 1 MONTH-3 YEARS (L. O. BADALYAN, 1984; B. V. LEBEDEV, 1995). Age Evaluation tests Physical development Mental development 1-2 months In the position on the stomach, holds the head, turns it to the sides. He fixes objects with his eyes, smiles, hums. 3-5 m He holds his head well, turns on his side, sits with support, raises the upper part of the body. Grabs objects, keeps track of where the mother is, laughs, clearly pronounces vowel sounds. 6-8 m Sits on his own, gets on all fours, rolls over on his own, stands with support. Distinguishes others, examines and rearranges toys, claps his hands, pronounces the syllables “ma”, “ba”, expresses surprise and interest in new items.
TABLE OF TESTS FOR ASSESSING THE PHYSICAL AND MENTAL DEVELOPMENT OF CHILDREN AT THE AGE OF 1 MONTH-3 YEARS (L. O. BADALYAN, 1984; B. V. LEBEDEV, 1995). Age Assessment tests Physical development Mental development 9-10 m Crawls, stands and walks with support Responds to one's name, understands prohibitions, pronounces the words "mom", "dad", picks up objects with two fingers, knows the names of toys. 11 -12 m The first independent steps, crouches behind a toy. Indicates parts of the body, eats with a spoon, pronounces individual words, follows a large number of instructions. 2 years Runs, climbs ladders, climbs stairs. Easily repeats words and phrases, understands their meaning, in a sentence of 3-4 words. Distinguishes colors, understands the plot of simple paintings. 3 years old Self-dresses, fastens buttons, ties shoelaces. He memorizes poems and songs, questions “why? ", "When? “, has the concept of the number of objects.
BEYLEY SCALES OF INFANT DEVELOPMENT (1969) The test by Nancy Bailey and her colleagues at the University of Berkeley is the result of more than 45 years of child development research and is highly valid. Testing is carried out at the age of 1 to 42 months. B R O D I L A S: 2 8 S E N T Y B R Y 1 8 9 9 D A L L E S, O R E G O N, U S H A U M E R L A: / /
BAILEY TEST CONSISTS OF 3 SCALES: 1. Mental Scale (Mental Sca 1 e) is aimed at assessing sensory development, memory, learning ability, the beginnings of speech development. The result of the measurement is the "mental development index" (MDI). 2. Motor scale (Motor Scale) measures the level of muscular coordination and manipulation. The result of the measurement is the “Psychomotor Development Index” (PDI). 3. The Infant Behavior Record is designed to record the emotional and social manifestations of behavior, attention span, persistence, etc. S I T E T V B E R K L I
Each item on the test is rated as "passed" or "failed". The testing time for children under 15 months is 25-35 minutes, over 15 months - up to 60 minutes. The result of testing is the calculation of the mental development index (MDI) and the psychomotor development index (PDI). The scales of mental and motor development contain 274 points, the protocol of the child's behavior - 30. The test is recognized as highly valid and standardized.
DENVER DEVELOPMENTAL SCREENING TEST (DDST) FRANKENBURG W. K., J. B. DODDS H T T P: / / W W W. S T E P A N - B L O G. R U / M B O O K / P A G E 2 0 5. H T M K. Frankenburg to identify children suffering from mental retardation at the age from birth to 6 years. D E N V E R S I Y UN I V E R S I T E T
1) gross motor skills; 2) fine motor skills; 3) speech; 4) social adaptation. DENVER DEVELOPMENTAL SCREENING TEST CONTAINS 4 SCALES:
Of the 105 items, 75 are for children under 3 years of age. Usually a child is tested on 20 items. Each item is rated as “completed”, “failed”, “refusal to perform”, “there were no opportunities to perform” .
Testing is carried out both in conditions of direct observation and on the basis of information received from parents. Children who have completed all the points are considered to be developing normally. If there is one unfulfilled point in any scale, the result is considered doubtful, two unfulfilled points - developmental delay.
The Denver scoring method was standardized on 1036 normal children aged 2 weeks to 6 years, 816 of whom were under 3 years of age. The test is highly reliable and standardized.
Testing takes about 30 minutes and requires minimal preparation of the researcher (several hours). This is the advantage of this test in comparison with the N. Bailey test, which requires the highest psychological qualification.
The test is a psychometric assessment of a child's development, developed by I. Uzgiris and J. Hunt based on the concept of mental development by J. Piaget. It is intended for children from birth to 2 years. ORDINAL (NUMERICAL) SCALES OF PSYCHOLOGICAL DEVELOPMENT I. UZGIRIS, J. MCHUNT BASED ON J. PIAGETS CONCEPT OF MENTAL DEVELOPMENT (MODIFIED BY E. V. MATVEEVA)
1) development of visual tracking and concentration on the object; 2) the child's ability to use different means to obtain the desired object; 3) vocal and gesture imitation (2 subscales); 4) causal actions; 5) construction of object relations in space; 6) development of relationships to objects (when changing toys or roles in the game). TEST I. UZGIRIS, J. MCHUNT CONTAINS 6 SCALES:
The test consists of 64 items. Experimental situations are arranged as they become more complex. Mental development is studied in the following age intervals: 0 -3 months. , 4 -7 months , 8 -11 months , 12 -17 months , 18 -24 months
PROFILE OF MENTAL DEVELOPMENT G. D. ALPERN-BOLL (1980) The method of G. D. Alpern-BOLL is intended for children from birth to 9 years. As a result of testing, it is determined what age the mental development of the child corresponds to. A L P E R N G. D. , B O L L T. J. , S H E A R E R M. S. D E V E L O P M E N T P R O F I L E I I. A S P E N , C O. : P S Y C H O L O G I C A L D E V E L O P M E N T P U B L I C A T I O N S , 1 9 8 0.
1) physical development; 2) "social" scale; 3) communication scale; 4) ability to learn; 5) "self-help" scale. G. D. ALPERN-BOLL TEST CONTAINS 5 SCALES (186 POINTS)
The R. Griffiths test is designed for infants from 0 to 24 months. R. GRIFFITHS MENTAL DEVELOPMENT SCALE
1) locomotor activity (eyes-hands, hearing-hand); 2) speech development; 3) fine motor skills; 4) "personal" scale; 5) "social" scale. R. GRIFFITHS MENTAL DEVELOPMENT SCALE CONTAINS 5 SUB-SCALES (260 ITEMS)
After completing the tasks, the child's intellectual coefficient is calculated and it is determined what age the child's mental development corresponds to.
The J. Reuter scale is a subjective assessment by adults of the child's mental development (the mother fills out the test registration sheet at home). Children aged 0-15 months are examined. J. REUTER KID SCALE
1) knowledge; 2) movements; 3) self-service; 4) communication; 5) language scale. THE TEST CONTAINS 5 SCALES (252 POINTS)
The T. Braselton scale assesses the behavior and neurological status of children from 2 days to 6 weeks of age. The technique consists of 20 evoked reflexes and movements, evaluated on a 4-point scale. There are also 27 tasks for the qualification of movements, interaction with adults, static control, response to stress. The assessment is carried out on a 9-point scale indicating 5 possible types of behavior. Additionally, it is noted whether stimulation was required for a particular type of behavior. The result of the study is the assignment of children either to the risk group or to the norm. NEWBORN BEHAVIOR SCALE (NBAS) T. BRAZELTON
1) motor with motor skills assessment, 2) muscle tone, 3) tactile, 4) auditory sensory, 5) visual sensory, 6) reactivity scale. GRAHAM BEHAVIOR TEST FOR NEWBORN AND CHILDREN IN THE FIRST MONTHS OF LIFE CONTAINS 6 SUB-SCALES
TEST METHODOLOGY F. R. PRECHTL AND D. J. BEINTEMA (1975) Using the method of F. R. Prechtl, D. J. Beintema, children from 1 to 9 days of life are evaluated on scales of appearance, posture, movements, breathing, neurological status P R E C H T L H. , B E I N T E M A D T H E N E U R O L O G I C A L E X A M I N A T I O N O F T H E F U L L T E R M N E W B O M H I F A N T. — C L I N. D E V. M E D. S E R. N O
The technique of V. Kerey, S. McDevit reveals individual differences between infants, regardless of the pace of their psychomotor development. The test is intended for screening studies of infants from 4 to 8 months. W. CAREY, S. MCDEVIT INFANT TEMPERAMENT QUESTIONNAIRE
1) activity, 2) synchronicity, 3) availability, 4) adaptability, 5) sensitivity, 6) mood, 7) constancy, 8) distractibility, 9) aggression. W. CAREY, S. MCDEVIT INFANT TEMPERAMENT QUESTIONNAIRE CONSISTS OF 95 ITEMS ASSESSING BEHAVIOR ON A 6-POINT SCALE, CONTAINS 9 CATEGORIES:
When analyzing the results, infants can be regarded as "rather difficult" (asynchronous, ignoring communication), low-adaptive (sensitive), "easy" (synchronous, accessible, adaptive), "slow responding" (inactive, quiet) children belonging to the intermediate type. . W. CAREY, S. MCDEVIT INFANT TEMPERAMENT QUESTIONNAIRE
Designed for screening for autism spectrum disorder (ASD) in children aged 16 to 30 months. May be done as part of a routine medical examination. It can also be used to assess the risk of autism and representatives of non-medical specialties. Data processing takes less than 2 minutes. MODIFIED SCREENING TEST QUESTIONNAIRE M-CHATROBINS, FEIN, BARTON
The KID and RCDI scales are questionnaires based on the analysis of various typical forms of behavior in children in their first years of life. Questionnaires are filled out by the child's parents or any person who constantly communicates with the child. No special knowledge is required to fill out the questionnaire forms - just read carefully and correctly understand the instructions and the scale questions. Child development is assessed as follows: the number of points scored by the child (the number of items in the questionnaire that he completes) is compared with statistically processed and standardized estimates of a large sample of typically developing children. CHILD DEVELOPMENT INVENTORY; CDI G. AYRTON
The main disadvantage is the inaccuracy of the data. Some parents tend to overestimate the development of the child, others, on the contrary, underestimate. MACARTHUR TEST OF SPEECH AND COMMUNICATION DEVELOPMENT OF EARLY CHILDREN
The intellectual test was developed and certified in 1911 by French psychologists Alfred Binet and Theodore Simon. TEST "BINET-SIMON MENTAL DEVELOPMENT SCALE"
1. Show eyes, nose, mouth, ears, etc. 2. Reproduce a sentence of six words. 3. Repeat from memory the two named numbers. 4. Name the objects shown in the figure. 5. Know your last name. 3 YEARS
1. State your gender. 2. Name a few items demonstrated by adults. 3. Play a series of three single-digit numbers. 4. Be able to compare the length of segments (three tasks) 4 YEARS
1. Compare the weight in pairs (15 -6 g, 3 -12 g). 2. Redraw the square. 3. Repeat a word of three syllables. 4. Solve a simple logical problem. 5. Count four items. 5 YEARS
1. Determine the time of day. 2. Determine the purpose of some household items. 3. Redraw the rhombus. 4. Count to 13 and count 13 objects. 5. Compare and describe two faces (3 tasks). 6 YEARS
Early diagnosis early therapy early integration of children with disabilities into the environment of healthy children http: //shkola 7 gnomov. ru/parrents/eto_interesno/fizic heskoe_razvitie/id/951/ MUNICH FUNCTIONAL DEVELOPMENT DIAGNOSIS (MFDD),
The Munich Functional Diagnostics of Child Development was created at the University of Munich and the Institute for Social Pediatrics. It is used to assess the general psychomotor development of young children (G. I. Koehler, H. D. Egelkraut).
The grasping movement is the perception of relationships, which combines the development of visual and auditory orienting reactions, understanding of speech and active speech, and independence of socialization. CONTENT AREAS OF CHILD DEVELOPMENT
Basic diagnostic methods: M. L. Dunaikina (2001); E. A. Strebeleva (1996) express examination technique - GNOM (schedule of neuropsychological examination of infants) G. V. Kozlovskaya, A. V. Goryunova et al. (1997) Diagnostics of the neuropsychic development of children in the first three years of life ( G. V. Pantyukhina, K. L. Pechora, E. L. Fruht) (1983) Test of the development of children in the first year of life by O. V. Bazhenova (1986); Assessment of the level of psychomotor development of the child - (L. T. Zhurba, E. M. Mastyukova) (1981) METHODOLOGICAL APPROACHES TO THE ASSESSMENT OF THE MENTAL DEVELOPMENT OF INFANTS IN RUSSIA
DIAGNOSTICS OF NEURO-MENTAL DEVELOPMENT OF CHILDREN GV PANTYUKHINA, KL PECHORA, EL FRUKHT One of the first domestic tests of mental development. The technique is a qualitative assessment of the development of the child without the use of points. K A N D I D A T P E D A G O G I CH E S K I H N A U K, D O C E N T P E C O R A K S E N I A L U C I A N O V N A
for the 1st, 2nd and 3rd year of life. CONSISTS OF 3 AGE SCALE
10 days - 2, 5 -3 months. - development of visual and auditory indicative and emotionally positive reactions; 1, 5 -3 - 5 -6 months - development of visual and auditory orienting reactions, hand movements, cooing; 5-6 – 9-10 months - development of general movements, actions with objects, preparatory stages of passive and active speech; 9 -10 - 12 months - development of general movements, actions with objects, understanding and active speech. FOR THE 1st YEAR THEY ARE STUDYING:
The development of speech understanding, the development of active speech, sensory development, the development of games and actions with objects, the development of movements, the formation of skills. FOR YEAR 2:
Active speech, play, constructive activity, sensory development, movement development, skill development. FOR THE 3rd YEAR IN THE FIRST HALF:
Active speech, game, visual activity, constructive activity, sensory development, skills, movements. FOR THE 3rd YEAR IN THE SECOND HALF:
The norm is the performance of skills within ± 15 days of the age being tested. The test was standardized on 630 children of the 1st year of life, 730 children of the 2nd year of life and 360 children of the 3rd year of life.
The test includes 98 diagnostic tests divided into 6 scales: motor, emotional, sensory development, actions with objects, interactions with adults, voice activity. Each of the tests allows you to assess the level of development of a particular behavioral response. DEVELOPMENT TEST OF CHILDREN IN THE FIRST YEAR OF LIFE O. V. BAZHENOVA
0 points - absence, 1 point - intended, 2 points - imperfect form of manifestation, 3 points - perfect form of manifestation. Tests, the performance of which requires a sufficiently high level of mental activity of the child, have a much larger share in their assessment. DETERMINE 4 DEGREES OF EXPRESSION OF BEHAVIORAL REACTION:
scored for the performance of all samples of this scale, summarize. The accumulated score is the actual score (AO), which is compared with the control score (CO), which is the normative indicator for this age. NUMBER OF POINTS,
is the ratio of AO to KO. Based on the IR data on 6 scales, a diagram is constructed (profile of mental development). Development is assessed at 2, 3, 4, 5, 6, 8, 10, and 12 months of age. FINAL RESULT - DEVELOPMENT INDEX (DI) -
Development is assessed by 7 neuropsychic indicators (dynamic functions): sociability, vocal reactions, unconditioned reflexes, muscle tone, asymmetric tonic neck reflex, symmetrical chain reflex, sensory reactions. The level of stigmatization, cranial innervation and pathological movements are also assessed, which help to identify a group of children at an increased risk of developmental delay. ASSESSMENT OF THE LEVEL OF PSYCHOMOTOR DEVELOPMENT OF A CHILD (L. T. ZHURBA, E. M. MASTUKOVA)
is carried out on the basis of indicators assessed by a 4-point system, taking into account the dynamics of normal age development. MONTHLY QUANTITATIVE ASSESSMENT OF A CHILD UNDER 1 YEAR
The optimal score on the scale of age development corresponds to 30 points. 27 -29 points in most cases can be regarded as a variant of the age norm. When assessing 23-26 points, children are classified as an unconditional risk group. 13 -22 points indicate developmental delay. Below 13 points - patients with severe developmental delay due to organic brain damage.
The test consists of 12 age subtests. Mental development is examined in the 1st year of life every month, after a year - every three months, from 2 to 3 years - once every six months. Subtests consist of 20 questions (tasks) that allow you to test the development of sensory, motor, emotional-volitional, cognitive behavioral functions. To study the level of development of each function, 4 tasks are offered. TEST "GNOM" SCHEDULE OF NEURO-MENTAL EXAMINATION OF INFANTS. G. V. KOZLOVSKAYA et al.
TEST "GNOM" SCHEDULE OF NEURO-MENTAL EXAMINATION OF INFANTS. G. V. KOZLOVSKAYA et al. To study sensory function, visual, auditory and tactile sensitivity is tested. To determine the state of motor skills - statics, kinetics, fine motor skills and facial expressions. In the emotional-volitional sphere, the following are studied: the formation and differentiation of emotional reactions, the appearance and nature of emotional resonance (the ability to perceive the emotional state of other people and respond adequately to it). To assess volitional functions, active and passive voluntary activities are examined. Cognitive functions are tested on four indicators: speech, thinking, play and attention. Behavioral functions consist of two sections: biological (eating behavior, the formation of neatness skills) and social behavior, for the study of each of which two tasks are offered.
Healthy children - an indicator of the coefficient of mental development (CPR) from 110 to 90 points; Risk group - CRC 80 -89 or above 111 points; Group of developmental disorders - CRC below 80. THE TEST ALLOWS TO DISTRIBUTE THE EXAMINED CHILDREN INTO THREE GROUPS:
Analysis of anamnestic data, the state of motor development, the state of the articulatory apparatus, examination of pre-speech activity - the voice activity of children, as well as its intonational expressiveness. The data are considered in dynamics in the process of speech therapy work, that is, the study is of a longitudinal nature. METHOD OF EXAMINATION OF CHILDREN OF EARLY AGE WITH ICP by E. F. ARKHIPOVA
A comprehensive study of young children includes the study of the following main lines of development: motor, social, cognitive, speech development. INTEGRATED METHODOLOGY FOR STUDYING THE FEATURES OF MENTAL AND SPEECH DEVELOPMENT OF CHILDREN WITH ICP 1-3 YEARS O. G. PRIKHODKO
I. Motor development: general motor skills, functionality of the hands and fingers, articulatory motor skills. II. Social development: contact, means of communication, emotional sphere, self-service skills. III. Cognitive development: the level of cognitive activity and motivation for various activities, sensory development (visual, auditory, tactile-kinesthetic perception), the level of development of activities (objective actions), attention, stock of knowledge about the environment, learning ability and the use of fixed types of assistance. IV. Speech development (the level of development of understanding of addressed speech and one's own speech).
METHODOLOGY FOR STUDYING THE PREREQUISITES FOR THE FORMATION OF SPEECH IN EARLY CHILDREN Yu.V. children of the third year of life 2. Study of the speech development of children of the third year of life 2. 1 Expressive speech 2. 1. 1 Onomatopoeia 2. 1. 2 Active vocabulary: nominative and predicative vocabulary 2. 2 Impressive speech 2. 2. 1 Performing simple auditory speech instructions 2. 2. 2 Execution of multi-stage auditory instructions
T. A. Titova, O. V. Eletskaya, M. V. Matveeva, N. S. Kulikova Teaching aid. M. : FORUM, 2015. 192 p.
LITERATURE Kosenkova E. G. Lysenko I. M., Barkun GK. , Zhuravleva L.N. Scales for assessing the psychomotor development of children: a modern look at the problem Protection of motherhood and childhood (2012) No. 2 (20) http: // elib. vsmu. by/bitstream/handle/123/5300/omd_2012_2_113-118. pdf? sequence=1 Palchik A. B. Hypoxic-ischemic encephalopathy of the newborn / A. B. Palchik, N. P. Shabalov. – 4th ed. , corr. and additional - M. : MED-press-inform, 2013. - 288 p. : ill. Mikirtumov B. E., Koshchavtsev A. G., Grechany S. V. Clinical psychiatry of early childhood. - St. Petersburg: Piter, 2001. 256 p. - (“Quick Guide”). Smirnova E. O. Diagnosis of the mental development of children from birth to 3 years: A manual for practical psychologists / - E. O. Smirnova, L. N. Galiguzova, T. V. Ermolova, S. Yu. Meshcheryakova. 2nd ed. correct and additional - St. Petersburg. : "CHILDHOOD-PRESS", 2005. - 144 p.
Abroad, the method of centile assessment of psychomotor development developed in Denver (USA) is the most common, and therefore it is called the Denver Screening Test for Evaluating Child Development (see figures). Most of the signs can be observed in everyday life, but some must be obtained specifically during testing. Testing instructions are given after the figures.
The final conclusion on the psychomotor development of the child is made on the basis of his ability to perform tasks characteristic of his age. For each of the sublevels, at least three completed and three failed tasks should be received that are closest to the age of the child. If the child did not cope with the tasks that 90% of his peers perform, then the answer is regarded as “negative”. If a child confidently completes a task that only 25% of their peers can master, the answer is assessed as “outperforming”.
Testing instructions
1. Try to make the child smile in response to a smile, to a conversation with him.
2. The child should independently examine his hands for a few seconds.
3. Parents can help the child guide the toothbrush and squeeze the paste onto the brush.
4. The child may not lace up the shoes or fasten the buttons or zipper on the back.
5. Slowly move the thread in front of the child's face from side to side in an arc of about 8 degrees.
6. The child should grab the rattle when it touches the back of the hand or fingertips.
7. Holding the thread in front of the baby's face, drop it without moving your hands so that it quickly disappears from the baby's field of vision. It counts if the child tries to see where the thread went.
8. The child must transfer the cube from hand to hand without the help of the body, mouth, table, while he must not put the cube on the table.
9. It counts if the child can pick up the raisin by grabbing it with the thumb and any other finger (“tweezer grip”).
10. The line drawn by the child may deviate from the line drawn by the tester by no more than 30 degrees.
11. Clench your fist, stick out your thumb and shake it. It is counted if the child reproduces this movement, shaking the thumb.
12. It is counted if the child reproduces any closed curve.
13. Draw two vertical lines of different lengths on a piece of paper. The child must indicate which line is longer. Turn the piece of paper upside down and repeat the task. Three out of three or five out of six correct answers count.
14. Any lines intersecting close to the middle count.
15. Let the child first copy the square himself. If he fails, show him how to do it.
16. When you give the child to complete the 12th, 14th and 15th tasks, do not name the figures. Do not show how to draw a circle and a cross.
17. Each paired body part - two arms, two legs - counts as one.
18. Put the cube in the cup and gently shake it near the child's ear, but out of his sight. Repeat the same for the second ear.
19. Pick up five pictures that show a cat, a horse, a bird, a dog, a person. Point your finger at the picture and ask the child to say what is drawn on it (do not attribute the content to letters that do not carry meaning). If the child has named less than four pictures correctly, ask him to show the picture you name. Show the child the doll and ask him to show the nose, eyes, ears, hands, feet, belly, hair. It is counted if the baby correctly named six parts of the body out of eight.
20. Showing the child pictures, ask him: “Who flies? Who says "meow"? Talking? Sings? Galloping?" It is counted if the child names two or four pictures out of five.
21. Ask a reoenka: “what do you do when the igielolidpig jj,i_,jm iru ^ boils Hungry?” It is counted if the child answers two or three questions out of three.
22. Ask the child: “What are you doing with the cup? What is a chair for? How is a pencil used? In response, he must include verbs.
23. It counts if the child said how many cubes are on the sheet (one-five).
24. Ask the child to put the cube on the table, under the table, in front of you, behind you. Don't help him with your finger, or head movement, or look. Four correctly performed actions out of four are counted.
25. Ask the child: “What is a ball? Lake? Table? Horse? Banana? Curtain? Fence? Ceiling?" It counts if the baby names what the item is made of, how it is used, or gives it a general definition, for example: a banana is a fruit, and not which banana is yellow. Five to seven correct answers out of eight are counted.
26. Ask the child: “If the horse is big, then the mouse ... (what)? If the fire is hot, then the ice ... (which one)? If the sun shines during the day, then the moon ... (when)? Two correct answers out of three are counted.
27. Climbing the stairs, the child can hold on to the wall or railing, but without the help of an adult.
28. The child must throw the ball at a distance of three steps within the reach of the adult's hands.
29. The child must jump from a place to a distance of 21-25 cm.
Evaluation of test results
Psychomotor development is delayed if:
- two or more “negative” responses were received for any two or more of the four assessment sublevels;
- one sublevel received two “negative” responses, and another one “negative” response, and for the same sublevel there were no “outrun” responses.
There is a moderate lag in psychomotor development, if.
- one of the four sublevels has two or more "negative" answers;
- for any of the four sublevels, one “negative” response was received, and for the same sublevel there were no “leading” responses.
Psychomotor development is considered age-appropriate (normal) if the test results do not fall into the previous two categories.
In Russia, a similar technique for assessing the psychomotor development of children has not yet become widespread.
There are many other tables for assessing the development of a child, developed by various domestic and foreign authors. They can be found in various textbooks and monographs on pediatrics. We can recommend the book by V. I. Gordeev and Yu. S. Aleksandrovich “Quality of life - a new tool for assessing the development of children” (2001), which contains the main tests that make it possible to most fully characterize the development of the child and evaluate his intelligence in different periods of life.
