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Developmental Evaluations

When assessing very young students or students demonstrating more classic characteristics of autism spectrum disorder (ASD), it may not be possible to administer formal standardized assessments to establish the student’s functioning. Yet such information is needed to determine appropriate identification and programming.

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Battelle Developmental Inventory – Second Edition (BDI-2)

Developmental

The Battelle Developmental Inventory – Second Edition (BDI-2; Newborg, 2005) is an individually administered, norm-referenced developmental assessment.

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Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III)

Developmental

The Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III; Bayley, 2005) may be used to identify developmental delays, chart a child’s progress, and teach parents about the child’s development.

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Developmental Activities Screening Inventory – Second Edition (DASI-II)

Developmental

The Developmental Activities Screening Inventory – Second Edition (DASI-II; Fewell & Langley, 1984) is designed for early detection of developmental disabilities in children between the ages of birth and 60 months, although the lowest scoreable age is 1 month.

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Developmental Assessment of Young Children – Second Edition (DAYC-2)

Developmental

The Developmental Assessment of Young Children – Second Edition (DAYC-2; Voress & Maddox, 2013) is a norm-referenced assessment designed to identify possible delays in children aged birth through 5 years in the areas of cognition, communication, social emotional development, physical development, and adaptive behavior. Each of the five domains measured reflects an area mandated for assessment and intervention in IDEA for young children.

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Developmental Profile – Third Edition (DP-3)

Developmental

The Developmental Profile – Third Edition (DP-3; Alpern, Boll, & Shearer, 2007) is a norm-referenced developmental screening instrument that uses a structured parent interview to determine the child’s present level of functioning. It can be administered either as an interview or provided as a Parent/Caregiver Checklist when a direct interview is not feasible.

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Hawaii Early Learning Profile (HELP) and the Help for Special Preschoolers Assessment Checklist (HSPAC)

Developmental

The Hawaii Early Learning Profile (HELP; Vort, 2004) and the HELP for Special Preschoolers Assessment Checklist (HSPAC) are designed to identify young children’s needs, set instructional objectives, and monitor their progress (Furuno et al./The Santa Cruz County Office of Education, 1987).

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Merrill-Palmer-Revised Scales of Development (M-P-R)

Developmental

The Merrill-Palmer-Revised Scales of Development (M-P-R; Roid & Sampers, 2004) assesses cognitive, social-emotional, self-help, and fine and gross motor development in infants and children under the age of 6 years, 6 months. It is an individually administered, norm-referenced measure.

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Mullen Scales of Early Learning: AGS Edition

Developmental

The Mullen Scales of Early Learning: AGS Edition (Mullen, 1995) is an individually administered, standardized measure of cognitive functioning designed to be used with children from birth through 68 months.

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Psychoeducational Profile – Third Edition (PEP-3)

Developmental

The Psychoeducational Profile – Third Edition (PEP-3; Schopler, Lansing, Reichler, & Marcus, 2005) is a norm-referenced assessment tool designed to evaluate the uneven learning strengths and weaknesses that often characterize individuals on the autism spectrum.

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Transdisciplinary Play-Based Assessment – Second Edition (TPBA-2)

Developmental

Transdisciplinary Play-Based Assessment – Second Edition (TPBA-2; Linder, 2008) is designed to evaluate children between birth and 6 years of age in structured and unstructured play settings using observation. The domains assessed include Cognitive, Social-Emotional, Communication and Language, and Sensorimotor.

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