Assignment Help | This Assignment includes ten different pediatric cases that require further evaluation with a developmental testing tool.

• This Assignment includes ten different pediatric cases that require further evaluation with a developmental testing tool.
• Selecting the correct tool is vitally important in getting accurate data that promotes early identification and intervention.
• A template is available to you as a table and is specifically designed for this Assignment.
• Please insure your references are (preferably) within 3 years and no older than 5 years.



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Pediatric CaseSelected testing tool (cite source)What domains are measured?Suitable age groups?Is culture addressed?Who should administer this test?What is the reliability and validity?How much time is involved to administer the test?Is it available in other languages?How are results interpreted?
1. A two-month-old child that does not respond to loud noisesxxxResponse ability, hearing impairmentsxxxCulture is not usually addressedxxxIt is easy to monitor the behavior of the child by how they respond to the sound (Cole & Flexer, 2015). 10-15 minutesYes. For example, Czech, and DanishThrough the ability of the child to respond to the sound by reacting e.g. turning
2. A four-month-old child that does follow movement with his eyesxxxAbility of the child to scan between object and imagexxxThe testing has no cultural relationshipParents or pediatricianxxx1 minute per test, at least 5 times per day and at least 5 daysYesAveraging the number of time the baby scans the image
3. A six-month-old child that does not return affection to caregiverxxxBaby crying behavior( inconsolably), isolation3 months- 2 yearsxxxCaregiver with the help of pediatricianxxxAt least 2 daysYesIf the child does not turn for consolation to the caregiver
4. A nine-month-old child that does not respond to her namesDifferential Ability Scale – Second Edition (DAS-II) ) (Ohio, 2010).xxx 6-12 monthsxxxpediatricianExperimental process for assessing response-to-name behavior2 hoursYesIf the child fails to respond to the name frequently, action should be taken
5. A one-year-old who is unable to crawlxxxChilds behavior and interest in crawling, rolling or standingxxxNopediatricianxxx2 hour interval 3-5 daysYesIf the child cannot support the body, there could be a problem with the muscles
6. A two-year-old who is unable to follow simple directionsxxxBehavior of the child after giving instruction1-3 yearsxxxpediatricianIt is possible to detect strange behavior from the childxxxYesAnalyzing the number the child accepts or ignores instructions (Garland et al., 2013)
7. A three-year-old who is unable to walk up stairsxxxAbility to alternate feet, walk upstairs alone3-5 yearsNoParent/caregiverObserving the child can tell weaknesses in physical abilityxxxN/AIf the child struggles or retreats while going upstairs is an indication of poor physical ability.
8. A four-year-old Spanish-speaking child who knows only approximately 20 words.  Family is from Cuba and is non-English speakingClinical Assessment of Articulation and Phonology – 2nd Edition (Ohio, 2010)Language,3-5 yearsYes. Mostly Hispanic children are faced with many health disadvantagesCaregiver/parentChilds background or history can explain the behavior of the child in the present15–20 minutesNoIf the child has a problem in communication, tests for other health problems might be performed.
9. A five-year-old who is unable to focus on one activity for more than five minutes; easily distractedxxxHow often the child distracted3 years and aboveNoChilds educatorxxxAt least 45–60 minutes per day for 10-15 daysYesIf the child continuously shows habits of little concentration, there is possibility of ADHD
xxxxxxChilds behaviorxxxYes. the child’s background as a determinant of behaviorxxxxxxAt least 2 hour daily observation for 30 daysYesIf the child behavior changes, action should be taken to find out the reason


Barkley, R. A. (2013). Defiant children: A clinician’s manual for assessment and parent training. Guilford press.

Chassin, M. R., & Loeb, J. M. (2013). High‐reliability health care: getting there from here. The Milbank Quarterly, 91(3), 459-490.

Cole, E. B., & Flexer, C. (2015). Children with hearing loss: Developing listening and talking, birth to six. Plural Publishing.

Garland, A. F., Haine-Schlagel, R., Brookman-Frazee, L., Baker-Ericzen, M., Trask, E., & Fawley-King, K. (2013). Improving community-based mental health care for children: Translating knowledge into action. Administration and Policy in Mental Health and Mental Health Services Research, 40(1), 6-22.

Leonard, L. B. (2014). Children with specific language impairment. MIT press.

Ohio, (2010). Catalog of screening and assessment instruments for young children birth through age 5. Office of early learning and school readiness

Visser, S. N., Danielson, M. L., Bitsko, R. H., Holbrook, J. R., Kogan, M. D., Ghandour, R. M., … & Blumberg, S. J. (2014). Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003–2011. Journal of the American Academy of Child & Adolescent Psychiatry, 53(1), 34-46.


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