battelle developmental inventory, second edition (bdi-2) · battelle developmental inventory –2nd...

Battelle Developmental

Inventory, Second Edition

(BDI-2)

Holli Ford, M. Ed.,

BCBA

[email protected]

l.us

Battelle Developmental

Inventory – 2nd Ed.

• The BDI-2 is a comprehensive developmental assessment

tool for infants and young children.

• Developed by Jean Newborg, 2004

• Norm-Referenced / Provides Standard Scores

• The cost is approximately $1,200 dollars for the initial kit & set

of manipulatives. Additional scoring sheets can be ordered.

• Electronic kits can be ordered for an additional cost.

• Formats for hand scoring or scoring with computer software

Assessment Kit

• 5 Test Item Books – One for each domain

• Each booklet is divided by subdomains

• Examiner's Manual

• Stimulus Book

• Set of Presentation Cards

• 15 Record Forms (Protocols) and 15 Workbooks for written tasks

• Screening Test Item Book with 30 Screening Test Record Forms

• Set of Screening Presentation Cards, Screening Stimulus Book

• The BDI-2 Manipulatives Kit with all testing materials

• Two carrying cases - One for the Manipulatives Kit and one for the Assessment Materials

Administration

• Ages: Birth through 7 years 11 months

• Testing time: Can range anywhere from one hour to several hours according to the age and developmental level of the child

• May be administered as part of an individual assessment by a single examiner, by an assessment team or as part of an arena assessment. *This assessment can be challenging to administer using a single examiner. I would recommend using at least 2 examiners as a minimum. Three examiners will maximize your testing time – One person administering, one person supporting the child, one person swapping out materials between questions.

• Individual disciplines can assess the domains independently as needed– for example, if the SLP is only assessing Communication or if the OT/PT only need additional scores for physical development.

Administration

• Each of the 5 developmental domains can be assessed individually and independently. The 5 domains may be assessed in any order. Starting points are marked by age in each subdomain.

• Scores can be reported for each individual domain. If all five domains are tested, an additional score for overall general development can also be obtained.

• Best Practice for early childhood providers is that all five domains are assessed, as delays in one area of development may have impacted development in another area of development. It is always better to assess and determine there is no delay than to assume the child has no delays in a specific domain that was not the primary area of concern.

Administration

• Test administrators will use three different formats to obtain information about each child:• Structured activities for direct assessment. Detailed and

scripted formats are provided for administration of the structured questions.

• Observation of activities in a child’s natural environment such as the home, daycare, preschool or classroom settings. These should include observation of structured activities, interaction with adults and peers, and play activities.

• Interviews with parents, caregivers and/or teachers. This process will also give you access to information that you would be unlikely to gain through observation or direct assessment. Ex: “Does your child sleep through the night?” The Interview Questions are scripted and detailed in addition to providing follow-up questions to assist in scoring correctly.

Administration

• I feel it is easier and most efficient to administer all items that can be done in the structured format at one time and then complete the observations of the child in play and social settings. By saving the interview process for last, you are able to finalize the administration process with the questions that need to be completed by interview, including questions that can be done by interview that you were not able to score during the structured and observation sessions. Additionally, children find it difficult to have to wait if you frequently pause during structured activities to ask parents, caregivers or teachers the interview questions.

Administration

• The BDI-2 can be administered to children with

various disabilities by using stated modifications.

Any modifications used should be documented on

the Eligibility Report.

• It is offered in English and Spanish Versions –

there are specific cautions noted in the manual for

administering the assessment with children or

caregivers whose first language is not English.

Scoring

• Assessment items are scored using the following criteria:

• 1) A “2” indicates the child’s response meets the specified criteria listed in the test manual at the bottom of the page. This indicates the skill has been mastered or the developmental milestone has been reached.

• 2) A “1” indicates the child may have emerging skills or may have attempted the task, without meeting the criteria considered necessary for the skill to be mastered.

• 3) A “0” typically indicates the child did not attempt the task or the response was not adequate to receive partial credit. This could also indicate an incorrect response or that the child has never had the opportunity to exhibit this skill.

Basal

• You will need to find the Basal and Ceiling in order to calculate the Raw Scores. The Raw Scores from each subdomain are transferred to the front of the protocol on the Scoring Sheet.

• Begin administering the assessment at the designated starting point. If the child receives a “0”or a “1” for any of the first 3 items administered – the examiner should then test backward until the child scores a 2 on three items in a row.

• The BASAL is established when the child receives a score of 2 on three items in a row.

• All questions “below” the BASAL (the questions that come BEFORE the three 2’s on the form – are each scored as a 2, even if the child would have scored a 0 or a 1 if the items was administered.

Ceiling

• CEILING: Where a child is no longer able to perform skills with mastery within a certain age range – demonstrated by three 0’s in row.

• This is the stopping point.

• Occasionally, you will have some items “above” or past the ceiling (past the three 0’s) that the child would have received a 1 on if the item has been administered. Or the child may have already received a 1 or a 2 on an item past the ceiling if the evaluator has administered the items. These items are STILL counted as 0’s if they are past the ceiling.

• There can be several basals and ceilings. Always pick the basal and the ceiling that are closest together when computing the raw score.

Chronological Age

• To obtain accurate results, the examiner must determine the child’s age to the month. (45 months)

• This is necessary for scoring the assessment AND for establishing a starting point for administering the DAYC-2.

• This can be calculated by hand or by using an online application such as the one noted below.

• Once you have the years and the months, ignore the remaining days. Do not round up to the next month if the days are over 15 days.

http://www1.appstate.edu/~wertsmg/AGS Publishing - Chronological Age Calculator.htm

Calculating Age

Screening date: 11/17/2013

Child’s date of birth: 2/12/2010

Chronological age: 3 years and 9 months (drop the

days)

Chronological age in months: 45 months

Calculating Age

Screening date: 11/17/2013 Child’s date of birth: 12/20/2010

Chronological age: 2 years and 10 months (drop the days)

Chronological age in months: 34 months

This example requires “borrowing” from the month and the year columns:

• When the “day” of a child’s birth is greater than the screening date “day”, subtract one month from the date of the screening date “month” and add 30 days to the screening date “day” – This example would look like: 30 + 17 = 47 then 47 – 20 = 27 days. The “Month” now changes from “11” to “10”.

• When the child’s birth date “month” is greater than the number of the screening date “month”, subtract one year from the screening date “year” and add 12 months to the screening date “month” – This example would look like: (Remember that 11 changed to 10 when you borrowed for the days) So, 10 + 12 = 22 then 22 – 12 = 10 months. The “Year” now changes from 2013 to 2012. (2012 – 2010 = 2 years)

• This is the

Scoring

Form on the

front of the

protocol

booklet.

• The raw scores are used to calculate scaled scores for the subdomains, percentiles for the subdomains, and age equivalents for the subdomains.

• The subdomain scaled scores within each domain are added together to calculate the scaled score for each of the 5 developmental domains. These are then transferred to the next chart.

• Using Appendix C, the scaled scores in each of the 5 domains are used to establish the developmental quotient (Standard Score), percentiles, and confidence intervals.

Five Developmental Domains

• Allows for assessment of the five domains of

development mandated for assessment and

intervention by IDEA

• Adaptive (ADP)

• Personal-Social (P-S)

• Communication (COM)

• Motor (MOT)

• Cognitive (COG)

Five Developmental Domains and Subdomains in

“Summary Profile” on Scoring Sheet

The Scaled Scores for each of the 5 domains are transferred to this section. You

will find the charts in Appendix C in the manual to convert the Sum of the Scaled

Scores to the “Developmental Quotient” or Standard Scores. Additionally, the

chart will indicate Percentile Rank and Confidence Intervals.

• The overall BDI-2 Total Developmental Quotient is calculated from the Sum of the scaled scores from the 5 developmental domains.

• This chart on the

summary sheet

graphs the scaled

scores from each

of the

subdomains.

• Scaled scores are

another form of

norm-referenced

scores. They have

a mean of 10, a

SD of 3, and a

range from 1 to

19, when

compared to

Standard Scores.

PSYCHOMETRIC CONVERSION TABLE

Standard Score Percentile Rank Scaled Score ETS Score T-Score Z-Score Description

89 23 Low Average

88 21 425 42 -0.75 Low Average

87 19 Low Average

86 18 Low Average

85 16 7 400 40 -1.00 Low Average

84 14 Low Average

83 13 375 38 -1.25 Low Average

82 12 Low Average

81 10 Low Average

80 9 6 367 37 -1.33 Low Average

79 8 Borderline

78 7 350 35 -1.50 Borderline

77 6 Borderline

76 5 Borderline

75 5 5 333 33 -1.67 Borderline

74 4 Borderline

73 4 325 32 -1.75 Borderline

72 3 Borderline

71 3 Borderline

70 2 4 300 30 -2.00 Borderline

69 2 Impaired

68 2 275 28 -2.25 Impaired

67 1 Mild (69-55)

66 1 Mild (69-55)

65 1 3 267 27 -2.33 Moderate (54-40)

64 1 Moderate (54-40)

63 1 250 25 -2.50 Severe (39-25)

62 1 Severe (39-25)

61 0.5 Profound (<25)

60 0.4 2 233 23 -2.67 Profound (<25)

59 0.3 Profound (<25)

58 0.2 225 22 -2.75 Profound (<25)

57 0.1 Profound (<25)

56 0.1 Profound (<25)

55 0.1 1 200 20 -3.00 Profound (<25)

54 0.1 Profound (<25)

53 0.1 Profound (<25)

52 0.1 Profound (<25)

51 <0.1 Profound (<25)

50 <0.1 Profound (<25)

2

PSYCHOMETRIC CONVERSION TABLE

Standard Score Percentile Rank Scaled Score ETS Score T-Score Z-Score Description

150 >99.9 Very Superior

149 >99.9 Very Superior

148 99.9 Very Superior



145 99.9 19 800 80 +3.0 Very Superior



142 99.7 775 78 +2.75 Very Superior


140 99.6 18 767 77 +2.67 Very Superior


138 99 Very Superior

137 99 750 75 +2.50 Very Superior


135 99 17 733 73 +2.33 Very Superior


133 99 725 72 +2.25 Very Superior



130 98 16 700 70 +2.00 Very Superior

129 97 Superior

128 97 675 68 +1.75 Superior

127 96 Superior

126 96 Superior

125 95 15 667 67 +1.67 Superior

124 95 Superior

123 94 650 5 +1.50 Superior

122 93 Superior

121 92 Superior

120 91 14 633 63 +1.33 High Average

119 90 High Average

118 88 325 62 +1.25 High Average

117 87 High Average

116 86 High Average

115 84 13 600 60 +1.00 High Average

114 82 High Average

113 81 575 58 +0.75 High Average

112 79 High Average

111 77 High Average

110 75 12 567 57 +0.67 Average

109 73 Average

108 70 550 55 +0.55 Average

107 68 Average

106 66 Average

105 63 11 533 533 +0.33 Average

104 61 Average

103 58 Average

102 55 525 52 +0.25 Average

101 53 Average

100 50 10 500 50 0.00 Average

99 47 Average

98 45 480 48 -0.25 Average

97 42 Average

96 40 Average

95 37 9 467 47 -0.33 Average

94 34 Average

93 32 450 45 -0.50 Average

92 30 Average

91 27 Average

90 25 8 433 43 -0.67 Average

1

faculty.pepperdine.edu/shimels/Courses/Files/ConvTable.pdf

• This chart is part of the

Scoring Form on the front

of the protocol booklet.

• It allows you to graph the

Standard Scores in a

manner that facilitates

sharing the scores with

parents and IEP team

members.

Appendix A – Page 149 - Converting Raw Scores to Age Equivalent

Appendix B – Page 157

• Individual Charts by Chronological Age

• Converting Raw Scores to Percentile Ranks

• Converting Raw Scores to Scaled Scores –

Scaled Scores are required to calculate Standard

Scores

Appendix B – Page 157

Appendix C – Page 207

• Converting the “Sum of Scaled Scores” to the

“Developmental Quotient”

• The “Developmental Quotient” is the Standard Score

• Converting the “Sum of Scaled Scores” to

Percentile Ranks for the Standard Scores for each

of the 5 Domains

• Calculating Confidence Intervals for the Standard

Scores

Appendix C

– Page 207

Appendix D – Page 223

• It is not likely you will use this appendix

• Converts Standard Scores into the following:

• Catagories such as Above Average, Average, Low

Average, Mild DD, Significant D – these are not used

in eligibility reports.

• Scaled Scores, z-Scores, and T-Scores – in Alabama

we use Standard Scores for reporting so these are

not used in eligibility reports

Appendix E – Page 227

• Screening test cutoff scores

• These tables give information on rating screening

results to determine if additional / full assessment

is recommended

• This power point does not include information on

using the BDI-2 Screener

Bell Curve

Eligibility for Early

Intervention

• The evaluation/assessment process should include an evaluation of all five developmental areas.

• To be eligible for services, the child must have at least a 25 percent delay in one developmental area or have a diagnosed condition that will result in developmental delay.

• The BDI-2 is an accepted evaluation tool.

• If this assessment is used in Early Intervention to assess children ages 2.5 to 3 transitioning to the LEA, these same scores can be used by the LEA to determine eligibility.

http://www.rehab.alabama.gov/individuals-and-families/early-intervention/ei-general-information

Eligibility for Special

Education Services• The BDI-2 meets the assessment requirements for the special education

eligibility category of Developmental Delay under the Alabama Code.

• Alabama Code

• Developmental Delay means a delay that adversely affects daily life and/or educational performance in one or more of the following developmental areas: Adaptive, Cognitive, Communication, Social or emotional, and/or, Physical AND results in the need for special education and related services.

• Eligibility category of Developmental Delay: “The standard score in one developmental domain must be at least two standard deviations below the mean (70 or below) on a standardized, norm-referenced instrument; or the standard scores on two or more developmental domains must be at least one and a half standard deviations below the mean (77 or below) on a standardized, norm-referenced instrument.”

• Other eligibility categories that allow for the use of developmental testing: Autism, Deaf-Blindness, Orthopedic Impairment, Other Health Impairment, Speech or Language Impairment, and Traumatic Brain Injury.

IFSP’s and IEP’s

• The BDI-2 is a developmental assessment tool that can be used in a variety of developmental and educational settings. Uses include child assessment & evaluation, eligibility, IFSP and IEP development, instructional and program planning, and both child and program monitoring.

• Information on the child’s strengths and needs can be obtained from information gathered from the administration of the BDI-2. Twos are strengths / 1’s and 0’s are areas to consider targeting for instruction and intervention.

• Present levels of performance and goals can be developed using the information for each domain.

battelle developmental inventory, second edition (bdi-2) · battelle developmental inventory –2nd...

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