M MDS T

DEVELOPMENT TEST
METRO
SCREENING
MANILA
MMDST (Metro Manila Development Screening Test

It is a simple, clinically useful tool used in the early

detection of children with serious developmental delays
developed by Dr. Phoebe D. Williams.
It is 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 is an early detection model that applies to the
detection of developmental delays in children aged 2
weeks to six and a half years old.

It is intended as a screening instrument to

determine whether a child’s development is
within normal range.
MMDST (Metro Manila Development Screening Test

It was developed for health professionals such

as nurses, doctors and other health workers so
that slow development may be:

•Recognized
•Referred
•Appropriate therapy will be
prescribed as soon as possible
 It evaluates four aspects of a child’s
development:
PERSONAL-SOCIAL : child’s ability
to get along with people and to
take care of himself.
FINE MOTOR-ADAPTIVE: ability to
see and to use his hands to pick up
objects and to draw.
LANGUAGE: ability to hear, follow
directions and to speak
GROSS MOTOR BEHAVIOR: ability
to sit, walk, and jump.
 MMDST KIT:
●A bright red yarn pom-pom
●A rattle with a narrow handle
●Eight 1-inch colored wooden blocks
(red, blue, yellow, green)
●A small clear glass bottle with 5/8
inch opening
●A rubber ball 12 ½ inches in
circumference
●Cheese curls
●A pencil
●Bond paper
Four kinds of scores may be given for
each test item:

PASSED REFUSED

FAILED NO OPPOTUNITY
Failure of an item that is completely to
the left of the child’s age line is
considered a developmental delay
10 11 12 13 14 16 18 20
22 24 2y 1/2

25% 50% 75% 90%

WALKS
WELL

Across the top of the test form are age scales marking ages
in months from 1 to 24, and ages in years from 2 & ½ to 6.
Each of the test items is represented in the test form by a
bar. The bar is place along the age scale to show when
25%, 50 % ( indicated by the hatch mark) 75% and 90 %
of the normal children are able to pass the item.
The left end of the of the bar denotes that 25% of the
normal children walk well at less than 12 months, 50 %
(indicated by hatch mark at 13 ¼ months, left end of
shaded area shows 75 % do so at 15 months, and right end
of bar shows 90 % walks well at about 17 months.
 R
WALKS UP STEPS
23

Footnote # - indicates that

R- PASSED BY
it has a corresponding
REPORT instruction for
administering the item
Test Direction for Footnoted Items
1. Try to get the child by smiling, talking, or
waving to him. Do not touch him.
2. When child is playing with toy, pull it away
from him. Pass if he resist.
3. Child does not have to be able to tie shoes
or to button in the back.
4. Move yarn slowly in an arch from one side
to the other, about 6 inches above the
child’s face. Pass if eyes follow 90 degrees
to midline. ( Past midline: 180 degrees)
.
5. Pass if the child grasps the rattle when it is
touched to the back or tips of the fingers.
6. Pass if child continues to look where the
yarn disappeared or where it goes. Yarn
should be dropped quickly from sight
or from the tester’s hand without arm
movement.
7. Pass if child picks up cheese curls with any
part of the thumb and finger.
8. Pass if child picks up cheese curls with the
end of the thumb and index finger using an
over hand approach.
9. Pass any enclosed form. Fail if
continuous round motions.

10. Which line is longer ( not bigger). Turn paper

upside down and repeat. 3/3 or 5/6

11. Pass any crossing line

12. Have child copy first. If failed, demonstrate.

When giving items 9,11, and 12, do not

name the forms. Do not demonstrate 9
& 11.
 13. When scoring, each pair (2 arms 2 legs, etc.)
counts as one part.
14. Point to picture and have child name it ( Ex.
animals – no credit is given to sounds only)
[Link] child to: give block to mommy; put block on
the table; put block on the floor. Pass 2 of 3
(Do not help the child by pointing or moving
head or eyes).
16. Ask child : What do you do when you are cold?
hungry? tired? Pass 2 of 3
[Link] child to: Put block on the table; under the
table; in front of the chair; behind the chair.
Pass3 of 4. ( Do not help the child by pointing
or moving head or eyes).
18. Ask child: If fire is hot, ice is? Mommy is a woman,
Dad is a? a horse is big, a mouse is? Pass 2 of 3
19. Ask child: What is a ball? river? desk? house?
banana? curtain ? roof? fence? street? Pass if
defined in terms of use, shape, what it is made of?
or its general category ( such as banana is a fruit,
not just yellow. Pass 6 of 9
20. Ask child: What is a spoon made of? a shoe made
of ? a door made of? ( No other object may be
substituted) Pass 3 of 3.
21. When placed on stomach, child lifts chest off table
with support of fore and/ or hands.
22. While child is on his back, grasp his hands and
pull him to sitting. Pass if head does not hang back.
23. Child may use wall or rail only, not person. May
not crawl.
24 . Child must throw ball overhead 3 feet within
arm’s reach of tester.
25. Child must perform standing broad jumps over
width of test sheet ( 8 ½ inches).
26. Tell child to walk forward, heel
within one inch of toe. Tester may demonstrate.
Child must walk 4 consecutive steps, 2 out
of 3 trials.
27. Bounce ball to child who should stand 3 feet away
form tester . Child must catch ball with hands, not
arms, 2 out of 3.
28. Tell child to walk backward
toe within 1 inch of heel. Tester may demonstrate.
Child must walk 4 consecutive steps, 2 out 3 trials.
Items with nine (9) arrows at
the right end of the bars means:
● You have to let the child define words,
compose, draws, etc., depending on
the instruction.

●The arrows indicate that normal

children may pass these items even
beyond 61/2 years of age.
Calculating the Child’s Age:

Year Month Day

Date of Test 11 7 4

Birth Date 09 3 2

2 4 2

Year Month Day

18 34
Date of Test 12 7 4

Birth Date 10 9 6

1 9 28
1 2 3....….. 14mo. 15 16………….....24……….......5y.o 6

Space between age 2 weeks until age 14

marks represents: months

14 to 24 months Space marks= 1

month

24 months to 5 years Space marks= 3

months

5 years to 6 years Space mark= 6

months
 ADJUSTMENT FOR PREMATURITY

Prematurity may affect the ability of the

child to perform or demonstrate items that
the normal children pass the same age.
There is therefore a need to make adjustment
for prematurity for children aged 2 years or
younger. After 2 years, it is no longer necessary
to compensate for prematurity, so no adjustment
should be made.
For children born 2 or more weeks earlier than
the expected date, subtract the number of weeks
of prematurity from the actual age of the child.
Draw the line based on the adjusted age, not the
chronological age.
 THE TEST PROCEDURE

PRELIMINARY PHASE
1. Establish rapport with mother or
caregiver. Inform the mother that this is a
screening test & not an IQ [Link]
the mother that the child is not expected
to be able to do / pass the items
administered.
2. Make the child as comfortable as possible.
Sitting on mother’s lap/caregiver’s lap is the
best position for infant/ toddler. Every effort is
made to observe what the child can do rather
Than simply asking the parents. Avoid testing
the child when he/she ill, sleepy, tired, hungry
or upset.
 Administering the test

1. The test start with personal social,

fine motor- adaptive, language & gross
motor.
2. For each sector start with items that
the child is able to perform easily. Thus to
motivate the child to perform the difficult
task.
3. Praise the child for his efforts.
4. When the child has 3 failures in one sector,
move on the next sector of the test.
5. In general , the child is allowed 3 trials to
perform each item before a score of failurre is
given, yet some items have required number of
trials.
6. To minimize refusals, tell the child what to
do & not ask “can he or will he”. If the child
refuses to do any of the items, the parent /
guardian should be ask to administer the item
instead. If the child still refuses, score the
item “ R”.
7. Score “ R’ instead of” F” if you feel certain
that the child can perform the item but refuses
to do it. Validate by asking the parent.
8. Once the test is completed, note pertinent
observations on the child’s cooperation, attention
span, verbal behavior, self confidence, nervous
habits, parent- child relationships, as well as overall
feeling testing. Though the test result maybe
normal, yet there might be some problems in some
areas that need to be addressed.
 Personal- Social
Regards face:
Administration:
- Place the child on his back. The tester
should come face to face to within 12
inches of the child.
Scoring
- Pass if the child actually looks at
tester.
Smile responsively ( R)
Administration:
-Smile & talk to the child. Do not
touch him.
Scoring:
-Pass if the child smiles back. If this
cannot be seen, ask the parent.(may
pass by report)
Smiles spontaneously ( R)
Administration:
- During the test see if the child
smiles at the tester or parent
without any stimulation, either
by touch or sound.
- Scoring:
- Pass if the child smiles at his
own at any time during the test.
May pass by report.
Feeds self cracker (R)
Administration:
Ask parent if the child feeds himself a
cracker or cookie.
Scoring:
Pass if the parent says can do this. NO if
for some reason the child has not been
allowed to have a cracker or cookie.
Resist toy pull
Administration:
Give the child a toy. While he is
playing with it , gently try to pull it
away from him.
Scoring:
Pass if the child pulls back on the toy.
Plays Peek- a- boo
Administration:
Make a small hole on the middle of the test form
with a pencil or pen. When the child is looking at
the tester, the tester hides his face with the test
form. The tester then looks around the test form
twice & says peek-a- boo.
Look through the hole to see if the child watches for
you to reappear. Do not move the paper, or the
child will watch it.
Scoring:
Pass if the child looks at the direction where the
tester’s face appeared before.
Works for toy out of reach
Administer:
Place a toy that the child seems to enjoy on the
table a little out of his reach. Do not leave the
toy out of reach too long or too far away. This
may upset the child.
Scoring:
Pass if the child tries to get the toy. Any
stretching of arm/s or body to get the toy is
pass. The child does not have to actually pick
up the toy.
Initially Shy with strangers ( R)
Administration:
-See if the child seems to be shy with strangers
or wary of the tester when he first sees the
tester.
Scoring
Pass if the child at first shows some hesitation or
a little shyness of the tester. If this cannot be
seen, ask the partent if the child acts differently
towards strangers than he does to the people he
is familiar with.
Plays pat- a- cake ( R)
Administration:
Try to get the child to play pat- a- cake or
wave bye-bye. Do not touch the child hands
or arms.
Scoring:
Pass if the child responds to this. If this cannot
be seen, if the child plays such games pat- a-
cake, so-big or bye- bye without the parent
moving the child’s arm or hand.
Plays ball with examiner
Administration:
Role the ball to the child & try to get
him to roll it or toss it back.
Scoring:
Pass if the child rolls or tosses the
ball back toward the tester.
Indicates Wants ( not cry) ( R)
Ask the parent how the child lets one know
what he wants or when he wants something
such as glass of water.
Scoring:
Pass if the child lets someone know what he
wants by pointing, pulling or saying a word.
Drinks from cup ( R )
Administration:
Ask the parent if the child can hold a cup
or glass & drink from it without spilling
much.
Scoring:
Pass if the child can do this. ( the cup
must not be the type that has a spout.
Removes Garments (R )
Administration:
Ask the parent if the child can remove
any of his clothing such as coat, shoes or
underpants.
Scoring:
Pass if the child can remove clothing other
than his hat, socks, or diaper on purpose.
Imitates housework ( R )
Administration:
Ask the parent if the child imitates household
chores such as dusting & sweeping.
Scoring;
Pass if the child copies any type of
houseworks.
Uses Spoon, spilling little (
R)
Administration:
Ask the parent if the child
uses a spoon or fork to
eat. If so, how much does
he spill?
Scoring:
Pass if the child can use
 Helps in house- simple tasks ( R )
Administration:
Ask the parent if the child
helps in the house simple things
like putting toys away or getting
something when ask to.
Scoring :
Pass if the childs actually
helps in the house in any way.
• Puts on Clothing (R)
Administration:
Ask the parent if the child can put on any
of his clothing, such as pants, sacks or
shoes.
Scoring:
Pass if the child can put on any of his
clothing. Shoes do not have to be tied or
on the correct foot. Fail if the child can
put on only adult- size clothing.
Washes and dries hand (R )
Administration:
Ask if the child can wash
or dries his own hand.
Scoring:
Pass only if the child can
perform task without help,
except turning of faucets
that are out of his reach,
with hands almost
Plays interactive games ( R )
Administration:
Ask the parent what kind of games
the child plays with other children.
Scoring:
Pass if the child plays game in which
he takes turns with other children
ex. Hide & seek, tag, etc. Fails if
chasing & fighting, or if the plays by
himself.
Separates from mother easily ( R)
Administration:
At the end of the test, see how the
child acts when he is acts to stay
with the tester while the parents
leaves the room or if the child will
leave the room without the parent
Scoring:
Pass if the child does not become too
upset when the parent leaves him/
her with baby sitter/ someone not a
member of the family.
Dresses with supervision ( R )
Administration:
Ask the parent if the child can dress himself,
& how much help is needed?
Scoring:
Pass if the child can put on and take off his
clothes, knows the front & the back &
needs no help except for tying shoes or
putting bottons on the right holes. Parents
may help the child by telling her what to
do as long as the parent does not actually
help in putting on the clothes
Buttons Up ( R )
Administration:
Ask the parent if the child can button
any piece of clothing.
ScoringPass if the child can perform .
Buttons need not to be in the right
holes
Dresses with supervision ( R )
Administration:
Ask the parent if the child can dress
himself without any help.
Scoring:
Pass if the child can dress him/ herself
correctly without help. He may have
help only for tying shoe laces ,
buttoning or zpping the back the
dresses for girls.
 FINE MOTOR ADAPTIVE
Follows to midline
Administration:
Place the child on his back. ( At this age the child’s
face will turn to one side or the other). Hold the
red yarn 6 inches in front of the child’s face.
Shake the yarn to attracts the child’s attention&
then move it slowly from one side in an arc( half
circle) over the middle of the child’s head to the
other side. Repeat 3 times. Watch the child’s head
& eye movements.
Scoring:
Pass if the child follows the yarn to the mid point of
the arc with either his eyes alone/ head & eyes
altogether. Then failure if he wont follow.
Equal movements
Administration:
While the child is on his back or being
held by parent, watch the activity of
the child’s arms and legs.
Scoring:
Pass if the child moves his arm and
legs equally. Fail if one leg/ arm
does not move as much as the
other.
Follows Past Movements
Administration:
Place the child on his back. Hold the red yarn
about 6 inchesin front of the child’s face.
Shakethe yarn to attract attention, then
move it slowly from one side in an arc
over the middle of the child’s face to the
other side. ( 3X)
Scoring:
Pass if the child follows the yarn past the
middle point of the arc with either eyes
alone or with head & eyes.
Follows 180 degrees
Administration:
Place the child on his back. Hold the red yarn
about 6 inchesin front of the child’s face.
Shake the yarn to attract attention, then
move it slowly from one side in an arc
over the middle of the child’s head to the
other side. ( 3X)
Scoring:
Pass if the child follows the yarn with his
head and eyes through the complete arc
from one side to the other.
Hands together ( R )
Administration:
Watch child if he touches his hands
together in the midline. Confirm by
asking parent.
Scoring:
Pass if the child touches hi fingers
together in the midline. Fail if this
happen only when child is being
craddled.
Grasp Rattle
Administration:
Place a rattle touching the back of the
tips of the child’s fingers when he is
on his back on the table or is being
held by his parent
Scoring:
Pass if the child grasps the rattle for a
few seconds.
Regards Cheese Curl
Administration:
The child should be held on the parent’s lap
so that he can place his hand on the
table. Drop a cheese curl directly in front
of the child within easy reach ( on a good
contrast so it can be easily seen). The
tester may point to or touch the cheese
curl to attract the child’s attention. See
whether the child looks at the cheese curl.
Scoring:
Pass if the child looks at the cheese curl. Fail
if the child looks at the finger or hand
instead of the cheese curl.a
.Reaches for object ( R )
Administration:
The child should be held on the parent’s lap
so that her elbows are level with the table
top & that he can easily place his hands
on the table . Place a toy ( rattle) within
easy reach of the child and tell him with
words or motion to pick it up.
Scoring:
Pass if the child reaches toward the toy. He
does not need to touch or pick up the toy.
Sit, looks for yarn
Administration:
While the child is sitting on the parent’s lap,
attracts his attention with the red yarn.
When he is looking at the yarn, drop it so
that it falls out of his line of vision. Tester
should not move hand or arm except to
let go of the yarn.
Scoring:
Pass if the child continues to look where the
red yarn disappeared or try to see where
it went.a
Sit, takes two cubes ( R )
Administration:
Place 2 blocks on the table in front of
the child. Tell the child to pick up the
blocks but do not hand the blocks to
the child.
Scoring:
Pass if the child picks up the blocks
and hold 1 in each hand at the same
time. May ask parent.
Rakes cheese curls attains
Administration:
The child should be held on the parent’s lap
so that he can place his hand on the
table. Drop a cheese curl directly on a
good contrast surface in front of the child
within easy reach. The tester may point
and touch the cheese curl to attract the
child’s attention. See how the child’s pick
up.
Scoring:
pass if the child picks up the cheese curl
using his hand using a raking motion,
thumb- to – finger or neat pincer grasp.
Passes cube hand to
hand ( R )
Administration
- See whether or not
the child passes a block
from one hand to the
other. The tester may
encourage this by giving
the child a block and
Bangs 2 cubes held in hands ( R)
Administration ( May pass by report)
- A block is placed in each hand of the
child. The tester may encourage the child
to hit the blocks together with banging
motions, but he may not touch the child’s
hands or do the action for him. The child
may show the child as long as the tester
does not use the child’s hands.
Scoring
- Pass if the child hits the blocks
together in front of himself. If this cannot
be seen ask the parent if the child has
Thumb- finger grasp
Administration
- The child should be held on the
parent’s lap so that he can place hands on
the table. Drop a cheese curl directly in
front of the child within easy reach.
( The cheese curl should be dropped on a
surface that gives a good contrast, such as
white paper, so that it can be easily seen).
The tester may demonstrate, point to or
touch the cheese curl to attract the child’s
attention. See how the child picks up the
cheese curl.
Neat Pincer Grasp of Cheese Curl
Administration
- The child should be held on the
parent’s lap so that he can place hands on
the table. Drop a cheese curl directly in
front of the child within easy reach. ( The
cheese curl should be dropped on a
surface that gives a good contrast, such as
white paper, so that it can be easily seen).
The tester may point to or touch the
cheese curl to attract the child’s attention.
See how the child picks up the cheese
curl.
Scribbles Spontaneously ( R )
Administration
- Place a piece of paper and a pencil in
front of the child on the table so that he
can reach them easily. The tester may
place the pencil in the child’s hand but
may not show the child how to scribble.

Scoring
- Pass if the child makes 2 or more
purposeful marking on the paper. Fail for
accidental marks or stabbing with pencil.
If this cannot be seen, ask the parent if
the child scribbles without help.
Tower of 2 Cubes
Administration
- Place blocks on the table in front of
the child. The tester may encourage him
to stack the blocks one upon the other as
high as he can by showing him how and /
on handing the child the blocks. ( The very
young child is sometimes distracted by a
number of blocks and will perform this
item more easily when given the blocks
one at a time). The child may have up to 3
trials.
Tower of 4 Cubes
Administration
- Place blocks on the table in front of
the child. The tester may encourage him
to stack the blocks one upon the other as
high as he can by showing him how and /
on handing the child the blocks. ( The very
young child is sometimes distracted by a
number of blocks and will perform this
item more easily when given the blocks
one at a time). The child may have up to 3
trials. Give more blocks.
Tower of 8 Cubes
Administration
- Place blocks on the table in front of
the child. The tester may encourage him
to stack the blocks one upon the other as
high as he can by showing him how and /
on handing the child the blocks. ( The very
young child is sometimes distracted by a
number of blocks and will perform this
item more easily when given the blocks
one at a time). The child may have up to 3
trials. Present rest of the blocks(up to 8 ).

Scoring
Imitate Vertical Line
Administration
- The child should be seated at the
table so that he is at comfortable writing
level. Place paper and pencil in front of the
child and tell him to draw lines like the
tester. The tester should demonstrate how
to draw vertical lines in the up and down
position for the child . Do not guide the
child’s hand.

Scoring
- Pass if the child makes 1 line or more
Dumps cheese curl from
bottle – spontaneously
Administration
- Place the cheese curl in the bottle
and tell the child to get it out. Do not use
the word “dump”, or tell the child how to
get the cheese curl out.

Score
- Pass if the child dumps the cheese
curl out of the bottle without being shown
how to do it. ( Dumping the cheese curl
directly into the mouth or raking it out of
Dumps cheese curl from
Bottle- demonstrated
Administration
- First see if child does this
spontaneously. If not, place the cheese
curl in the bottle and tell the child to get it
out. If the child does not dump the cheese
curl from the bottle on his own, show it 2
or 3 times.

Score
- Pass if the child dumps the cheese
curl out of the bottle either on his own or
Imitates bridge
Administration
- The tester should tell the child to
watch closely while the tester builds a
bridge. Place 2 blocks side by side with
less than a block’s space between , but
not touching. it Place a third block on top
of these so that it covers the space
between . The tester then gives 3 blocks
to the child and tells him to build a bridge
like the one the tester built. The bridge
should be left standing for the child to
copy . The tester should not point out the
Picks Longer line
Administration
- Show the parallel lines on the back of
the test form to the child and ask him , “
Which line is longer?
( The word bigger cannot be changed).
After the child has pointed to the line he
thinks is longer, turns the sheet upside
down and ask the question again. This
must be done 3 times.

Scoring
- Pass if the child picks the longer line
3m outb of 3 times. If he fails to do this,
Copies circle
Administration
- Show the circle on the back of the
test form to the child. Do not name it or
move your finger or pencil to shoe how to
draw it. Tell the child to draw one like the
picture. Point to the picture.

Scoring
- Pass any enclosed form that is not
made up of continuous round motions.
Imitates demonstrated
Administration:
First see if the child can copy from the picture without
being shown how to draw the figure. Or show the
square. Do not name it or move your finger/ pencil
to show how to draw it. Tell the child to draw one
like the picture. If he is unable to copy, the tester
should show him by drawing two opposite sides
first the other opposite sites rather than drawing
the square with continuous motion coz it appear
round to the child.
Scoring:
Pass if the child draws a figure with a straight lines &
with four square corners. The corners may be
formed by lines that intersect, but it must be
approximately right angles and not rounded or
pointed & the length must be 2 times the width.
Copies +
Administration:
Show the picture of the cross. Do not
name it or move your finger or pencil
to show how to draw it. Tell the child
to draw one like that.
Scoring:
Pass if the child draws 2 lines which
intersect at any point. The lines do not
need to be exactly staright. If the child
uses 3 or 4 strokes to draw the cross,
any 2 intersecting is a pass.
Draws man – 3 parts
Administration:
Give the child pencil & paper& tell him to
draw a picture of a boy/ [Link] not tell
him to add other parts of his drawing. Ask
if she/he is done & score the drawing.
Scoring
Pass if the child has drawn 3 or more parts.
One point is given for each pair
(eyes, ears, etc. ) if example 1 eye only
then it is not counted) & one point also for
body parts that is not pair like head, etc.
Copies Ad
Administration:
Show the square. Do not name it or move your
finger/ pencil to show how to draw it. Tell the
child to draw one like the picture.
Scoring:
Pass if the child draws a figure with a straight lines
& with four square corners without being shown
how to draw it. The corners may be formed by
lines that intersect. The corners must not be
rounded or pointed & the length should be less
than 2 times the width.
Draws man – 6 parts
Administration:
Give the child pencil & paper& tell him to
draw a picture of a boy/ girl. Do not tell
him to add other parts of his drawing. Ask
if she/he is done & score the drawing.
Scoring
Pass if the child has drawn 6 or more parts.
One point is given for each pair
(eyes, ears, etc. ) if example 1 eye only
then it is not counted) & one point also for
body parts that is not pair like head, etc.
Note if for any unusual drawing, even though
the child has identified acceptable parts.
 Language

Responds to bell
Administration:
Hold the bell so the child cannot see it ( on
the side , a little behind his ear). Ring the
bell quietly. If the child not seem to notice
it, try it again.
Scoring:
Pass if the child shows in any way that he
has heard the , such as movement of
eyes, change iin breathing rate, or any
other change in the child’s activity.
Vocalizes- not crying ( R )
Administration:
During the test, listen for sounds other than
crying, such as cooing sounds.
Scoring:
Pass if the child makes sounds other than
crying. If this cannot be heard, ask the parent
if the child does this.
Laughs ( R )
Administration:
During the test check whether the child
laughs aloud.
Scoring:
Pass if the child laughs aloud without being
tickled.
Squels ( R)
Administration:
During the test check whether the child
makes high- pitched happy squellling
sounds.
Scoring:
Pass if the child makes these sounds, if
these cannot be heard, ask the parent if
the child does this.
Turns to voice
Administration:
While the child is seated on the parent’s lap
or on the table facing the parent,
approach the child from behind to within
8 inches of either ear. Whisper the child’s
name several times taking care the
tester’s breath does not touch child (
might turnto where he feels the breath
rather than to the sound) give up to 3
trials.
Scoring:
Pass if the child turns to the direction of the
voice.
Dada or Mama, non- specific ( R)
Administration: Check whether the child says
“dada or mama” at anytime during the test.
Scoring:
Pass if the child says “dada or mama” The
child does not to associate this with parents.
If cannot be heard ask the parent if the child
does.
Imitates Speech sounds ( R)
Administration:
Check whether the child imitates sounds
made by parent/s or the tester.
Scoring: Pass if the child makes sounds that
are like those he has heard within the last
minute. If cannot be heard ask the
parent if the child does.
Dada or Mama, specific ( R)
Administration: Check whether the child says
dada” to his father or mama” to his mother
“during the test.
Scoring:
Pass if the child uses “dada” correctly for
his father or mama” for his mother. The
child does not to associate this with parents.
If cannot be heard ask the parent if the child
does.
3 words other than mama, dada ( R)
Administration: Ask the parent whether what
words the child uses regularly for specific
objects, persons, or actions.
Scoring:
Pass if the parent reports child uses at least
3 specific words other than “dada or
mama”. The words must not be
understandable but must mean the same
thing each time they are used. ( no credit
fo “mama or dada”).
Combine 2 different words ( R)
Administration:
Check whether the child combine 2 or
more words to make a meaningful
Scoring:
Pass if the child says a meaningful phrase 2
or more words such as “ play ball”, want
milk, etc. No credit for single-idea
combination such as “bye- bye, thank
you, peek- a- boo”. If cannot be heard ,
ask the parent does this.
Names one picture
Administration:
Point the pictures at the back of the test
form, one at at time and ask the child,
what is this?
Scoring:
Pass if the child correctly names any one
picture. Words such as horsey are
acceptable. Pass if the child name of his
pet if it is the same animal in the picture.
(fail for animal sounds like meow or woof)
Follows directions (2 of 3)
Administration:
The tester should tell the parent not to move
and then give the child a block. Tell him
to do the following one at atime.
“ Give the block to mommy”
“ Put the block on the table”
The tester and the parent should be careful
not to give the child help by looking or
pointing at Mommy, table or floor.
Scoring:
Pass if the child follows 2 of the 3 directions.
Uses Plurals ( R )
Administration:
Place 3 blocks in front of the child on a
cleared table. Ask the child , what are
these?
Scoring:
Pass if the child answers “ blocks” using “s”
to indicate more than 1 block. If this
cannot be observed, ask if the child uses
“ s” on the end of the words to indicate
more than one of anything. If he did not
say “s “ clearly but he does have to tell
the difference between one and more
than one.
Gives first and last name ( R )
Administration:
Ask the child , “ What is your name? “
If he gives his first name, ask him to give
his last name or both names.
Scoring:
Pass if the child gives understandable (need
not to be perfect ) names. Nicknames are
acceptable for firsgt names. If this cannot
be observed, ask the parent if the child
can give his first or nickname and last
name without hints.
Comprehend cold, tired, hungry (2 of 3)
Administration:
Ask the child of the following questioins,
one at a time.
“ What do you do when you are tired?”
( go to sleep, sit down , rest)
“ What do you do when you are cold? “
( Put on a coat, go inside,)
“ What do you do when you are hungry?”
( eat, have supper,ask for something to eat)
Scoring:
Pass if the child gives a logical answer for
2 of 3 questions. Some correct ansewers
are listed above
Comprehends preposition (3 of 40)
Administration:
The tester should tell the parent not to
move and then give a child a block. Tell him
to do the following, one at a time.
“Put the block on the table.”
“ Put the block under the table”
“ Put the block in front of mommy’s chair”
“ Put the block behind her chair”
A wrong answer should not be corrected
Scoring:
Pass if the child follows 3 of 4 directions
correctly.
Recognizes colors (3 of 4) ( R )
Administration:
Place a red, blue, green, & yellow blocks together
on the table in front of the child. Tell
the child to point to or give to you the red block,
the blue block, etc. If the child hands the block
to the tester, the block should be replaced on
the table before
the next color is asked. Do not let the child know if
his responses are right or wrong. Do not ask the
child to name the colors
Scoring:
Pass if the child picks 3 of 4 colors correctly. If this
cannot be seen, ask the parent if the child can
point out 3 of the 4 colors shown.
Opposite Analogies (2 of 3)
Administration:
Make sure the child is listening to the tester and
the say: ( one sentence at a time, wait the child to
fill in the blank). Ex:
“ Fire is hot, ice is____ ? ( cold, cool, freezing not
we5t, melts, water)
“ Mother is a woman, Dad. is _____? (man, not
daddy, boy, husband.
“ A horse is big, a mouse is_____?
Each sentence may be repeated 3 times if
necessary.
Scoring:
Pass if the child gives any appropriate opposite
word in 2 of 3 analogies.
Define words ( 6 of 9 )
Administration:
Make sure the child is listening to the tester and
then say “ I am going to say a word & I want you
to tell me what it is , “ Ask each
word one at a time. What is a ball.. river…desk…
house…banana…curtain…roof…fence…road? It may
be helpful to ask the child to “ tell me something
else about e.g. ball et. Each
word must be ask 3 times if necessary. Wait for
the child’s answer after each word.
Scoring:
Pass if the child defines 7 of 9 words in terms of
use, shape, what is made of, or general
category.
Composition of ( 3 of 3)
Administration:
Make sure the child is listening to the tester and
then ask the following questions, one at a time. “
What is a spoon made of? “
“ What is a shoe made of ? “
“ What is a door made of? “
Wait for the child’s answer after each question.
Each question must be repeated 3 times if
necessary. Wait for the child’s answer after each
word.
Scoring:
Pass if the child replies a spoon is made up of
metal, plastic or wood. A shoe is made of leather
rubber, cloth or other materials base on his own
shoes… A door is made of wood, metal, or glass.
Administration:

Scoring:
Administration:

Scoring:
Administration:

Scoring:
Walks backwards
Administration- ( May pass by report)
-Tell the child to walk backwards.
The tester may show the child how
to do this.
Scoring
-Pass if the child walks backwards
2 or more steps. May pass by report
If this cannot be seen , ask the
parent if the child walks backwards
at home while pulling a toy.
Walks Up Steps
•Administration
- Ask the parent how the child
gets up
steps. The tester may
demonstrate it.
Scoring
- Pass if the child can walk up
steps.
( not crawl). He may use the
wall or rail
for support but cannot hold on
Kicks ball forward
Administration
- Place the ball about 6 inches in front
of the standing child. Tell him to kick it.
The tester may show the child how to do
this.
Scoring
- Pass if the child kicks the ball forward
without holding on to any support. May
pass by report by asking the parent.
- Failed if the child hitting the ball on
the backswing, stepping on the ball or
using support
Throws ball overhead
Administration
- tell the child to throw the ball to the
tester using overhead throw. The tester
may show it to the child first.
Scoring
- Pass if the child is standing at least 3
feet from the tester and throws the ball
within arm’s length of tester between his
knees and face.
- Failed if the child throws the ball
away from the tester.
Jumps in place
Administration
- Tell the child to jump. The examiner
may show how to do this.
Scoring
- Pass if the child raises both feet off
the floor at the same time at any
measurable distance. He does not have to
land on the same spot from which he
started.
- Failed if the child run first before he
jumps
• Pedals tricycle
Administration
- Ask the parent if the child can pedal
a tricycle.
Scoring
- Pass if the parent reports the child
can pedal a tricycle forward 10 feet or
more on the level of the ground. Pedaling
the tricycle down a hill is not considered
pass.
- NO If the child has not had an
opportunity to ride a tricycle of his size.
Broad Jump
Administration
- Place a test form on floor and show
the child how to do standing broad jump
across the width of the paper ( 8 ½
inches) then tell him to do it. Give him /
her 3 trials
Scoring
- Pass if the child jumps once, with
both feet
Together, over the 8 ½ inches. May pass by
report.
-Failed if the child leaps across, one
Balance on one foot 5
seconds
Administration
- Show the child how to stand on
one without holding on and tell him
to do it. Time him with a watch, if
possible. Allow 3 trials if needed.
Scoring
- Pass if the child can stand on
either foot 5 seconds or more in 2 or
3 trials
Balance on one foot 10 seconds

Administration
- Show the child how to stand on
one without holding on and tell him
to do it. Time him with a watch, if
possible. Allow 3 trials if needed.
Scoring
- Pass if the child can stand on
either foot 10 seconds or more in 2
or 3 trials
Hops on I foot
Administration
- Tell the child to hop on 1
foot. The tester may show him
how to do this.
Scoring
- Pass if the child hops on 1
foot, 2 or more times in a row,
either in place or over a
distance, without holding on to
anything. (2/3)
Heel- to- toe- walk
Administration
- Show the child how to walk placing
the heel of one foot in front of and
touching the toe of the other. Walk 8 steps
of this and tell the child to do it. ( The
tester may compare this to a tight rope
walk). If the child does not respond, show
him how to do it again. Allow 3 trials if
need.
Scoring
- Pass if the child can walk straight line
4 or more steps placing his heel 1 inch or
less in front of his toe, 2 out of 3 trials.
 Catches bounced ball
Administration
- The tester stands about 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 trials if needed.
Scoring
- Pass if the child catches the ball with his hand/
hands in 2 or 3 trials. The child may catch ball
against his body if he uses his hands and not his
arms. (2/ 3)
_ Failed if the child uses only his arms against his
body to catch the ball.
Backward- heel- to- toe
Administration
- 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 steps
and then tell the child to do it.
( the tester may compare this to a
backward tight rope walk). Allow 3 trials.
(2 /3)
Scoring
- Pass if the child can walk backward in
a straight line for 4 or more steps placing
his toe 1 inch or less in back of his heel, 2
SCORING DELAYS IN DEVELOPMENT:

•A test item that is failed and which falls

completely to the left of the age line is
considered a DELAY. That is, a child
failed to pass an item which 90% of the
children normally can pass at a younger
age.

•Delays should be emphasized by shading

the right end of the bar of the delayed
item.
•If the age line touches the right end of
the bar, the item is NOT A DELAY.
1 2 3 4 5 6 7 8 9 10 11

Delay, left to
the age line

Not a Delay
 STEPS TO INTERPRET THE TEST RESULT:
MARK EACH DELAY BY HEAVILY SHADING THE RIGHT END OF THE BAR

COUNT THE NUMBER OF SECTORS THAT HAVE 2 OR MORE DELAYS.

COUNT THE NUMBER OF SECTORS THAT HAVE 1 DELAY WITH NO PASSES INTERSECTING
THE AGE LINE IN THE SAME SECTOR.

INTERPRET THE RESULT USING THE FF. CRITERIA:

CRITERIA INTERPRETATION

2 or more sectors w/ 2 or more delays ABNORMAL

1 sector w/ 2 or more delay + 1 or more ABNORMAL

sectors w/ 1 delay and no passes

1 sector w/ 2 or more delays QUESTIONABLE

1 or more sectors w/ 1 delay and no passes QUESTIONABLE

REFUSALS, NO (No opportunity) UNTESTABLE

Any condition not listed above NORMAL

WHEN TO DO RETESTING?

• ABNORMAL
•QUESTIONABLE
•UNTESTABLE
•SHY CHILD
•UNCOOPERATIVE CHILD
•OVERACTIVE CHILD

After the second test, if the child has still the result of abnormal,
questionable, or untestable referred the child to a pediatrician or
appropriate health professional for further evaluation, therapy or
developmental stimulation program.
Difficult test situations
• The shy child
• The uncooperative
• The overactive
HAVE FUN
and
GOD BLESS!