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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MODEL ANSWER

Pediatric Case	Selected 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 noises	xxx	Response ability, hearing impairments	xxx	Culture is not usually addressed	xxx	It is easy to monitor the behavior of the child by how they respond to the sound (Cole & Flexer, 2015).	10-15 minutes	Yes. For example, Czech, and Danish	Through 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 eyes	xxx	Ability of the child to scan between object and image	xxx	The testing has no cultural relationship	Parents or pediatrician	xxx	1 minute per test, at least 5 times per day and at least 5 days	Yes	Averaging the number of time the baby scans the image
3. A six-month-old child that does not return affection to caregiver	xxx	Baby crying behavior( inconsolably), isolation	3 months- 2 years	xxx	Caregiver with the help of pediatrician	xxx	At least 2 days	Yes	If the child does not turn for consolation to the caregiver
4. A nine-month-old child that does not respond to her names	Differential Ability Scale – Second Edition (DAS-II) ) (Ohio, 2010).	xxx	6-12 months	xxx	pediatrician	Experimental process for assessing response-to-name behavior	2 hours	Yes	If the child fails to respond to the name frequently, action should be taken
5. A one-year-old who is unable to crawl	xxx	Childs behavior and interest in crawling, rolling or standing	xxx	No	pediatrician	xxx	2 hour interval 3-5 days	Yes	If 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 directions	xxx	Behavior of the child after giving instruction	1-3 years	xxx	pediatrician	It is possible to detect strange behavior from the child	xxx	Yes	Analyzing the number the child accepts or ignores instructions (Garland et al., 2013)
7. A three-year-old who is unable to walk up stairs	xxx	Ability to alternate feet, walk upstairs alone	3-5 years	No	Parent/caregiver	Observing the child can tell weaknesses in physical ability	xxx	N/A	If 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 speaking	Clinical Assessment of Articulation and Phonology – 2nd Edition (Ohio, 2010)	Language,	3-5 years	Yes. Mostly Hispanic children are faced with many health disadvantages	Caregiver/parent	Childs background or history can explain the behavior of the child in the present	15–20 minutes	No	If 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 distracted	xxx	How often the child distracted	3 years and above	No	Childs educator	xxx	At least 45–60 minutes per day for 10-15 days	Yes	If the child continuously shows habits of little concentration, there is possibility of ADHD
xxx	xxx	Childs behavior	xxx	Yes. the child’s background as a determinant of behavior	xxx	xxx	At least 2 hour daily observation for 30 days	Yes	If the child behavior changes, action should be taken to find out the reason

References

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.