Overview o 4Y: range of food predicts late childhood and

adult dietary range

Feeding Assessment
Assessment of Neonates
Overall Assessment Specific Feeding Skills
Motor Assessment Before birth: sucking and swallowing
Visual-Motor and Perceptual Assessment o Sucking, breathing, swallowing: first few days of
Sensory Processing Assessment life
Psychological and Cognitive Assessment o Sucking behaviors triggered by hunger; initially
Play Assessment liquid
Social Participation Assessment Birth: opens mouth to suck; gag response; tongue
Standardized Tests moves in and out and up and down
o Chew: lip, tongue, and jaw movements
Things to consider when choosing assessment o Munching: before teeth eruption, up and down
tools: 2W-9M: open mouth for spoon; complementary
Population feeding at 4-6M
Areas to be assessed 2M: move food from spoon to back of mouth
Length of the item 6M: gag response declines; side to side movement
6-14M: chew softer lumps; keep food in mouth
Note: o 6M: lumpy food (good oral motor function)
Checklist: presence or absence o 7M: clearing spoon with top lip
Scale: intensity 8-12M: bite harder food
Criterion reference tool: does not compare to o 8M: bite cracker
other population. Normal if they can do it, o Apple: upper and lower incisors
abnormal if they cant 12M-4Y: can cope with most textures; chewing not
Norm reference tool: compares normal fully mature
population 2Y: can cope with most food offered as part of a
family meal
Feeding Assessment
Motor and Cognitive Skills Development Self-Feeding
Birth: brings hand to mouth and opens mouth to 4-11M: hold food and bring to mouth
suck 8M: tries spoon without spillage
2M: holds objects 8M-2Y: drinking from a closed cup
3M: puts objects to mouth 11M-2Y: drinking from an open cup
4M: holds, mouths, and visually explores 15M: feeding self with spoon
9M: emerging pincer grasp, unaided sitting
9-18M: might say word for known food Acceptance and Rejection
12M: recognizes food; visually group food Before birth: strong dislike of bitter tastes and
14M: points preference certain food textures; sweet taste preference
Birth: strong tastes such as garlic and spices due to
Facial Expression exposure of amniotic fluid
Birth: indicates like and dislike Birth-6M: strong taste preference due to milk
3-5M: others expression of pleasure and disgust 4-6M: taste preferences rapidly learned
7M: prefers a smile to a frown 14M: rejection of food
10M: uses others expression as a cue 2Y: preferences predict adult behavior

Interaction with Others Texture Progression

Birth: prefers to look at faces
4M: watches and responds appropriately to a
sequence of events
Imitation of Others
Birth: imitates adult facial expression (open mouth)
4-6M: some movement/facial expression
6M-2Y: deferred imitation
2Y: imitates peers
3-4Y: modify their food choices
4-6M: cope with pureed and mashed food
6M: mashed with soft lumps; bite and dissolve; soft
chew
o Late lump introduction: fruits and vegetables;
refusal
8M: mashed with harder lumps; begins to chew
Regulation of Appetite
Birth: partial regulation of intake
2M: good regulation according to internal cues
4-6M: shows preference and rejection
 14M: imitates adult eating
24M: imitates other children; eats more in response
to portion size
36M: responds to prompts to overeat; preference for
restricted food
o Lower BMI: parents responding to satiety cues
(satiety: state of fullness)
Assessment of Neonates
1. Assessment of Premature Infants Behavior (APIB)
Assess infants pattern of developing
behavioral organization in response to
increasing sensory and environmental stimuli
An extension and refinement of the Neonatal
Behavioral Assessment Scale (NBAS)
Population: premature infants
2. Neurological Assessment of Pre-term and Full-term
New-born Infant (NAPFI)
A rating scale consisting of a brief
neurological(reflexes) examination
incorporated into routine assessment
Population: pre-term and full-term newborn
infants
Overall Assessment
1. Denver Developmental Screening Test II (DDST-II)
Standardized task performance and
observation screening tool for early
identification of children at risk for
developmental delays in four areas including
personal-social, fine motor-adaptive,
language, and gross motor skills
Population: 1 month to 6
2. Bayley Scales of Infant Development, 3rd Ed. (BSID-
III)
Standardized rating scales that assess
multiple areas of development to attain a
baseline for intervention and to monitor
progress
Evaluates 5 domains: cognitive, language,
motor, social-emotional, and adaptive
behavior skills
Population: 1 to 42 months
3. First STEP Screening Test for Evaluating
Preschoolers
A checklist and rating scale which identifies
preschool students at risk and in need of a
more comprehensive evaluation
Population: 2 years 9 months through 6 years
2 months
4. Hawaii Early Learning Profile, Revised (HELP)
Non-standardized scale of developmental
levels. An educational curriculum-referenced
test that assesses six areas of function
including cognitive, language, gross motor,
fine motor, social-emotional, and self-help
Population: children, ages birth through 3
years, with developmental delays, disabilities,
or at risk. HELP for Preschoolers is available
for children ages 3 to 6, with and without
delays
5. Miller Assessment for Preschoolers (MAP)
Standardized task performance screening tool
that assesses sensory and motor abilities
consisting of foundation and coordination
indexes, cognitive abilities including verbal
and non-verbal indexes, and combined
abilities which include complex tasks index
Population: 2 years 9 months to 5 years 8
months
6. Pediatric Evaluation of Disability Inventory (PEDI)
Standardized behavior checklist and rating
scale that assesses capabilities and detects
functional deficits, to determine
developmental level, monitor the childs
progress and/or to complete a program
evaluation
Population: 6 months to 7 years
Motor Assessment
1. Bruininks-Oseretsky Test of Motor Proficiency (2nd
ed.) (BOTMP-2) (2005)
Standardized test assesses and provides an
index of overall motor proficiency; fine and
gross motor composites, including
consideration of speed, duration, and
accuracy of performance, and hand and/or
foot preference
Game-like tasks, not verbally complex
Individually administered
Helpful for developing and evaluating motor
training programs
Has age and sex-specific normative data
Population: 4 years to 21 years and 11 months
Norm reference tool
Short Form: 15-20 minutes
 Long form: 45-60 minutes
Subtests:
a. Fine Motor Precision (7 items, cutting out a
circle, connecting the dots, etc.)
b. Fine Motor Integration (8 items, copying a
star, square, etc.)
c. Manual Dexterity (5 items, transferring
pennies, sorting cards, etc.)
d. Upper Limb Coordination (7 items, catching,
throwing, and dribbling a tennis ball, etc.)
e. Bilateral Coordination (7 items, jumping
jacks, tapping foot and finger, etc.)
f. Balance (9 items, moving and stationary
balance)
g. Running Speed and Agility (5 items)
h. Strength (5 items, standing long jump, sit-
ups)
Time
40-60 minutes
BOT 2 - Gross Motor Form (bilateral
coordination, balance, running speed and
agility, strength)
BOT 2 - Fine Motor Form (fine motor
precision, fine motor integration, manual
dexterity, upper limb coordination)
Composite Scores:
Fine Manual Control
Manual Coordination
Body Coordination
Strength and Agility
Total Motor Composite
Gross Motor Composite
Fine Motor Composite
Scoring:
Standard Scores
Percentile Ranks
Age Equivalents
Descriptive Categories
2. Peabody Developmental Motor Scales (2nd ed.)
(PDMS-2) (2000)
Standardized rating scales of gross and fine
motor development
Provides qualitative and quantitative
measures
Norm-referenced tool containing 249 items
Population: children, ages birth to 5 years,
with motor, speech-language, and/or hearing
disorders
Composed of six subtests that measure
interrelated abilities in early motor
development; individually administered
45-60 minutes
Subtests:
a.Reflexes (8 items, birth to 11 months)
b.Stationary (30 items, sustain control of his
body within its center of gravity)
c. Locomotion (89 items, crawling, walking,
running, hopping, and jumping)
d.Object Manipulation (24 items, throwing,
kicking, and catching a ball, 12 months and
older)
e.Grasping (26 items, one hand to two hands)
f. Visual-Motor Integration (72 items, building
blocks, copy a design, etc.)
Three Global Indices of Motor Performance:
Gross Motor Quotient (3 of 4 subtests)
Fine Motor Quotient (grasping and
visual-motor integration)
Total Motor Quotient (combination of
gross and fine motor subtests)
Scoring Criteria:
2 performs the items according to
the criteria
1 clear resemblance but does not
fully meet the criteria
0 cannot and will not attempt the
item or the skill is not emerging
Test Administration:
Entry / Start Point marked on each subtest;
allows examiners to begin testing on an item
that 75% of children in the normative sample
at that age have passed
Basal Level receives a score of 2 on three
successive items in a row; all items below are
scored 2
Ceiling Level scores 0 on each of the three
items in a row then testing is discontinued
Scores:
Standard Scores
Percentile Ranks
Age Equivalents
3. Toddler and Infant Motor Evaluation (TIME)
Assesses the quality of movement
Population: birth to 3 years and 6 months
Sensory Processing
1. Sensory Profile (SP) and Infant/Toddler SP
Measures reaction to daily sensory
experiences
Divided per system
Population: SP: 3 to 10 years; Infant/Toddler
SP: birth to 36 months
2. Sensory Profile (SP): Adolescent/Adult SP
Allows clients to identify their personal
behavioral responses and develop strategies
for enhanced participation
Population: 11 to 65 years

Psychological and Cognitive
1. Childhood Autism and Rating Scale (CARS)
Determines the severity of autism (i.e.
mild, moderate or severe) and distinguishes
children with autism from children with
developmental delays who do not have autism
Autism have problems in areas of
(?)
Population: children over 2 years of age who
have mild, moderate, or severe autism
2. Coping Inventory and Early Coping Inventory
Assess coping habits, skills and
behaviors, including effectiveness, style,
strengths and vulnerabilities to develop
intervention plans for coping skills
Population: Coping Inventory: 15 years and
above; Early Coping Inventory: 4 to 36 months
Play Assessment
1. Test of Playfulness (ToP)
Assesses a childs playfulness based on
observations according to 4 aspects of play
(intrinsic motivation, internal control,
disengagement from constraints of reality,
and framing)
Play should be intrinsically motivating
Population: 15 months to 10 years
2. Transdisciplinary Play-based Assessment (TPBA)
Measures childs development learning style,
interaction patterns, and behaviors to
determine need for services
Population: infancy to 6 years
Social Participation
Participation Scale (P-Scale) (Ver. 4.8)
A measure of restrictions in social
participation related to community mobility,
access to work, recreation and social
interaction with family, peers, neighbors, etc.
Population: 15 years and older with physical
disabilities
Standardized Tests
1. Brigance Inventory of Early Development III (BIED
III)
Used as either a criterion-referenced tool for
ongoing monitoring or as a standardized test,
55 key assessments
Population: Birth to developmental age of 7
Purpose:
Determine readiness for school
Track developmental progress
Provide a range of score needed for special
education services
Enable a comparison of skills within and
across developmental domains
Determine entry points for instruction
Assist with program evaluation
Domains:
a.Physical Development (Preambulatory,
Gross Motor, Fine Motor)
b.Language Development (Receptive
Language, Expressive Language)
c. Academic Skills/Cognitive Development
(Literacy, Mathematics, Science)
d.Adaptive Behavior
e.Social and Emotional Development
Time
20-55 minutes
Administration
Teacher, developmental psychologists, other
early childhood professionals
Scoring
Standard Scores
Percentiles
Age Equivalents
2. Beery-Buktenica Devt. Test of Visual Motor
Integration (6th ed.) (Beery VMI-6) (2010)
New norms for ages 2 through 18
Combined child and adult test forms
Culture-free, non-verbal assessment
Can be administered individually
(supplemental) or in groups
Assess visual motor integration
Population: short form for children ages 2 to 8
years (15); full form (24)
10-15 minutes
Contains supplemental forms: VMI Visual, VMI
Motor (5 minutes or less); given if the client
needs further testing
Copy geometric drawings in order of
increasing difficulty
Scoring
Standard Scores
Percentile Ranks
Age Equivalents
3. Test of Visual Motor Skills Third Edition (TVMS-3)
(2007)
Subjects 3-90+ years
Can be administered individually or in groups
20-30 minutes
39 increasingly complex geometric designs
Encourage the client, terminate if necessary
 No erasing, sketching, second attempts, use
of aids, should only be drawn once below the
stimulus
9 kinds of errors:
o Incorrect closures
o Incorrect angles
o Line quality
o Line lengths
o Line connections
o Modifications of size or part
o Addition or deletion of a part
o Rotation or reversal
o Shape overlap
Scoring
Standard Scores
Percentile Ranks
Age Equivalents

4. Test of Visual Perceptual Skills, Third Edition (TVPS-

3) (2006)
Assesses visual-perceptual skills and
differentiates these from motor dysfunction,
as a motor response is not required
Population: 4-18 years old
Individual or small group demonstration
Untimed, 30-40 minutes to complete
Areas/Subtest:
o Visual discrimination
o Visual memory
o Visual spatial relationship
o Visual form constancy
o Visual sequential memory
o Visual figure ground
o Visual closure
Responses are made vocally or by pointing
16 plates for each perceptual area
No basals are needed
Scaled Scores, Percentile Ranks, and Age
Equivalents for each subtest and for overall
performance