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

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.


The M-P-R consists of four discrete assessment batteries. Parent reports are given in the areas of Expressive Language, Social-Emotional Development, Social-Emotional Temperament, and Self-Help/Adaptive. Clinician-administered scales include Cognitive, Gross-Motor, and Expressive Language. The Cognitive Battery measures general cognitive, receptive language, and fine-motor areas. It also provides supplemental scores for memory, speed of cognition, and visual-motor ability. The Gross-Motor Scale consists of general gross-motor development, unusual movements, and atypical movement patterns. Directions for the examiner are available in both English and Spanish. Three of the parent reports (Social-Emotional Developmental Scale, Temperament Scale, and the Self-Help/Adaptive Scale) are available in Spanish. Because the Expressive Language Scale measures English usage, it is not available in Spanish.


Author (yr) Age Range (yrs) Method of Administration/Format Approx. Time to Administer Subscales
Merrill-Palmer Revised Scales of Development (M-P-R) Roid & Sampers (2004) Birth–6 yrs, 6 mos.

Individually administered, norm-referenced measure of cognitive, language, motor, self-help, and social-emotional domains; clinician-administered (Cognitive, Gross Motor, and Expressive Language) and parent/caregiver report (Expressive Language, Social Emotional Development (S), Social Emotional Temperament (S), and Self- Help/Adaptive (S) (S = available in Spanish forms)

Based on Cattell-Horn-Carroll Model

Yields standard scores, percentiles, age equivalents and criterion- referenced growth scores

40–50 min. for the Cognitive battery

Developmental Index, Expressive Verbal, Fine Motor, Gross Motor, Memory, Overall Expressive Language, Receptive Language, Self- Help/Adaptive Behavior, Social-Emotional, Visual Motor, Verbal and Nonverbal Reasoning, Speed of Processing

Availability: WPS,


Author (yr) Sample Size Topic(s) Addressed Outcome
Fulton & D’Entremont (2013) N/A N/A

*“The Psychoeducational Profile-3's (PEP-3) ability to estimate cognitive and language skills of 136 children (20-75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively correlated with similar measures on the Child Development Inventory, the Merrill-Palmer Revised, and the Vineland Adaptive Behaviour Scale-2. The PEP-3 sometimes provided higher or lower estimates than other measures. Significant differences were found between diagnostic groups on PEP-3 cognitive and language measures. PEP-3 cognitive scores correlated positively with scores on the Autism Diagnostic Observation Schedule. Findings support the use of the PEP-3 to measure cognition and language in children with ASDs."

*from abstract
Author (yr) Sample Size Topic(s) Addressed Outcome
Peters (2014) 50 - Age Range: 40-78 (months) Reliability and validity

*"The results suggested that the M-P-R is a tool sensitive in identifying developmental delay, but not specific in differentiating among children diagnosed with AD and other common early childhood disorders. In part, the large variability in test performance across the AD sample contributed to this diagnostic weakness."

*from abstract

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