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308 views50 pagesMMDST Manual
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© © All Rights Reserved
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Available Formats
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METRO MANILA
DEVELOPMENTAL SCREENING
TEST MANUAL
[PHOEBE DAUZ WILLIAMS, RN, PhD
ADELINA B. ABAD SANTOS, RN, MN
LUZ B. TUNGPALAN, RN, MA,
SJOSEFINA A, TUAZON, RN, MN
Biltors
Research and Creative Writing Program
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Metro Manila Developmental Screening Test Manual
‘Second Editon
Copyright © 1999 |
by University ofthe Philippines Manila College of Nursing
First Baiton, 1985
Editors: Adlina B. Abad Santos
‘Luz B. Tungpalan
Al rights reserved. No pat of this work covered by copyright
hoyein may'be reproduced or copied in any form or by any mes
‘without writen pemission ofthe publisher
Published by
University ofthe Philippines Manila
College of Nursing
‘Pedro Gil Se, Malate, Manila
Philippines
503-1472/523-1494
1880) 971-93089-0.7
#0. if
Contents
Foreword/y
Preface /vi
Overview of the MMDST / 1
Test Form / 4
“Tet Prventven £29,
Preliminary Phase
Test Administration
‘Test Items: Administration and Scoring Directions J 15
Scoring Delays in Development / 66
Interpreting Test Results / 67
Discussing Test Results ) 68
Retesting / 68
Difficult Test Situations / 69
Practice Testing 73
References /74
Appendices /76
‘A. Sample Protocols /77
B. MMDST Administration Check
C. Denver Developmental Screening Test / 83 Preface
This manual describes a sereening process using the Metro
Manila Developmental Screening Test (MMDST). This test
‘was the product of a normative study in 1980 by the author,
Dr. Phoebe Dauz Williams, on Metro Manila children to
standardize the widely recognized Denver Developmental
Screening Test of Frankenburg and his associates: Since then,
the MMDST bas been validated and well utilized not only in
research but in practice as well by nurses, pediatricians and
other health workers. Today, William’s MMDST remains to
be the recognized developmental screening test among
Filipino children
“The author is a nurse researcher and professor with a BS in
‘Nursing and MA in Psychology from the University of the
Philippines, and Masters in Nursing and PhD from the
University of Pittsburgh. She was a former professor and
hhead of the Department of Research, University of the
Philippines College of Nursing, She is curently Professor of
the University of Kansas School of Nursing and the only
Filipino Fellow of the American Academy of Nursing
(FAAN). Although she has been abroad for almost two
decades now, she remains to be an active member ofthe U.P.
College of Nursing. From across the miles, she produced the
first edition of the MMDST Manual in collaboration with the
SSUPCN Department of Research in 1985. Adelina B. Abed
Santos and Luz B. Tungpalan edited this frst edition.
my
This second edition of the MMDST Manual is a project
of the Research and Creative Writing Program of the UP
College of Nursing, just asthe first edition was. This edition
promises # format and language that is user-fiendly. Is
rmore compact size makes it handier that will fit snugly into
the MMDST bag with the test materials. The topics have
also been rearranged for easier comprehension. Some ofthe
illustrative examples were updated and made consistent with
the test form for better integration of learning.
‘This project is the result ofa collaborative effort of many
people. We specially acknowledge the editorial expertise of
Prof. Luz B. Tungpalan whose assistance was invaluable,
and to the editorial staff, Sheila R. Bonito who prepared the
manual for publication with the assistance of Erlinda S.
Bilog and Glorie €. Mangalino. Special mention has 10 be
given to Prof. Ma. Estela M. Layug whose expertise in the
_MNINST and vsfuable comments helped direct the revisions
undertaken, Lastly, this project would never have reached
this stage without the urging and support of Dean Cecilia M,
Laurente,
‘The project of writing the second edition is a personal
fulfillment because as a young graduate, my first job was as
4 research assistant to Dr. William's normative study. And
it isa privilege for RCWP to be given the chance to be a
collaborative partner with the likes of Dr. Williams and
Prof. Tungpalan,
Josefina A. Angeles Tunzon
Head, Research and Creative
Writing Program (RCWP)
December 1999
— toe
i Foreword
‘The Metro Manila Developmental Screening Test
(MMDST) devised by Dr. Phoebe Williams as a pediatric
serecning test isa milestone in nursing. Being culture
based, it has been widely used by nurses, physicians and
other workers for nearly two decades nov, — Indeed, its
makes it easy to use for Fi
=. The MAST is research-based and, as such, should be
inherent to mursing practice. Developmental screening
should be made an integral part of the nursing curriculum
to enhance the competency of professional nurses,
specially would-be child health nurses, firmily nurse
practionets and nurse specialists
‘The publication of this revised edition is part of the
UP. College of Nursing’s commitment towards
professional advancement in aursing and the enhancenent
of the Filipino nurse's involvement in promoting wellness
and preventing disability
‘This project has been made possible withthe support of
the Commission on Higher Education (CHED) in
recognition of the UPCN's role asa center of excellence in
mig eatin ie
CYCILIA M. LAURENTE, Ph.D
Dean, UP. College of Nursing An Overview
Screening is the presumptive identification of an
‘unrecognized disease or defect by the application of tests,
‘examinations or other procedures that can be applied rapidly
Screening tests sort out apparently well persons who
probably have the problem from those who probably do not,
permitting those with positive or suspicious findings to be
referred for diagnosis and appropriate treatment as carly as
possible, One such screening tést is the Metro Manila
Development Screening Test (MMDST). It is an. carly
detection model that applies to the detection of developmental
disabilities in children aged six and a half years old and
younger. .
= -Te-2A.0ST is simpleyclinially useful too! used in the
carly detection of children with serious developmental delays
developed by Dr. Phoebe D. Williams. It i a modification and
standardization of the original Denver Developmental
Screening Test (DDST) by Dr. William K. Frankenburg
and his associates (1970) on 6,006 Metro Manila children. It
‘was developed for health professionals such as nurses, doctors,
and other health workers so that slow development may be
recognized, referrals made, and appropriate therapy prescribed
as soon as possible. Just like the DDST, the MMDST is not an
intelligence test. It is intended as a screening instrument to
etermine whether 2 child’s development is within normal
range,
‘The MMDST is designed to detect developmental delays in
children 2 weeks to 6 % years old. It evaluates four aspects of
4 child’s development: personal-secial, fine motor-adaptive,
language: ant prossmotc behavior. ‘The test is administered using the MMDST kit which
includes the manual, sample test form. test materials and the
MMDST bag, The test materials are standard and shown in
Figure 1. These consist of the following:
+ Albright red yam pom-pom
‘+ Araitle with a narrow handle
+ Bight -inch colored wooden blocks
(reg, blue, yellow, green)
‘A small clear glass/bottle with 5/8 inch opening
‘A small bell with 2 ' ineh-diameter mouth
‘A rubber ball 12 % inches in circumference
Cheese curls
A pencil
Bond paper
Caleulating the child's age-and-indicating the age line is
cemucial, if not the most important, initial step in test
‘administration. The test items that will be administered will
depend on the calculated age ofthe child, Therefore, this will
fuide the selection of fest items to be administered and the
‘Subsequent interpretation of the MMDST results.
Four kinds of scores may be given for eact tet item:
passed, failed, refused or no opportunity, Failure of an item
that is completely to the left of the child’s age line is
considered a developmental delay and is therefore referred to
in the MMDST as a delay
‘The succeeding sections of this manual will deseribe the
test form, steps in administering the MMDST, scoring each
‘est item, and interpreting the tet. Difficult tet situations are
also presented plus the conditions under which retesting is
~~ aceeplable,
/
Figure 1, Test Materials
Sa ou
j “Enemas
i Like the DDST, the MMDST is made up of 105 items
fen in the range of accomplishments for children between
birth and six years of age. ‘The sample test form is shown in
FFigure 2. Instructions for administering footnoted items are
placed at the back of the test form. These items are
categorized in four sectors:
1. Personal-Social - tasks which indicate the child's
ability to get along with people and to take care of
himself,
2, Fine Motor-Adaptive -tasks which indicate the child's
bility to see and to use his hands to pick up objects and
todraw. ©
3. Language - tasks which indicate the child's ability 10
hear, follow directions and to speak; and
4, Gross Motor = tasks which indicate the child’s ability
to sit, walk, and jump.
AActoss the top and bottom of the tet form are age scales
‘marking ages in months from | to 24, and ages in years from
214 to 6, Each ofthe test items 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) 732% and 90% of
normal children are able to pass the item. A sample test item
and the corresponding age scale is shown in Figure 3
AGE SCALE (mois)
ein, 3 ia 16 18, 2
batch ma
ecg
"
South, aH Som TH Om
Figure 3 =
pss Mont
Test Directions for Footnoted Items
1. “Try to get child to smile by smiling, talking or waving to him
Do not touch him
2, When child is playing with toy, pull it away fiom him. Pas if
he resists.
3, Child does not have to beable tote shoes or button in the back
44. Move yar slowly in an arch fom one side othe other, about
above child's face. Pass if eyes follow 90° to midline. (Past
ine; 180")
5. ass. the child grasps rattle when iti touched to the backs or
fips of fingers?
6. Pass if child continues to look where yarn disappeared or ties 0
see where it went. Yam should be dropped quickly from sight
‘fom tester's hand without arm movement
17, Pass if child picks up cheese curl with any part of thumb and
finger. -
8, Pass if child picks up cheese cul with the ends of thumb and
ec finger using an over hand epproach,
O |
9, Pass any en: 10, Which Ine is 11, Passanycros- 12. Have child
closed form. longer’ (oot ing ine copy rst
Fal eowtine bigger) Tum If bailed,
vous round paper upside demons
rotons flowm and re state
peat GB or
56)
When giving items 9,11 and 12, do aot name the forms. Do not
demons 9 and 11
13, When scoring, each pair (2 ms. legs, ee.) counts as one part
18, Point to picture and have cild ame st ( No credit is given for (
ee ee ee
ae nine usta
ee
Be
ee
ees
teeing rae
eel
ee ee ees
ee eae ee
poe ree e ee eee
eae aaa eel
ie re ce ec err
a as
prea eee
Cee ceca are
Pe ata alert
eee
a ee
ate
Fp eee ee
Fe eee ee eee
ee
ee
ane)
on in vita
fe eee
es ero
ee
ea ee eee
eee ee
Ms ta ear ey aooere Ca era
et ee
21
DATE AND BEIAVIONAL OBSERVATIONS hw hil a fe ie
‘The bar representing the item, walks well, in
Jocated between ages less than 2 months and 17 months. The
Jeft end of the bar denotes that 25% of normal children walk
well at Jess than 12 months, 50% (indicated by hatch mark) at
13 % months, left end of shaded area shows 75% do so at 15
‘months, and right end of bar shows 90% walk well at about 17,
months. All test items are represented similarly,
‘Some tes items have a small footnote number at the left end
of the bar. This number indicates the corresponding instruction
for administering the item that is found at the back of the test
form (see Figure 2). For example, the instruction forthe item,
walks up steps, is #23 atthe hack of the test form (see Figure
4). i
Some test items may be passed by report of the parent
‘The leter Rin the bar as shown in Figure 4 indicates this, Only
items with an R on the form may be passed by report. Howewet,
‘whenever psd he tester should oberve wht the child can actually
periorm rater than ask the parent, even though the item may
be passed by report,
ons which an
puna ver)
Foote Number 4
Figure 4
The item, egual movements, hasan asterisk (*) atthe right
‘end ofits bat. This indicates that 100% of normal children pass
this item at bith. The item is hardly seen in the form but itis
the only itom with an * and is located in the fine motor adaptive
sector ofthe test form
Nine items eve arows (>) atthe right end ofthese bas.
This includes the items, defines words and composition of _.
‘Thecarrewscindigie hat moral chien: may pass these ites
even beyond 6: pear of ge. ———————_—_—— =.
Calculating the Child’s Age
‘The first step isto calculate the child's age. This will be the
basis for drawing the age line later and determining the test
items to be administered. Check the calculation very well
before placing the age line onthe form
Ask for the birth date of the child and calculate the exact age
using this formula: date of test minus birth date equals aze of
‘child, Calculate first the days, then months, and then years, To
illustrate, ifthe birth date is March 10, 1997 and the date of test
is November 27, 1999, then:
Spain Month Day
Date of Test 8 uw 5
Birth date 7 3 10
‘Age of Child 2 ® 5
‘Age of this child is therefore 2 years 8 months and 15°Uays.
Sometimes, it boxames neossay to “bono” inthe subeaction. Make sue
530 days are bore fam tae mena column ac 12 ms fo the yea
‘ohn. For example, ifthe same child was tested on February
5, 1999, then:
Drawing the Age Line
Use the age scale shown at the top and bottom of the test
{our as a guide (see Figure 5). Mark the calculated age of the
child on the scale and draw a line through the four sectors ofthe
test form. Write the date ofthe test at the top ofthe age line.
‘The leation ofthe age lind must be acute beens the
tet inrpetitin depends upon core plement of is ine
The apace between age mara presets 2 weeks antl ege 14
rmonis and | mont rom 14024 months, From 24 months
S ye, ques between mats reprent 3 months se tbe
afer, months 0 the endo the age sel,
To illustrate, in Figure 5, the test was administered on
‘March 1, 1996 to a child 3 yeats and 3 months of age (line is
halfway between 3 and 3 % years)
Yeu Month Day
98 3 85
Date of Test 8 4 ye
Binhdute * 97 3 -10
“Age of Child 7 10 =
‘Step 1. Convert the date of test from 99 years, 2 months and
5 days into 98 years, 13 months (12+ 1) and 35,
days (30 +5).
‘Step 2, Subtract the birth date from the converted date of
test.
"The age ofthe child atthe time of testing is therefore yea
10 months and 25 days. st Mel
Adjustment for Prematurity
rematurity may affect the ability ofthe child to perform or
demonstrate items that other normal children pass at the same
age. There is therefore a need to make adjustment for
prematurity for children aged 2 years ot younger. After2 years
Of age it isno longer necessary to compensate for prematurit
(Frankenburg, etal, 1970). No adjustment should be made for
children born later than expected.
Figure 6
First, ask the pirent if the child was bom prematurely. For
chien bom two or more weeks earlier than the expected date
subtract the mumnber of weeks of prematurity from the actual age of,
the child. This is the agjusted age. Draw the age line based on the
adjusted age, not the chronological age
‘To illustrate, in Figure 6, the actual age ofthe child is 14 months
‘The child was born 6 weeks premature or 1% months earlier than the
due date. Therefore, the age line is drawn 6 weeks
earlier than the actual age of 12 % months, and notat 4
‘months.
Selecting lems to be Administered
Items tobe aiminstered fist are those dheagh which the
child's chronological age line pass. a fae oo2us any of
these items proceed to adit items tothe left ofthe age ine
until you obain duce pases, then stop. In items passed,
continue testing to the right where the items become
progressively more dfielt until the child fis three times
inthat sector. .
‘Keep the following in mind in selecting the items 10
ine should be adminis-
2) the child should have a minimum of three passes
tothe left of any faire; and
3) each sector should have at least three passes and
‘three failures.
‘The number of items to be administered will vary
with the age and abilities of the child. Normally,
child is tested on only twenty simple tasks or items.
‘The child may accomplish some of the tasks on his own,
without being asked. One example is the ifem on the
child's ability to sit alone, If the tester observes the
child doing so at any time during the interaction, then
this is passed without asking the child to demonstrate it
again goss Hoa,
Preliminary Phase
Establish rapport with the mother/caregiver, State that
‘you are interested in observing what babies and children can
4o at certain ages, State also that this isa soreening test and
rot an intelligence or IQ test. Reassure the mother/earegiver
that the child is not expected to be able to do all that the
child is’ asked of pass all the items administered. You
‘might explain it this way:
“Maglalaro ho Kam ng inyong nao titgnan
eo kang eno ang kanyang magagawa se pamamag-
tn nitong mga laruan. May mga tatemmgin ci oo
sano, Fowag kayong mabahala tng hind! riya
magawa lahat ng aking ipagagasva o hind! niva
Imasagor ang aking mga katanugan.”
‘Make the child as comfortable as possible during the
test.” Sitting on the mother's or caregiver’s lap is the best
position for the infant or toddler. The table on Wat’ test
‘materials ate set should be easily accessible to the child. A
mat on the floor with you, the test administrator, in a
kneeling postion is recommended for testing young infants
fr even older children who live in poorer jiomes where
tables and chairs are not common fixtures in the houses,
If the child is one year old or older, put the child at ease
by saying:
“(Name}, may’ mga laruan akong dala
Tingnan mo, 0 (Show a block).”
Every effort is made to observe what the child ean
actually do rather than simply asking the parent. This is
done even if 46% of the items may be passed by verbal
teport of a parent or other caregiver who knows the child
well. Avoid testing the child when he is ill, sleepy, tted,
‘hungry or upset.
201087 Moret
Administering the Test
Generally, the test starts with the personal-social sector.
‘This gives the child a chance to get used to the tester while
the tester asks the parentearegiver items which can be
scored based on report but can also be ditectly observed,
‘The items that need to be administered directly in this seotor
are given next. Fine motor-ndaptive sector follows. In
this sector, the child can perforin the task at hand without
having to talk to the tester directly as yet. For the shy
Filipino child, this is an essential warming-up period.
The language sector is tested next. As Frankenburg et
al, (1970) have observed: “By the time you have reached this
‘Point in the tes, the child will be more comfortable with you
‘and muck more likely o answer questions and ralk to you.”
‘The gross motor sector is tesed last. Many children are too
shy to try these items at the beginning of test.
Although the above sequence is recommended, there are
instances when you may vary the sequence of some items in
order to take advantage of the child’s interest. For example,
{est items using common test materials like blocks may be
‘administered in sequence although these test items may
belong to different sectors. This enables you to put the
blocks away and divert the child’s attention to the next task.
In general, clearing the tablefloor of all materials except
those forthe task at hand minimizes distractions.
What may not be changed, however, isthe manner in
which each tet item is administered. Words or directions
aay not be changed. Otherwise test inistaton will not
be standard, AVoid asking questions in such a way that you
suggest the ans ost ot
For each sector, start sith items that the child is able t0
perform easily. This motivates the child to perform the
rmiore difficult tasks later on and provides the parent some
satisfaction as well. Praise the child for histher efforts
‘When the child has had 3 failures in one sector, move on to
the next sector ofthe test. Tn general, the child is allowed 3
trials to perform each item before a score of failure is given
Please note that some items have required number of trials.
‘This is specified in the section on specific test item
administration,
‘To minimize refusals, the following suggestions made by
Frankenburg etal. are recommended: ‘Tell the child what t0
do"(Gawin/gayahin mo ito) and not ask “ean be” or “will
hie.” If the child refuses to do any of the items, the parent!
‘caregiver should be asked to administer the item instead. Tt
‘is important that the parenticaregiver be told exactly how to
do this, Ifthe child still refuses, score the item “R™.
Score “R" instead of “F" only if you feel certain that the
‘child can perform the item but refuses to do so atthe time of |
the tes, A good way to validate this is to ask the parent if
the child has performed whatever is being asked of him at
some previous time. For example, the child refuses to jump
at the time of the test yet the parent reports that the child
jumps all the time at home. Since this item cannot be passed
by report, "R” would be the approximate score.
‘Once you have completed the test administration, note
pertinent observations on the child’s cooperation, attention
span, verbal behavior, self-confidence, nervous habits,
parent-child relationships, as well as your own overall
feeling about the testing. In some instances, a child may
have a normal test result, yet, he/she may present some
_ problems in certain areas that need to be addressed by the
health care worker.
Personal-Social _
Regards face
‘Administration Place the child on his back, The tester
should come face to face to within
: inches ofthe child.
Scoring Pass if the child actually looks “it
tester
Smiles responsively
‘May pass by réport (R)
Adminisation Smile and talk to the child, Do not
— ‘cue im,
Seoring Pass if the child smiles hack. If this
cannot be seen, ask the parent if the
child smiles without being touched.
(R) Question ——-Ngumingiti na ba ang bata bung
Kinakausap mo, kahit hind hina
awakan?
spontaneously
1288 by report (R)
‘Administration During the test see ifthe child smiles
at tester or patent without any stinu-
lation, ether by touch or sound
Pass ifthe child smiles on his own at
‘any time during the test. If this can-
nnot be seen, ask the parent, "Does
+ your child smile without you touching
‘or talking to hin?”
Scoring avs Hoe
(R) Question Ngumingitt ba ang bate kahie hindi Works for toy
finakeasap 0 hinahawakan? Administation Place a toy that the child seems to
enjoy on the tble a Hite out of his
Feeds self cracker reach, Do not leave toy out of reach
May pass by report (R) foo long or too faraway. ‘This moy
‘Administration Ask paentifhe child feds himselta upset the cil
Ts cracker oF cookie. Scoring Pas if the chil tres to get the toy
Scoring ‘Pass ifthe parent says the child can do . Any stretching of arm or arms or
this. Score “NO” if for some reason body to get the toy is pass. Child
the child has not ben allowed t have dls not have to actually pick up the
cracker or cookie toye
(R) Question Nakakakain na ba siya ng mag-isa ng :
cookie o cracker? Tnitially shy with strangers
‘May pass by report (R)
Resists toy pull . Adminisation See if the child seems to be shy of
‘Administration Give the child a toy. While he is ‘wary of the tester when he ist sees
playing with i, gently try to pull i the tester.
away from him. - ‘Seong “Passi the child-at first shows some
Scoring Pass if the child pulls back onthe ty. hesitation or a litle shyness of the
Child should actually resist having the tester Ithiscanot bese ake pret
toy akon from him $e chil oc difeery wands soanges
than he does to people hes aia wit. (t
Plays peek-a-boo is important otto ask ithe is afraid of
‘Administration Make a small hole in the middle of the strangers. This may be misleading.)
test form with a pencil or pen, When (R) Question —_Nangingitala na ba ang bata?
the child is looking at the tester, the
tester hides his face with the test Plays pat-a-eake
“form, Tester then looks around the
test form twice and says, “Peek-a
boo.” Look through the hole tose
the child watches for you to reappear.
‘May pass by report (R)
‘Administration Try to get the child to play pat-a-cake
‘or wave bye-bye. Do not touch the
‘hil’s hands or rms
De ot sno the paper or the eid Scoring Pas ifthe child responds to this. f
walla aint this cannot be een, ask the parent it
as ifthe child ook i the direction ld play go gnc as pal
‘where tester’s face appeared before. elt ee af
‘ike, w-big, orbye-bye without the sane tam eee
peat moving the cll's hands or scoring Pass ifthe cid can do this. (The cup
a Ist nt bethe ype ta as pout)
(R)Qvestion ——_Nakatopapbabay 0 nakakapatakpak () Question Natatahawal aba sia ng laa ©
ne ba syn nang hind hnberwchan dao t nakakinom rake lag
‘ang mga kamay? ‘ang natatapon?
Plays ball with examiner Removes garments
‘Administration Roll the ball tothe child and try to get. «| May pass by report (R)
him ool tor toss back, Administrator "Ask the parent ifthe child can remove
scoring Paste child ols ot tosses the tll fay of cohing such as cou shoes
beck toward he ester (Handi the ox tate
‘allo the esters nota pss) Scoring Passi the eld can remove elohing
: ther than his ha, socks, or dae
Tadieates wants (ot ery) apes a
| (Question Rasa ba nb gk dant,
‘Admisvation Ask the parent how the cil ets one spats. ops hin tna?
know what he wants, (“How does
- fname) let you kno rhe wants? —_Tmltmte housewarke =~ *
something such as glass of water ora May pass by report (R)
toy") ‘Administration Ask the parent ifthe child imitates
Scoring ass if the child lets someone know household chores such as dusting and
‘what he wants by pointing, pulling or sweeping.
saying a word. (Crying isnot pass.) Scoring ass ifthe child copies any type of
(®) Question : Peano nivaipinaaalan: ma may gusto housework.
Siva, gaya ng laruan 0 win atbp.? (R) Question __Gumagaya ba ang bata ng rabahong-
é ohay kanlad ng pagpupunas, pag
Drinks from cup, wawelis?
May pass by report (R)
Administration Ask the parent if the child can hold Uses spoon, spilling little
‘up or glass and drink from it without “May pass by report (R)
spilling much Administration Ask the parent if the chilé uses @
‘spoon or fork to eat. If, how much
does he spill? OO !_TE_———
2087 Mas aos Bw)
Scoring Pas ifthe child can use the spoon oF Washes and dries hands
fork to get food to his mouth without May pase by repost (R)
spilting much ‘Administration Ask the parent ifthe child can wash
(R) Question Nakaagamit ba ang bata ng husero na
aot lang ang natatapon? Naisusubo
bo nije ang pagiain gaya ng kanin 0
‘gulay ra haunt lane ang natapon?
Helps in house - simple tasks
‘May pass by report (R)
‘Administration Ask the paren if the child helps ia the
hhouse by doing simple things like
pting toys away or geting something for
‘parent when asked.
Scoring Pass if the child actually helps in the
Bouse in any way.
Nakakatulong na ba siva sa gawaing
bahay tulad ng pagiitie se
laruan? Nawutusan-na ba ninyo,
gaya ng “Paabotng...?"
R ) Question
Puts on clothing
May pass by report (R)
‘Administration Ask the parent if the child can put on any
of his ov clothing such as underpants,
socks orshoes.
Scoring Pass if the child can put any of his
own clothing. Shoes do not have to
be tied or on the correct foot. (Fail, if
child can put on only adul-size
clothing.)
Nakapag-susuot na ba sivang meg-isa
rng kanyang damit, panty, medyas,
sapatos 0 tsinelas?
(R) Question
fn dry is mn ans
Scoring Pas omy ithe child can do al pas
of the tv tks without belp, except
fuming on faucets that are out of his
reach Hands shoud be almost com
pletely feof soup end aiiost con
pletely dry to pass,
Kapog ava ay naghuhugas ng kamay
kaa na ba nan magsabon, mae
teanlaw at magpie nag mags,
ar hina kllongen itn pa?
(R) Question
Plays interactive games
May pass by report (R)_.
‘Administration Ask the parent what kind of games
the child plays with other children,
Scoring ass if the parent says the child plays
games in which he takes tums with
‘otter children. Examples: hide and
seek, tag, cops and robbers. Chasing
and fighting are not passes. (the,
child plays with cars or dolls by himseif
“but where oer chien ar paying, this!
#8 nota pass)
Arann ing lro eg sinasaan
sana ng ibarg baa?
B) Question
Separates from mother easily
‘May pass by report (R)
Administration, At the end of the test, see how the
hikt-aots-yherr eis "asked To stay
‘with the tester while the parent leav As Na, _ savor one
the room, or see if the cid will leave Buttons up
the room with the tester without the
May pass by report (R)
parent. This shoud not be done before ‘Administration Ask the parent if the child can button
the end ofthe tes incase the ch gts ae piece of clothing
up Scoring ass if the parent says thatthe child
Scoring ass ifthe chill does not become too can! Bittans do nit need t bathe
upset. If this cannot be seen, ask the as
ese ieee eee R) Question. Naibubuiones/naikutativeres na ba ni
baby sitter, other than someone living
in the household, without getting too
‘upset, Pass the parent answers yes.
(R) Question —_—_Naiwanan na basi fname) sa hind
kasambahay ng hind liyak?
Dresses with supervision
May pass by report (R)
‘Administration Aske the parent (fene-child-can dress:
himself. IF so, bow much help is
needed?
Scoring Pass ithe child ean put on and take off
| his clothes, knows the front fom the
| back, and needs no help except for
|
{ying shoes or puting buttons into the
right holes. Parent may help the child
by telling him what to do_as long as
the parent does not actually help the
child put on the cloths.
(R) Question Nakapagbibihis na bang mag-isa si
(name)? Sa anong bagay siya
nangangeilangan mg tulong, kung
siya ay naghibihis?
‘iuame) ang damic riya?
Dresses without supervision
‘May pass by report (R)
‘Administration
Scoring
(R) Question,
‘Ask the parent if the child can dress
himself without any belp.
‘Pass ifthe child can dress himself
‘completely and correctly without
help.) He may have help only for
tying shoe laces, and for girls, button
ing or zipping the back of the dresses.
Kayang-aya na ba ni (name) ang
‘mogbihis ng tama at tapos na tapos
rng hindi rnutulungan? OO
260s Ma
Fine Motor Adaptive
Follows to midline
Administration Place the child on his back. (At this
age the child's face will be tumed to
‘one side or the other. } Hold the red
yarn about 6 inches in front of the
Thild’s face. Shake the yam to attract
the child’s attention and then, move it
slowly from one side in an er (or half
circle) over the middle of the child’s
head to the other side. If necessary,
the movement of the yam may be
stopped to reattract the child's aten-
tion and then continue the are, This
ray be repeated thee times. Watch
the child's head and
Scoring Pass if the child follows the yam to the
middle point of the are with either his
‘eyes alone or his head and eyes alto-
gether. Make sure that the yarn has
attracted the child's attention and that
hae did not follow it before a failure is
aiven,
Equal movements
Administration While the child is on his back or being
held by the pacent, watch the activity
of the child's arms and legs.
Scoring Pass if the child moves his arms and
legs equally. (Fail if one leg or arm
does not move as much as the other.)
Follows past midline
Administat
Place the child on his back. Hold the
red yam about 6 inches in front of the
child's face. Shake the yar to attract
the chiles attention and then move it
slowly from one side in an are over the
mmidale of the child tothe other side. If
+ necessary, the movement of the yarn
ray be stopped to reattract the child's
———-sttention-and-then-cantinue-the-are- —
‘This may be repeated three times
Welch drechi'shea and eyerovenens.
Scoring Pass if the child follows the yarn past
the middle point of the are with either
feyes alone or his head and eyes to-
iether. Make sure that the wool has
attracted the childs attention, and that
hae did not follow it before a failure is
aiven,
Follows 180°
‘Administation Place the cil on his tack. Hold the re
yam about 6 inches in ont ofthe cis
Tice. Shake the yam to tit the eil’s
Mention and then, move it slowly fom one
side in an are over the mid ofthe cls
al.io the iE nese, the
movement of yam may be stopped to reatiract the child's attention and then Grasp rattle
‘continue the are, This may be repeated Administration Place a rattle touching the back or
three times. Watch the child's head and tips ofthe child's fingers when he is
eye movements ‘om his back on the table or is being
Scoring Pass ifthe child follows the wool with his held by his parent.
hhead and eyes through the complete are Scoring Pass ifthe child grasps the rattle for
fiom one side tothe other. . 2 few seconds.
ve BO oss
= Regards cheese eur ——-—~
Administration The child should be held on the
parents lap so that he can place his
Hands together hhands on the table, Drop a cheese
May pass by report (R) curl directly in front of the child
Administration Watch child to see if he touches his ‘within easy reach, (The cheese curl
hands together in the midline (middle of
Should be doped on sues that
Tir body) thc bo san mk the shold be ened on suis tt
‘parent if child has done this before, paper, so that it can easily be seen).
Scoring * as, ifchild touches his fingers together The tei inay fol ocr touch
in the midline. Fal if this happens only ® cheese uo stat he cis ateson
‘when child is being cradled in parent's) See wieder the cl looks a the dese
ames and the hands re forced together: a
(R) Question Napagaabot na ba ng bata ang lanyarg Scoring Pass if the child looks atthe cheese
mga daliri sa gima mg katarwan curl. (Fail if the child looks at the
(Gemostate) na hind nyo tnauagan 0 finger or hand instead ofthe cheese
kinakarga?
cur) 10087 ama
Reaches for object
Scaring Pass if the child picks up 2 blocks and
holds 1 in each hand atthe same time.
Ma pmb tol falieenar
‘Administration child shoud be held onthe parent's ap this cannot be seen, ask the parent i
so that is elbons are level with the tabletop the child picks up 2 objects like ths.
and that be can easily place his hands on the (R) Question ——_Kepag nokngo cng fata raked ra
ba siya ng dalawang bagay at
nahahawakan ito ng sabay sa tig-
isang kamay?
table, Place a toy (such as the rattle)
within easy reach of the child and
tell him with words or motion to pick
itup.
Scoring, Pass if the child reaches toward the Helen lemmamesl, sitet
. toy. He does not need 10 touch or *"=—-Administaton The child should be held On the pa-
pick up the toy for a pass. If this rents lap so that he can. place his
cannot be seen, ask the parent if the ands on the table, Drop a cheese
child has done tis curl drely in font ofthe child with-
(R)Queation Repay may lun sa kerry berpem, in easy reach, (The cheese cut]
regal na basher aban? «should be dropped on surfae that
gives a good contrast, such as white
Sit, looks for yarn — paper, so that i can easily be seen)
‘Adminisation While the cit sting on the paert’s ap, The fester miny pinto ortuch he chesse
stat his ater wit the red yao, When ca to atte thei saterton. Seow
islookingatthe yarn, drop itso that it ‘he chil piks up the choc
falls out of his line of vision, Tester Scoring Pass ifthe child picks up the cheese
should not move hand or arm except carl with his bs srg aking motion
to et go ofthe yan ‘Make sue tht he cid was nt able 1
Scoring Pass if child continues o look where § pick it up only because of sticky fie
the red yam disappeared or tiesto see! gorse He should also be passed if he
where it went. uses a thumb-o-finger or neat pincer
rsp.
Sit, takes 2 eubes
May pass by report (R)
Administration
Place 2 blocks on the table in front of
the child, Tell the child to pick up the gE
blocks with words or motion, but do Ge
not hand the blocks to the child. SSIS; ool seins” ovement ete
os Met sasosr one)
Passes eube hand to hand child has banged small objects such
May pass by report (R) 45 blocks, together like this. "(Pots
‘Admmnistation See whether or not the child passes a and pans or other laxge objects do not
block fom one hand to the other. The count)
tester may encourage this by giving (R) Question Malibu ho sa_malalaking bagey
the child a block end then presenting hnakakaganito (demonstrate) na ba
a second block to the hand that is siyang mga laruang kasing iit nito?
already holding one. The child il
often pass the first block to the other ‘Thumb-finger grasp
hand so that he can pick up the second ‘Administration , Theda bend on the pret'seps0
. block, on “+ teth canpaehishnds on tet: Dropa
Scoring Pass ifthe child passes the block fin chose cut dretly in front ofthe child
one hand to the other without using = sthin easy reach. (The cheese cur
his mouth, body of table. If this ean- should be dropped on a surface that
ec east sac the paren he gives @ good contrast, such as white
‘passes amall items from one hand to + ape, 9 that it can be eaily scen)
the other. (Long objects such as The tester may demonstrate, point to
spoons tis ies ws wort) cor touch the cheese curl to attract the =
(R) Question Maltban sa malalaking bagay gaya ne child's attention. See how the child
rattle 0 kutsara, nakapagtilipat-lipat picks up the cheese cur
nna ba siva ng maliit na bagay sa Scoring Pass if the child picks up the cheese
anyang mga kamay? curl using any prt ofthe thumb and 2
finger by bringing them together. He
Bangs 2 cubes held in hands should also be passed if he uses a neat
May pass by report (R) incor ssp,
Administration A block is placed in each hand of the
chill, The tester may encourage the
shuld to hit the blocks together with, ar
banging motions, but he may not
touch the child's hands or do the ac-
‘tion for him."The tester may show the
child as long as the tester does not use ‘Neat pincer grasp of cheese curl
or] ‘Administration ‘The cil should beheld on the parent's
lap so that he can place his hands on the
Scot Pas if the child its the blocks
m hb
together in front of himself. If this
cannot be seen, ask the parent if the Drop a cheese curl directly in front of (R) Question Kapag siya ay binigyan ng lapis at
the child within easy reach, (The papel, sia ba ay nokqpog euguhit-
cheese curl should be dropped on a gubil ng mag-isa?
surface that gives a good contast
such as white paper, so tht itcan be ‘Tower of 2 cubes
easly seen). The tester may point to ‘Adiministretion Place blocks on the
. or touch the cheese cur to attract the table in front ofthe child. The ester
child's attention. See how the child | may encourage him to stack the
picks up the cheese cur. blocks one upon the other as high as
Scoring Pass if child picks up the cheese curt the ean by showing him how and for
‘using the ends of thumb and index handing the child the blocks. “(Th@
finger wit an overhand approach very young child is sometimes dis-
“tracted by a number of blocks and ©
Tee
4a oe (onan eee
ee Se
sexing Pa ae ES ce eco
rare oes oe ara peters at dos a
Fre pape canbe eatacing | ‘when he removes his hands,
Serta potseaety steve otd one
iy py pe dinon Pae lca ca te wei on of
weet ac pice of paper nt ein anaes eae
feo afte cade hth Maton ben cketpon be
fuasnmch em ely The eer eat a won sone
Moye he perce chs ec eat ec
ale nay nto tec hon See ie td ay kee ep
orate Siesta cnnfanel acct
sous Packie eld mates oof mee een
purpose tang on ie pase sents ates Tals car tts
Piteeusaires ovens ra conten barter eo
Sit ect Hf carb cees oo
ask the parent if the child scribbles * = a
without help. ‘Tower of 8 cubes
Imitates vertical line
‘Administration
Scoring
Administration
Scoring
30 degree ange
PASS
eee ————
Dumps cheese curl from bottle- spontaneously
Place blocks on the table in front of
the child. The taster may encourage
him to stack the blocks one upon the
other a8 high as he can by showing
him how and / or handing the child
the blocks. The child may have up to
three trials. Present rest of blocks,
(Gamitin mong lahat ito)
Pass if child balances 8 blocks on top
‘of one another so that they do not
fall,
‘Administration
Scoring
‘The child should be seated at the table
0 that he is at a comfortable wri
level. Place paper and pencil in front
‘of the child and tell hirs 19 Aro Hina
like the tester. The tester should
demonstrate how to draw vertical
lines in the up and down (vertical)
position for the child. Do not guide
the child’s hand. Draw vertical line,
(Gavan mo ito.)
Pass ifthe child makes 1 line oF more
fn the paper, at least 1 inch long and
sot varying fom the veal ine by mere han
30 degees Gee expe) Lins dort haveto
os /
arg aage
FAILURE
‘Administration
Scoring
tes bridge
‘Administration
les than 30 degre angle
Pass
Place a cheese curl in the bottle and
tell the child to get it out. Do not use
the word “dump”, or tell the child
hhow to get the ‘cheese curl out
(Mtabas mo ang ivong cheese curl.)
Pass ifthe child dumps the cheese curl
out ofthe bottle without being shown
how to do it. (Dumping the cheese
curl diecly into the mouth or raking»
it out ofthe Bote witha finges isnot
apes) 6
Dumps cheese curl from bottle - demonstrated
First see if child does this sponta-
neously. Ifnot, place a cheese curl in
the bottle and tell the child to got it
‘out, If the child does not dump the
cheese cur, from the bottle on his
‘own, show him how to do it 2 or 3
times. (Gawin mo ito.)
Pass ifthe child dumps the cheese cur!
ut of the bottle, either on his own, or
afer he is shown how to do it,
(Dumping the cheese curl directly
into the mouth or raking it out of the
bottle with a finger is nota pass.)
‘The tester should tell the child to
watch closely while the tester
builds a bridge. Place 2 blocks side
bby side with Tess than a block’s space ee
2607 Mel sans Man
covers the space between, The tester (Alin ang mahabo, ito 0 ito?) Point 10
then gives 3 blocks to the child and Hines
tells him to build a bridge like the one Scoring, Pass if the child picks the longer line
the tester built. The bridge should be 3 out of 3 times, Ifhe fails to do this,
left standing for the child to copy. the tester must give the item 3 more
‘The tester should not point out the times. A pass is. given if the child
opening. (Masclan mong mabuti picks the longer ine 5 out of 6 times.
ltong ginagawa to.) Demonstrate The child receives a pass only if he is
(Gawin mo rin ang ganito,) Give comest 3 out of 3 times or 5 out of 6
blocks. times.
Scoring, Pass if the child copies the blpck.
bridge that the tester built, If the 2°
blocks on the bottom of the bridge are
touching, ask the child “Is your bridge
like my bridge?” If the child's bridge
is not tight, the tester should not give
hints to the child for correcting his
Picks longer line
3 of 3orSof6
Administration
Show the parallel lines on the back of
the test form (Footnote # 10) t0 the
child and ask him, “Which tine is
longer ?” (The word bigger cannot be
changed.) After the child has pointed
to the line he thinks is longer, turn the
sheet upside down and ask the ques-
tion again. ‘This must be done at least
3 times.
Copies ©
Administration Show the circle on the back of the test
form Foototed iter #9) tothe child
Donot name it or move your finger or
pencil t0 show how to draw it. Tell
the child to draw one like the picture
(Gawin mo ito) Point to the picture.
Scoring Pass any enclosed form that is not
rade up of continuous round mo-
tions. (See examples.)
OO OG
“Asan wots
Fs FAILURE ratune ee
ose anes
Imitates demonstrated
Administration First, see if child can copy from the
Picture without being shown how to
‘draw the figure. If he cannot, show the
square onthe back of the test form to the
child. Do not name it or move your
finger or pencil to show how to draw it
‘Tellthe child to caw one fhe te picture. Ihe i
uuuie to copy the pictur, the fester shoul
show him how by drewing to opposite
Sis fst and then the cer two opposites
riher thm dewing the squae witha comin
vmeion. When the square is dawn wih a
continues mation it may appear round ote
dil Gomes le) Demons.
Seoring Pass"if the child draws a figure with
Straight lines and with 4 square comers.
The comers may be f:
‘that intersect, but the comers must be
approximately right angles CL. ) and not
rounded (7 ) or pointed (Y ). The
length should be less than 2 times the
width,
Pass
FAILURE. FAILURE.
a
Copies +
Administration
Scoring
xx 7. N
Pass
Show the cross on the back of the test,
form (Footnoted Iter #11) to the child
Do not name it or move your finger or
pencil to show how to draw it, Tell the
child to draw one like the picture
(Gayahin 0 gawin mo ive) Point to the
picture.
ass if the child draws 2 lines which
intersect at any point. The lines do not
need to be exacily straight. Ifthe ehild
uses 3 or 4 strokes to draw the cross, any
2 intersecting js pas.
FAILURE
Draws man -3 parts
‘Administration
Give the child pencil and paper and tell
him to draw a picture of a boy or gitl
(man or woman). Do not tel him to add
other parts to his drawing. When he
seems to have finished his drawing, ask,
“Are you finished?” Ifthe child answers,
“Yes.” score the drawing. (Magdrawing
kang tao. Tapos kaa bt) It yes, then
Rote. Scoring
Pass
Copies
“Administration
OO
Pass if the child has drawn 3 or more
body parts. One point is given for each
pair (ars, eyes, etc.) as well as for each
part which is not a pair (head, neck,
body, ete). (See example.) [fone part or
pair is not drawn, i is not counted. Note
in the test observations any unusual
ctrawings, even ifthe child has identified
acceptable pars
Pass Pass
FAILURE
Show the square on the back of the test
form (Footnoted item #12). Do not
name it or move your finger or pencil to
show how to draw it, Tell the child to
draw one like the picture. (Gumawa ka
ing tulad nito) Point tothe picture,
Scoring Pass if the child draws @ figure with
straight lines and with 4 square comers
without being shown how to draw it
‘The comers may be formed by lines that
intersect. The comers must not be
rounded or pointed. (See example) ‘fhe
length should be less than 2 times the
width,
Pose
Faile sine
Draws man - 6 parts
‘Administation Give the child a pencil and paper and tell,
him to draw a picture of a boy or girl,
(man or woman). Do not tell him to add
other parts to his drawing, When be
seems to have finished his drawings.
—ask,,"Are_you finished?” If the child
answers "YE," seore the drawing Seoring
eee eel
Pass ifthe child has drawn 6 oF more
body parts. One point is given fr each
pair (eas, eyes, ee.) as woll a for each
single part (head, neck, body, etc.) See
example. Note in the test observations
any wnosual drawing, eventhough the
child has identified acceptable parts
FAILURE
ute
Language
Responds to bell
Administration Hold the bell so that the child cannot
see it (othe side and a litle behind
his ean. Ring the bel quietly. I the
+ child doos not seem to notice, try it
fg ater inthe test exsion
Scoring Passi the child shows in any way that
. . ‘he‘has heard the tell, such as movement of
© ees changin brent, ray the
change in the child's activity: ¢
Vocalizes - not erying
May pass by report (R)
‘Administration During the test, listen for sounds other
than crying, such as cooing sounds.
Scoring ass if the child makes sounds other
than crying. If this cannot be heard,
ask the parent ifthe child does this.
(R) Question Matiban sa pag-ivak, may nadidinig
ka na bang ibang’ tinig/salita sa
Hanya? Anwanong tinig/salita ang
nagagawa niya?
Laughs
‘May pass by report (R)
‘Administration During the test check whether the
child laughs aloud,
Scoring |PPess if the child laughs aloud without
1) being tickle. this cannot be heard,
ask the parent ifthe child does this
(R) Question Tumatawana ba sivang malakas kahit
— Hy insle. Squeals
‘May pass by report (R)
‘Administration During the test check whether the
chila‘makes ‘highpitched, happy, P
squealing sounds.
Scoring Pass if the child makes these sounds,
If these cannot be heard, ask the par-
ent ifthe child does this.
Tumitili na ba siva na parang
masayang-masaya? Pawo sha tani?
R) Question
“Turns to voice
Administration Wie te alison dees ince
conthetable ficingtixe parent, approach the
child fiom behind to within 8 inches
of her eas Whispor the childs
ame several tes taking cae that
tester’s breath “does “hot tOucn thé
chil child might then tam to where
he feos the breath rater than tothe
sound), Give up 3 tals
Seoring Bass ifthe child toms tothe diction
ofthe voie.
Da-da or Ma-ma, non-specific
‘May pass by report (R)
‘Administetion Check whether the child says “da-da”
or “mama” al any time during the
test
Scoring Pass ifthe child says either “da-da” or
“mama”. The child does not have to
associate these with a parents If this
cannot be heard, ask the parent ifthe
child does this: ~~
ower Moma
(R) Question Nakatapagsabi na ba siya ng dada 0
‘mamattata o papa? (Hind! kailangan
na ang mommy 0 daddy and kanyang
tinutukoy,)
Imitates speech sounds
‘May pass by report (R)
‘Administation Check whether the child imitates
sounds made by his parent or the
Scoring th
like those he has heard within the last
‘minute, It hese cannot be heard, ask
‘the parent if the child does this.
(R) Question | Nakakagaya na ba siya ng inyong
nga salta? Anong mga saliva ang
nagagaya niya?
Dada oF Macma, specific
May pas by report (R)
Administration Check whether the child says “dada”
to his father or “mama” to his
other during the test.
Scoring Pass ifthe child ses ether “mane
‘or dada" comectly for his mother ot
father If this cannot be heard, asthe
parent ifthe child does hs
‘Nakapagsasab na ba siya #9 nyo ng
tovafdeda va karyang ama, 0 na-nal
tmarma sa karvang ina?
(R) Question
‘3 words other than ma-ma, da-da
May pass by report (R) :
Ask she pase whet words the child
wes Tegularly for specific objects,
persons, er actions, Scoring Pas if parent reports child uses at la Scoring ‘Pass ifthe child correctly names any”
3 specific words other than “la-da” ‘one picture. Words such as horsey
for “mama”, The words do not have are acceptable, Pass also ifthe child
to be understandable but must mean fives the name of his pet iit isthe
the same thing each time they are same animal as pictured, (Fail ani
used, (No credit is given for “dada” mal sounds like ‘Meow” or “Woof”
or “ma-ma”)
(R) Question May nasasabi na ba siyang ibang
‘salita maliban 8a tata/dada 0 nana’
‘mama sa tiving gagamitin niva ay
jpareho ang ibig sabthin?
‘Combines 2 different words
‘May pass by report (R)
‘Administration
Searing
(R) Question
[Names one picture
‘Administration
Check whether the ebild combines 2
for more words to make a meaningfl
pluase
Pass if the-child-seys-a-yneaninghid
pluase of 2 or more words suc
“play ball”, * want milk” and “get
down". (No credit is given for a
Single-ides combination such as “bye-
bye", “thank you", and “peeks
too") Ifthis cannot be heard, ask the
pare ifthe child does this,
Nakapagdudugtong-dugrong na ba
sivaing 2 0 higt pang sali kung may
ibig sivang sabikin, rdad rg “laro
ako”, "gusto ko”, lbp?
Point to the pictures on the back of
the test form (Footnoted item #14)
cone at time and ask the child, “What
js this?” (Ano ito?)
ex
Follows directions
2of3
‘Administration
ata ft
“The tester should tll the parent not
to move and then give the child a
block, Tell him to do the following,
fone at a tim
“Give the block to Mommy”
(Ubigay mo ito sa Nanay.)
“Put the block on the table”
Ulagay mo ito sa mesa.)
Put the block an the loor””
Glagay mo ito sa sahig,)
‘The tester and the parent should be
careful not to give the child help by
‘eokingor_ pointing at Mommy.
table or floor. Scoring
Uses Plurals
‘Pass if the child follows 2 of the
srctions correctly 5
‘May pass by report (R)
Administration
Scoring
(R) Question.
Place 3 blocks in font ofthe child on
a cleared ible. Ask the child, “What
are these?" (Ano i?)
Pass if the child answers “blocks”
sing “s" to indicate. more than one
block. Ifthiscannot be dbsorved, ask
te paren ifthe cild uses "3" onthe
end of words to indicate more than
fone of anything. To pass the child
need not say“ clearly, but he does
have to tell the difference between
‘one and more than one.
Nadinig. nebo
gumamit ng salitang “mga” 0
“marami” kung mahigit sa isa ang
nakikivang mga bagay-bagay, gaya
rng “mga ibon"” 0 kaya nagdadagdag
rng “s” gaya ng “birds” hung English
‘ang gamit na salita?
Gives first and last name
‘May pass by repért (R)
Administration
‘Ask the child, "What is you r name?”
ithe gives only his frst name ask him
to give his last name or both names.
(Ano ang pangalan mo?) Probe. (E,
“yung apeiyido mo ? Ano pa?)
Pass ifthe child gives understandable
(anced not be perfect) names. ‘Nick
ames are acceptable 2
If this cannot be observed, ask the
parent ifthe child can give his first or
nickname and last-name without
hints
Nasasabi na ba ni (child ) ang
Kanyang buong pangatan ng walang
‘long?
(R) Question,
‘Comprehends cold, tired, hungry
20f3
‘Administration Ask the child the following questions,
‘one at» time:
“What do you do when you are
tired?” (no ang ginagawa
‘mo kung ikaw ay pagod?)
(010 sleep, sit down, rest)
“what do you do wiien you are
cold? (Ano ang ginaganwa mo
nn sung ikaw ay giniginas?)
(ut on a coat, go inside, turn
up the furniture.)
(Do not pass if the ohilé any
swers this with “tough”, “take,
medicine" or any other answer 5
“shout having a cold, He did
not understand whet was being
asked.)
“What do you do whien you are
hungry?” (Ano ane ginagawa
‘mo kung ikaw ay gutom?)
(cat, have supper, ask for
something to eat)
[Pass ifthe child gives a logical answer
‘for 2 out of the 3 questions. Some
Scoring Comprehends prepositions
3of4
Administration ‘The tester should tell the parent not to
move and then give the child a bloc,
Tell him to do the following, one at a
time:
“Put the block on the table.”
Ulagay mo ito sa ibabew ng
a.)
“Pat the block under the table.”
+ lagay mo ito sa ilalim ng mesa.)
atthe block in front of |
Mommy's chair.”
(Mlagay mo ito sa harap ng silya
ni Nanay:)
“Put the block behind her chair
(lagay mo ito salikod ng silva
ni Nang j -
‘A wrong answer should not be
‘corrected,
Scoring \ Pass if the child follows 3 of the 4
directions comectly. 5
Recognizes colors
30f4
May pass by report (R)
Administration Place a red, blue, green and yellow
block together on the table in front of
the child, Tell the child to point to oF
tive to you the red block, the blue
block, etc. IF the child hands the
block to the tester, the block should
bbe replaced on the table before the
next color is asked for. Do.not let the?
child know if his responses ere right,
for wrong Do not ask the child to
name the colors. (Ibigayvituo mo sa
akin ang pula, dilaw, berde,asul,)
Pass i the child picks 3 ofthe 4 colors
correctly. IF this eannot be seen, ask
the parent if the child can point out 3
of the 4 colors shown,
Alin sa mga kulay na ito ang naituturo
nya?
Scoring
R) Question
Opposite Analogies
20f3
‘Administration Make sure the chilis listening tothe
tester and then say: (one sentence at
atime, wait forthe child ofl in the
tank)
“Fine ist ce is_ 2° (cold,
. ‘cool freezing; aot wei, melts, wae
te)
[Kang ang apey ay maint, ang
yeloay J
“Mother isa woman, Dad isa_?”
(onan; not Daddy, boy, husband.)
[Kung si nancy ay babae, stay
y J
A horses big a mouse is ”
[Ang kabayo ay malaki ang daga
oy 7
(Each sentence may be repeated 3
times ifnecessary.)
Scoring Pass ifthe child gives any appropriate
‘opposite word in 2 of the 3 analogies.
‘A few of the correct answers are
listed above.
——s Klee — Most tat
Defines words
609
‘Administration
Make sure the chil is listening to
the tester and then say, “lam going
to saya word and I want yout tell
re what iti.” Askeachword ane att
2 tn. Wht is
bal..rver..desk..-house, bana
‘na!..curtain,..r0of. ..fence...road...?
Fach word may be asked 3 times if
necessary. Wait for the child's an-
‘wer after each word
agbiigay ako ng isang sala at
Sabihin mo kang ano ito: bola
iogexmesabahay..2aging.Rurt
nav. bubong.~bakodkalsada..)
Paas ifthe child defines 7 ofthe 9
‘words interns of 1-0, @) shape,
(3) what itis made of, or (4) general
category (suchas banana is fruit but
not merely “yellow” or “banana
skin") “Circle” is an acceptable
answer for “What is a ball”; how-
ver, nnee omy clildren soem 13
think acceptance of “circle means
all words mist be defined by she,
it may be helpfil to ask the chile to
“ill me something ele about a
all” In this way a child will be
directed to other definitions ae well
as sage
Composition of
30f3
‘Administration Make sure the child is listening to
the tester and then ask the following
‘questions, one at a time: (Ano ang
alnagawang...)
“What isa spoon made of 2°
(hutsara)
“What isa shoe made of?
(sapatos)
“What isa door made of
win)
Wait for the child’s answer after
cach question. Each question may
be repeated 3 times if necessary.
* Note: Ifunableto understand the
above, ask:
———- — Kung ang mesa ay yari sa kahoy
‘ang kulsara ay varia
‘ang sapatos ay yari sa -
‘ang pintuan ay yari sa
Scoring Pass hci replies that
FA spoons made of metal (ot
toy pei meta, plaster
wood
riots made of feather
Fer cloth, plastic and. 00d
Plastic. wood or other unustial
anes us sepa if hd
‘is wearing or owns such shoes,
Soca
doors made of ood, al
oe) Gross Motor
Stomach (Sto) lifts head
May pass by report (R)
‘Administration Place the child on his stomach on
fat surface,
Scoring Pass if the child momentarily lifts
his head so that his chin is off the
table without being tuned to
either sido,
(R) Question Kapag nakadapa ong bata,
naitataas na ba niya ang kanyang
baba kahit sandal?
Stomach (Sto) head up 45°
‘Administration Place the child on his stomach on
‘2 flat surface,
Sooring, Pass if the child lifts his head so
that his face makes an
approximate 43 degree angle with
the table
sans Mot
‘Stomach (Sto) head up 90°
Administration
Seoring
Place the child on his stomach on @
flat surface,
ass if the child lifts his head,
and chest up so that his face makes
1190 degree angle with the table
Sk
‘Stomach (Sto) chest up, arm support
‘Administration
Scoring
Sitthead steady
‘Administration
Scoring
Place the child on his stomach on &
fst. surfsce.
Pass if the child lifts, his head and
chest up, using support of
cutstreched hands or forearms so
“that his face is looking straight
ahead.
Hold the child ina siting position.
Pass if child holds head upright and
steady with no bobbing. motion.
(Fail if child holds head steady for
only a few seconds and then drops it
tochest or sideways.) Rolls over Scoring ass ifthe child briefly supports most
May pass by report (R) of his weight on his legs. Ifthe child
‘Administation Tester should sce this or ask the keeps hhis legs rigid to support his
parent ifthe child rolls from back to
stomach or from stomach to back
Scoring Pass if the child rolled completely
‘over, not just to or from side, ether
way (not accidentally) two times or
more.
(®) Question Dumadapa na ba sivang mag-isa?
lang beses na nivang nagawa ito?
Pull to sityno head lag
‘Administration Place the child on his back. Grasp
his hands or wrists and gently pull to
4 siting position. Do not pull the
child up fast or his head will be
forced to hang ica” ~~
Scoring Pass ifthe child’s head does not hang.
at any time while he is being pulled
up.
Pass
‘Bear some weight on legs
‘Administration Hold the child upright so that his feet
rest onthe table. Slowly loosen your
child completely
hhand support but do not release the
‘weight, pass the item but note on the
test form thatthe legs were rigid
Sits without support
‘Administration’ Hold the child oa sitting position on
table. Making sure child does not
fall, slowly remove your hands.
Scoring Pass if the chilésits alone for 5
seconds or more. Child may put his
fhgnds on his legs or the table for
support
Stands holding on *
Place the child in standing position
holding on to a solid object (not a
person.)
Scoring Pass if the child stands 5 seconds ot
more by holding on. If this canmot be
seen, ask the parent if the child can do
this.
(R) Question, Nakatarayo na ba sivang mag-isa ng
mga 5 segundo na nakahawak
Tamang sa isang bagay?
Pulls self o stand
May pass by report (R)
Administration Check or ask parent if the child pulls
hhimself to standing position while
holding on to a solid object (such as
the-crib-rail-a- chnir-leg.or table)
‘without help from a person. Scoring Pass ifthe cild can pull himself into Stanal alone well
a standing postion May pass by report (R)
(R) Question Mula sa pagka-upo, nakatatayo na ba ‘amiisteation Place the child standing on the floor.
siyang mag-isa ng walang tulong ona Afier he seems to have his balance,
fnatahawak lamang sa isang bagay remove your suppor.
tulad ng siya, tbp? Scoring Pass ithe child stars alone 10 oF
rote seconds, If this cannot be
Gets to sitting seen; ask the parent ifthe child can
‘May pass by report (R) do this
‘Administration Check or ask parent ifthe child ean get, Question Nakatatayo na bong. mag-isa ne
himself nto a siting position rmatagal (mga 10 segundo) ang
Scoring Pass if seen of reported bata?
(R)Question Mula sa pagkahige, nakawmpo na ba Stoops and reeavers.
sivang mag-isa?
Administration «
Walks holding on furniture
May pass by report (R)
‘While the child is.standing on the
floor away from all suppor, place #
___May pass by epost (R) small toy on the looe in font of im
‘Administration Check of ake parent iki child ‘and tel Bim to pick it up.
‘walks around furniture ding Scoring ass ifthe child is able to bend over,
onoit pick up toy and return to standing
Scoring ‘ass if seen of reported ‘without holding on or touching
(R) Question —_Nattalafatad nab siya na nakahawak ‘oor. If ths ean be seen, ask the
sa sila o thang Bagey? parent if child can do this
(R) Question Kapa may pimalor sian laruan sa
Stands momentarily sahig, nataratayo ba sya nang
May pass by report R) hinds unahawa a sah 0 oro
Administration Place the child standing onthe floor mang basen!
Aer be srs ive is lan, watks wet
Scoring Pass ite child stands alone2 or more) May pass by eport (R)
seconds? IF this cannot be seen, ask ‘Administration Watch the child as he walks to see if
the parent ifthe child can do ths he as good balance and rarely als
(®) Question Natkatitindig-na ba sivang mag-isa
abit 2 segundo lamang? —= eee 9
Seinen: sen
M Administration Place the ball about 6 inches in front
(R) Question Matatag na ba siyang maglakad? of the standing child. Tell him to kick
sat pet ieee
‘May pass by report (R) Scoring, Pass if the child kicks the ball forward
tourna Arie os anne at a rh
more steps. I this cannot be seen, ask
parent ifthe child walks backwards at
hhome, possibly when pulling a toy.
Pass ifthe parent reports the child can
do this.
(®) Question Nakalalakad na ba siya ng paurong
(paatrase sabato sn ctbang
Walks up steps
May pass by report (R)
‘Administration Ask the parent how the child gets up
steps.
Scoring ass ifthe child can walk up steps (not
crawl), He may use the wall or ral
for support but cannot hold on to &
person.
Paano wnaakyat st (child) sa hagdan?
(Probe to clarify) Nakaaakyat na ba
siva’ sa hagdan nang hindi
gumagapang 0 hinahawakan 0 di
raya ay nakahawak lang sa dingding
ogabay?
(8) Question
ask the parent ifthe child kicks a ball
_of similar size at home.
Kapag inilagay ang bola sa harap
riya, nasisipa ba niya?
‘Throws ball overhand
_Aedgistatio’ ~~ TOI UE ehild to thtow the ball tothe
tester using an ovethand throw. The
tester may show him how to throw
overhand,
(hagis mo ang bola sa akin gaya
nite)
Seoring ass if the child is standing atleast 3
feet from tester and throws the ball
‘within arm’s length of tester between
his knees and foce. (Cannot seore a |
®) Question
ass if child refuses to throw the ball
toward tester but continually throws —
‘away ftom him.) 9 04087 Nees, ost Norse!
Balance on I foot 1 second (R)Question __Nakapagbibisellera na ba sipa mula
ee rito hanggang doon (point to ten
‘Administration Show the child how to stand on 1 foot ae
without holding on. Allow 3 wal if
eee ales oe eee Broad Jump
(Gorin mo to) May pass by report (R)
Scoring Dass if the child can stand on ether ‘Adminisrtion Place test form on floor and show
fo | second or more in of 3 tals. : the child how to do a standing broad
(May be noted during “Balance on 1 « jump across the width of the paper (8
. fot S seconds.") “4, then tl isnt do it. Give itn
e we 3 als cs
amps in place (Gayahin no to.)
‘Administration Tell the child to jump. The examiner Scoring -. Pass ifthe chiljumape ence, nih bot
Federer Dard fettogaten over the # Ys tces.(
(Gann noite) the child leaps across, one foot at
Scoring aa clint oie iia aad
foo:athestane me aC any measur ,
Medien te rt bee | BRRIREOW er Sue ~
Jand on the same spot from which he 20f3
stated, (The child cannot rin before ‘Administration Show the child how fo stand ont foot
be jumps, or bold onto anything for without holding on and then tll him
support) fo do it. Tie him with a watch, if
possible, Allow 3 trials if needed.
Pedals tricycle {(Gayahin mo ico.)
‘iy a cope (R) Scoring Pass ifthe child ean stand on either
‘Administatén Ask the parent ifthe child can pedal a peste Veer ee eet
ase rl trials. (May be noted during “Balance
Scoring ass ifthe parent reports the eld ean cal fost IO seco
pedal a tricycle forward 10 feet or
more on the level ground. (Pedsling
the ticyele down a hil isnot consid
ered a pass) If the child has not had
an opportunity to ride tiyle of his
ae size, sore the item “NO” for no op-
portunity. MMOS Manat
Balance on 1 foot 10 seconds
20f3
‘Administration
Scoring
Hops on 1 foot
‘Administration
Scoring
Heelto-toc-walk
7
20f3
‘Administration
Show the child how to stand on 1 foot
without holding on and then tell him
to do it, Time him with a watch, if
possible, Allow 3 trials if needed,
(Gayahin mo ito.)
Pass if child cdn stand on either foot
10 seconds or more in 2 of3 trials.
Tell the child to hop on one foot. The
tester may show him how to do this
(Gawin mo to.)
Pass ifthe child hops on 1 foot 2 ot
more times in a row, either in place
ocovera distence.yhout holding on
to anything
Show the child how to walk placing
the heel of one foot in front of and
touching the toe of the other. Walk
about 8 steps like this and tell the
child to do it. (The tester may eom-
ppate this toa tight rope walk.) If the
‘child does not respond, show him
how fo do it again. Allow 3 tials if
needed
(Gayahin mo ito.)
Pas ifthe child can walk in a straight
line for 4 or more steps placing his
heel 1 inch or less in front of hi
2 out of 3 trials,
toe,
=
Catches bounced ball
20f3
Administration
Scoring
Backward heel-to-toe
20f}
‘Administration
Scoring
The tester stands sbout 3 feet from the
child and bounces the ball to him,
taking care to have the ball bounce
‘once halfway between the tester and
the child. The ball should reach the
child between his neck and waist, The
child is told to catch the ball, Allow 3
twials if needed. (Saluhin mo ang
bola) *
Pass ifthe child catches the ball with
_ his hand or hands in 2 out of 3 trials
The child may catch ball eguinst his
body if he uses his hands and not his
arms. (Ifthe child ues only his arms
against his body to catch the bal, this
‘would be a failure.)
Show the child how to walk placing
the toe of one foot in back of and
touching the heel of the other. Walk
about 8 like steps this and then tell the
child todo it. (The tester may compare
this to a backward tight rope walk.)
Allow 3 trials ifneeded. (Gayahin mo
ito)
as ifthe child can walk backward in
4 straight line for 4 or more steps
placing his toe 1 inch or less in back
‘of his heel, 2 out of 3 trials. OH SeGRENGBEIANS tvEVERORHIEN >
Items may be scored in four ways: pass (P), failure (F),
refusal (R), and for items where the child has had no opportu=
rity to demonstrate the behavior, a score of no opportunity
(NO), One example is in the item, pedals trieyele, Ifthe child
has never had an opportunity to try a bieycle, then the item
should be scored as no opportunity or NO and not filed nor
refused, Items scofed as NO are not considered in the overall
test scores, The score P,F, Rand NO is to be writen on the
50% hateh mark.
‘A tes item that is filed and which falls completely to the
Jef of the age line is considered a delay. That is, a child failed to
‘pass an item which 90% of children normally can pass at &
‘younger age, Delays are used to interpret the total MMDST
results, Delays on the test form are emphasized by shading the
right end of the bar of the delayed item (see Figure 7). If the
“secieuches-¢he-right-end of the bar, the item is not
"Soca
ore nl errr
———
cau
Cy
EE]
“INTERPRETING THE TEST
Phe MMDST rest is interpreted as NORMAL, QUES-
TIONABLE, ABNORMAL or UNTESTABLE depending
fon the number of delays, Remember that a delay is any
failure that falls completely to the Jeft of the age Jine. To
properly interpret the result ofthe test, follow te steps listed
below.
‘Step 1 - Mark each delay by heavily shading the right end
of the bar.
‘Step 2 - Gount the number of sectors that have 2 oF more
delays,
‘Step 3 - Count the number of sectors that have 1 delay with
‘no passes intersecting the age line in the same
sector:
Step 4 - Interpret the result using the following criteria
~_TINTERPRETATION
ith 2 or more
ABNORMAL
Tsecor with 2 oF move delays plus ¢ |
‘or more sectors with 1 delay and in | ABNORMAL
that same sector, no passes inte
sectng the age line _|
1 sector with 2 or more delays | QUESTIONABLE
Tor more sectors wit 1 delay and in |
that same sector, no passes inter- | QUESTIONABLE
| sectng the age tne
‘When REFUSALS occur Fr numbers | UNTESTABLE
large enaugh to cause the test resut
to be QUESTIONABLE or ABNORMAL if
‘these Were scored as fares
‘ay anton nat Isted above
TORMAL
At the bottom of the age fine, indicate the test result and
interpretation. — For exainple;-Abuormal, Reason: 2sectors
Ihave 2 delays [At the end of the test, ask the parentearegiver whether
the child's performance is typical of his/her ability and
‘behavior. Sometimes, a child may be too ill, tired, oF upset
‘when tested to show what he ean actually perform.
(Overall interpretation of test results should be given to
the pagentlcaregiver in general terms rather than using the
labels of abnormal, questionable or normal. If the child has
done well, praise the child and reassure the parentcaregivet|
that the child is developing as he/she should be. If, however,
the child has a number of delays, remind them that this is 3
soreening test and that you would like to test the child again
within approximately two weeks.
‘To retest the child on the same form, draw the new age
line and score the new test with a different color of pencil
‘Write the date of the retest atthe top ofthe new age line.
AA child who is abnormal, questionable, or untestable on.
the second test should be referred to a pediatrician or the
appropriate health professional for further evaluation and.
possible developmental stimulation program. Nurses can
‘also be trained to teach parents skills in developmental
stimulation of children. With severe resource constraint,
these health workers may be the most feasible group to tap
for this function.
Continued surveillance and periodic retesting of children
identified to have developmental delays or at risk should be
done. z
'
ups Moet,
Performing the MMDST is generally pleasant task but
‘occasionally, one encounters a child who is difficult to test.
Before making hasty conclusions thatthe child is untestabe,
ask the paren ifthe child has always been shy, inattentive,
overactive, or exhibit other similar behaviors for which
he/she is considered difficult. The child may simply be
reacting to previous unpleasant experiences like an injection
for a wound treatment. ‘The “difficult” behavior may like-
‘wise be explained by other sociocultural factors. 1F thi
50, use a different approach in testing.
The Shy Child
‘Ages 6 — 7 months mak the beginning of the shy age.
‘Shyness may normally continue up to age 3. Ifthe child's
sists, helshe may need as much help as one one
TUE Openers ———
“Testing a shy child may take longer. The following
suggestions usually help
‘As an icebreaker, offer the child a cheese cutl or give
him a block, a bell oF a ratle to play with prior to
testing
« Start testing with items that are seored by report. Fo=
ceasing attention initially on the parent gives the child 8
chance to cope with the situation and becomes more
familiar withthe tester andthe test materials.
‘IF the ebild remains shy and wary, ask the parent to
administer some of the test items or show how they are
done. Asthe parent demonstrates, you can say, "Tigran
to nga kung matalolaked ka din ng paurong gave ng
ranay mo.” Preschoolers are great show-offs. This
technique may work and if it does, reinforce the child
__ for performing
{If Hi suagestions.fuil and the st is not complet, retest 2
cor 3 weeks late, The Uncooperative Child
‘The uncooperative child is one who is not shy but
refuses to do what is asked of hiner, Approaches for the
shy child may also be applied to the uncooperative child. In
‘addition, the following may be tried:
‘+ Ask the pazent to leave the room. ‘The chil may pefoam
better inthe prent’s absence. Anxious feelings ofa prea
‘are communicated to the child who in tum acts negatively
‘+ Ifthe child becomes upset by the separation, the parent
need not leave the room but is requested to turn away
‘while staying within seeing distance ofthe child
«Ifthe parent says that the child can do certain items but
is just uncooperative, ask the child to do the opposite
Reverse psychology often works in the negativistc age.
‘You might say, “Sa palagay ko, hindi ka marunong
magdrawing ng tao."
The Overactive Child
‘An overactive child is one whose interest shifts rapidly
from one test iter/material to another. Helshe may be
seated beside you building blocks and as you tua to consult
the test form, the child sees the ball in the kit, drops the
blocks, gets the ball and runs off with it. Getting him to sit
