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Bayley 4 Clinical Use and Interpretation [Mīkstie vāki]

(Southern Illinois University, Springfield, IL, USA)
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Bayley 4 Clinical Use and InterpretationPalielināt
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Permanent link: https://www.kriso.lv/db/9780128177549.html
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Bayley 4 Clinical Use and Interpretation provides clinicians with a guide to use, administration, scoring and interpretation of the Bayley Scales of Infant and Toddler Development, Fourth Edition. Separate chapters discuss the clinical use and interpretation of the separate scales on cognitive, language, motor, social-emotional and adaptive behavior development. Within each chapter, the administration, scoring, interpretation of that scoring, and its use with clinical populations and case studies are explored. This book shows clinicians how to interpret the results from the Bayley 4 and how to integrate those results within diagnostic assessment and intervention planning.

  • Discusses what’s new and different in the Bayley-4 relative to Bayley-III
  • Instructs how to administer and score the Bayley-4
  • Covers the use of Bayley-4 with clinical populations
  • Illustrates typical and atypical development with case studies

Recenzijas

"This book is excellent because it is a primer into the theory, administration, scoring, and interpretation of the Bayley 4. The author is a co-developer of the Bayley 4, with over four decades of experience working with children. The case examples are extremely helpful. This book should be in the libraries of psychometricians who work with young children." --Doody

Foreword xi
Introduction xiii
1 Brain, environment, and development: A synthesis and a conceptual model
1(20)
Introduction
2(2)
Changes from earlier theoretic orientations
2(1)
Canalization
3(1)
Neuronal plasticity
4(4)
Types of neural circuits
4(1)
Critical and sensitive periods
5(1)
Summary of plasticity
6(1)
Application to developmental assessment
7(1)
Epigenetics
8(2)
Components of epigenetics
8(2)
Environment
10(1)
Components of the environment
10(1)
Extrapolation to other theories and developmental assessment
10(3)
Cognitive theory
11(1)
Attachment theory
11(1)
Maturational theory
12(1)
Serial assessment
12(1)
Disruption and insult
13(3)
Developmental disruption
13(1)
Insult
14(1)
Translating to developmental assessment
15(1)
Summary of main points
16(5)
Summary of plasticity
17(1)
Summary of epigenetics
17(1)
Disruption/insult summary
17(1)
Role of the environment
18(1)
Relationship to assessment
18(3)
2 The new test
21(14)
Reasons for a revision
21(4)
Maintain the basic qualities of the Bayley scales
22(1)
Develop a polytomous scoring approach
23(2)
Include caregivers in the evaluation process
25(3)
Reduction of testing duration time/simplifying administration
28(1)
Improve age and content coverage
29(1)
Increase sensitivity
30(1)
Improve the clinical utility of the Bayley
31(1)
Use digital administration
32(3)
3 The Cognitive scale
35(8)
Overview
35(2)
Underlying skills that are assessed
37(2)
Scoring and interpretation
39(2)
Level I
39(1)
Level II
40(1)
Level III
40(1)
Case example
41(2)
Level I
41(1)
Level II
41(1)
Level III
41(2)
4 Language scale
43(10)
Receptive communication
44(3)
Overview
44(2)
Underlying skills assessed
46(1)
Expressive communication
47(3)
Overview
47(1)
Underlying skills assessed
47(1)
Scoring and interpretation
48(2)
Case example
50(3)
Interpretation
50(3)
5 Motor scale
53(8)
Fine motor
53(3)
Overview
53(1)
Underlying skills that are assessed
54(2)
Gross motor
56(3)
Scoring and interpretation
58(1)
Case example
59(2)
Interpretation
59(2)
6 Adaptive Behavior Scale
61(8)
Overview
61(2)
Impairment, handicap, and disability
62(1)
Why emphasize functional skills?
62(1)
Domains
63(1)
Selection of items
64(1)
Underlying skills assessed
64(3)
Communication
64(1)
Daily living skills
65(1)
Socialization
65(1)
Scoring and interpretation
66(1)
Case example
67(1)
Interpretation
67(2)
Level I
67(1)
Level II
68(1)
Level III
68(1)
7 Social-Emotional Scale
69(8)
Overview
69(1)
Underlying areas assessed
70(2)
Scoring and interpretation
72(1)
Level I
72(1)
Level II
72(1)
Level III
72(1)
Overlap in measurements
73(1)
Case example
73(1)
Scoring and interpretation
74(3)
Level I
74(1)
Level II
74(1)
Level III
74(3)
8 The Autism Spectrum Disorder Checklist
77(6)
9 Bayley-4 accommodations and modifications
83(10)
Accommodations versus modifications
83(1)
Accommodations for Bayley-4 cognitive, language, and motor scales
84(2)
The child with visual impairment
86(1)
The child with hearing impairment
87(1)
The child with motor impairment
88(1)
"Tricks of the trade"
89(4)
10 Indicators of abnormality (red flags)
93(10)
Delay, dissociation, and deviance
94(1)
Vision/motor/tone indicators
94(5)
Visual
94(1)
Neurological signs/tone
95(1)
Milestones
96(1)
Cerebral palsy
97(2)
Social interaction and communication
99(1)
Attention/executive function
100(1)
Summary
100(1)
A unique approach: Optimality
101(2)
11 Clinical group studies
103(10)
Children with down syndrome
103(1)
Children with motor impairment
104(2)
Cerebral palsy
104(1)
Developmental coordination disorders
105(1)
Children with Autism Spectrum Disorder
106(1)
Children with language delay or specific language impairment
107(2)
Children with developmental delay
109(1)
Children with prenatal drug/alcohol exposure
109(1)
Children born premature
110(3)
12 The Bayley-4 on Q-global
113(24)
Introduction
114(1)
Objectives of the Bayley-4 on Q-global
114(1)
Reduce testing time
114(1)
Reduce the complexity of administration and scoring
114(1)
Linear versus nonlinear administration
115(1)
The Bayley-4 on Q-global navigation
115(5)
Start screen
115(1)
Subtest and Review tabs
116(1)
Items panel
117(1)
Filters
118(1)
Next Item button
119(1)
The Bayley-4 on Q-global administration rules
120(4)
Start points
120(2)
Reverse rule
122(1)
Discontinue rule
123(1)
The Bayley-4 on Q-global item interface
124(4)
Materials and Position
124(1)
Timer and stopwatch
124(1)
Item Instructions
125(2)
Art
127(1)
Item text
127(1)
Score section
128(1)
Comments section
128(1)
The Bayley-4 on Q-global item types
128(7)
Item with multiple trials
128(1)
Series items
129(3)
Items with caregiver questions
132(3)
Shared items
135(1)
Paired items
135(1)
Summary
135(2)
13 Sample cases
137(10)
Case 1 Maria
137(3)
Findings: (Level I)
138(1)
Level II
139(1)
Level III (Synthesis and discussion)
139(1)
Case 2 Aaron
140(2)
Findings: (Level I)
140(1)
Level II
141(1)
Level III (Synthesis and discussion)
141(1)
Case 3 Ralphie
142(2)
Findings: (Level I)
142(1)
Level II
143(1)
Level III (Synthesis and discussion)
143(1)
Case 4 Paige
144(3)
Findings: (Level I)
144(1)
Level II
145(1)
Level III (Synthesis and discussion)
145(2)
14 Providing feedback
147(12)
Initiation of feedback
148(1)
Tools to facilitate feedback
149(2)
Age equivalents/percent delay
151(1)
Continuum of concerns
152(1)
Application of results
153(1)
Determining if the message got through
154(1)
Correction for prematurity
155(4)
15 The Bayley-4 Screening Test
159(6)
Description
159(1)
Age groupings
159(3)
Scoring
160(1)
Application
161(1)
Classification accuracy
162(1)
Summary
162(3)
References 165(12)
Index 177
Glen P. Aylward, Ph.D., ABPP, is Professor Emeritus of Pediatrics and Psychiatry at Southern Illinois University School of Medicine and served as Chief of the Division of Developmental and Behavioral Pediatrics/Psychology for many years. He is Director of the NICU Developmental Follow-up Program. Dr. Aylward is a Fellow in 6 divisions of the American Psychological Association, and is board-certified in Clinical Psychology and Clinical Child and Adolescent Psychology. Dr. Aylward has authored more than 100 peer-reviewed papers, chapters, abstracts and reviews, and is the author of the Bayley Infant Neurodevelopmental Screener, and the books, Practitioners Guide to Developmental and Psychological Testing, Infant and Early Childhood Neuropsychology, and Practitioners Guide to Behavioral Problems in Children. Dr. Aylward is one of the editors of the book, Bayley-III; Clinical Use and Interpretation. He is also the author of the Bayley Scales of Infant and Toddler Development-4 and the Bayley-4 Screening Test. Dr. Aylward has served on numerous committees and executive boards in the American Psychological Association, the Society for Developmental and Behavioral Pediatrics, and the American Academy for Cerebral Palsy and Developmental Medicine. He is a Past President of the Society of Pediatric Psychology (Division 54, American Psychological Association) and of the Society for Developmental and Behavioral Pediatrics. He also served on the Board of Directors of the AACPDM and has been Associate Editor of the Journal of Developmental and Behavioral Pediatrics since 2003.