Developmental, Mental Health/Behavioral and Academic Screens

Compiled by Frances Page Glascoe, Ph.D. Professor of Pediatrics, Vanderbilt University, with assistance from other screening test authors and screening test researchers whose wor s are described below.

The following chart is a list of measures that meet standards for screening test accuracy, meaning that they correctly identify, at all ages, at least 70% of children with disabilities while also correctly identifying at least 70% children without disabilities. All included measures were standardized on nationally representative samples in North America, are proven to be reliable i.e., inter!rater, test!retest, and internal consistency of ."# or greater$, and are validated against a range of diagnostic measures. %etails on the psychometric support for each tool along with research findings on discriminant validity can be found on each publishers& website or within the manuals for each test$. 'easures are sorted into those that are most feasible in health care versus early childhood or other programs where there may be more time, s(ill, and, for educational programming purposes, a greater need to observe and directly test children during the process of screening$. )eneral or broad!band screens are presented first. These cover the broad domains of development, i.e., cognitive*academic, language, motor, self!help$. +ome broad!band screens also cover social!emotional*behavioral*mental health. A list of condition!specific or narrow!band tools follow. These measures should be administered only after problematic performance on a general screen and thus focus on only a few domains e.g., autism spectrum disorder, developmental!behavioral*mental health status, etc.$. The free evaluations and intervention services guaranteed through the ,ndividuals with %isabilities -ducation Act ,%-A$ are always the first best referral option. Nevertheless, narrow!band tools can help determine the need for simultaneous referrals to specialty clinics e.g., autism!specific, motor!disorders specific, etc.$ Throughout, the first column provides publication information, the cost of purchasing a specimen set, and the training options available. The .%escription/ column provides information on alternative ways, if available, to administer measures e.g., waiting rooms$. The .Accuracy/ column shows the percentage of patients with and without problems identified correctly. The .Time 0rame*1osts/ column shows the costs of materials per visit along with the costs of professional time using the an average salary of 230 per hour$ needed to administer and interpret each measure. Time*cost estimates do not include e4penses associated with referring. 0or parent report tools, administration time reflects not only scoring of test results, but also the relationship between each test&s reading level and the average percentage of parents with less than a high school education who may or may not be able to complete measures in waiting rooms due to literacy problems and thus will need more time!consuming interview administrations$. 'easures in each table are arranged according to the time re5uired to administer them by interview or directly to children, from least to most. ,nformation about electronic options is included at the end of the table. -lectronic applications can reduce human error, automate scoring, generate referral letters, and aggregate results which is helpful for program evaluation and 5uality improvement initiatives. 6hile somewhat more costly than print, electronic options offer time!savers that offset the costs of hand!scoring, writing referral letters, etc. 1

Please note: 7$ Not included are measures such as the %enver!,,, %,A8!,,,, -+9, -!8A9, Nippising, etc. because they fail meet (ey technical standards for screening test construction problematic standardization samples, out!of!date norming procedures, absent validation, and limited to no proof of accuracy$: measures such as the 1AT!18A'+ because they were standardized on referred preterm or very low birth weight$, not general populations$: and*or measures of ;ust a few developmental domains e.g., language! or motor!specific screening tools$: <$ Also not included are diagnostic measures such as the =anderbilt %iagnostic A%>% +cale, because such tools should only be used after a broad!band screening test indicates the need e.g., 9+1$. The rationale is that, for e4ample, conditions that present as A%>% can actually be symptoms of other problems such as academic deficits, depression, an4iety, etc.: ?$ ,n settings where there are health care providers, such professionals can and should, document carefully, both medical history and physical e4am to determine whether organic conditions are contributory, a list of e4am foci are described in a footnote.a @$ 6hen screening test results are problematic, referrals should begin with ,%-A services. +ee footnotes for referral options.b This allows intervention to commence even while children typically need to wait for medical specialty e4ams, autism focused clinics, etc. 0or medical professionals it may seem odd to refer for treatment before a diagnosis is finalized, but with young children who are those who benefit most from early intervention$, eligibility criteria are generally only a percentage of delay, and do not re5uire specific nosology.
Screens for Primary Care* (all rely on information from parents due to enhanced efficiency under time constraints. All cover developmental domains. Some also cover social-emotional, behavioral and mental health issues. Some can be administered by interview while others depend on parents, and optionally clinicians, to elicit skills). All also over at least some degree of compliance with the American Academy of Pediatrics, !!" Statement on developmental-behavioral screening and surveillance. BEHAVIORAL and/or A#e Descri$%ion Scorin# Acc&racy Time "rame/Cos%s DEVELOPMENTAL SCREENS ran#e Note: publisher pricing REL IN! ON IN"ORMATION and salary costs often "ROM PARENTS change Paren%s' E(a)&a%ions of De(e)o$men%a) 0 to " 70 5uestions eliciting parents& concerns in ,dentifies By a#e. +coring timeA 7 min. S%a%&s *PEDS+, <070$. 9-%+Test.com, years -nglish, +panish , =ietnamese and many when toA Cefer +ensitivityA +coring costA 27.00 881, 707? Austin 1ourt, Nolensville, TN other languages. 6ritten at the @th ! #th and what types 7@% to 7B% 'aterialsA 20.?B ?77?# grade level. %etermines when to refer, of referrals are +pecificityA To%a) *Se)f0Re$or%+9honeA 37#!773!@7<7: fa4A 37#!773!@77B provide a second screen, provide patient needed: 70% to "0% 12,34 httpA**www.pedstest.com 2?0.00$ education, or monitor development, Advise By disa/i)i%ies, i.e., E)ec%ronic offerin#s- +ee electronic behavior*emotional, and academic parents: learning, intellectual, ,nterview TimeA < min. options below. progress. 9rovides longitudinal 'onitor language, mental ,nterview 1ostA 2<.00 Trainin# O$%ions- Training is freely surveillance and triage. vigilantly: health, and autism +coring* 'aterialsA 27.?B offered via downloadable slide shows +creen further spectrum disorders, To%a) *In%er(ie5+- 13,34 with notes, case e4amples, and handouts, or refer for +ensitivityA website discussion list covering all screening$: or 77% ! "7% screens$, training modules, short videos, Ceassure. e!mail*phone consultation with research*training staff. PEDS- De(e)o$men%a) Mi)es%ones 0 to " 9-%+!%' consists of 3 D " items at each 9ass*0ail By a#e. +coring timeA 7 min

*Screenin# Version+ 9-%+Test.com, 881. 707? Austin 1ourt, Nolensville, TN ?77?# 9honeA 37#!773!@7<7: fa4A 37#!773!@77B httpA**www.pedstest.com 2<7#.00$. E)ec%ronic offerin#s- see below. Trainin# O$%ions- Training is freely offered via downloadable slide shows with notes, case e4amples, and handouts, website discussion list covering all screens$, training modules, short videos, e!mail*phone consultation with research*training staff.

years

A#es and S%a#es :&es%ionnaire03 <00B$. 9aul >. Eroo(es 9ublishing, ,nc., 9F Eo4 703<@, Ealtimore, '% <7<"# 7!"00!3?"!?77#$. 2<@B.B# each for -nglish or +panish$ www.agesandstages.com. E)ec%ronic Offerin#s- see electronic options below. Trainin# O$%ions- purchasable videos, case e4amples, e!mail support, and live training at a cost

7 mo. to 33 mos.

age level spanning the well visit schedule$. -ach item taps a different domain fine*gross motor, self!help, academics, e4pressive*receptive language, social!emotional$. ,tems are administered by parents or professionals by interview or hands!on$. 0orms are laminated and mar(ed with a grease pencil. ,t can be used to complement 9-%+ or stand alone. 6ritten at the <nd grade level. A longitudinal score form trac(s performance. +upplemental surveillance measures focused on the AA9 <003 statement are included see descriptions below$A the '!1>AT, 0amily 9sychosocial +creen, 9ictorial 9+1!77, the +6,8+, the =anderbilt A%>% scale, and the Erigance 9arent! 1hild ,nteractions +cale. ,n -nglish, +panish and Taiwanese. 9arents indicate children&s developmental s(ills on ?0 or so items plus overall concerns. The A+G has a different form #!" pages$ for each age interval. 6ritten at the @th D 3th grade level per the users& manual. 1an be used in mass mail!outs for child find programs. 'anual contains detailed instructions for organizing child! find programs and includes activity handouts for parents. The A+G!? is available in -nglish, +panish, 0rench and Horean with additional translations underway.

cutoffs tied to performance above and below the 73th percentile for each item and its domain.

+ensitivityA 70% ! B@%: +pecificityA 77% ! B?% By de(e)o$men%a) domain. +ensitivityA 7#% ! ."7%: +pecificityA 77% ! ""%

+coring costA 27.00 'aterialsA 20.0< To%a) *Se)f0Re$or%+12,67 ,f ,nterview, timeA ? min ,nterview costA 2?.00 ,f hands!on, timeA @ min >ands!on costA 2@.00 +coring* 'aterialsA 27.0< To%a) *In%er(ie5+- 18,67 To%a) *Direc% Admin+19,67

1utoff scores set at < +%s below the mean, in # developmental domains. ,ncludes typical above cutoff$, monitoring near cutoff$ and refer below cutoff$ zones

By a#e. +ensitivityA "<% ! "B% +pecificityA 77% ! B<% By domain. +ensitivityA "?% +pecificityA B7% By disa/i)i%ies. i.e., cerebral palsy, visual and hearing impairment, +ensitivityA "7% +pecificityA "<%

+coring timeA < min +coring costA 2<.00 'aterialsA 2I0.?3 To%a) *Se)f0Re$or%+17,3; ,nterview TimeA 7< min. ,nterview 1ostA 27<.00 +coring* 'aterialsA 2<.?3 To%a) *In%er(ie5+- 128,3;

Narro50/and screens for yo&n# c<i)dren for mental health, psychosocial risk, and autism spectrum disorder. These are valuable adjuncts in primary care and elsewhere but should not be used as the sole measure of developmental-behavioral status
Modified C<ec=)is% for A&%ism in Todd)ers *M0CHAT+ 7BBB$. 0ree download at www.mchatscreen.com ,ncluded in the 9-%+A%' www.pedstest.com$. E)ec%ronic offerin#s- see below Trainin# O$%ions- none 73 D@" months 9arent report of <? yes!no 5uestions and written at @!3th grade reading level. +creens for Autism +pectrum %isorder A+%$. %ownloadable scoring template and .4ls files for automated scoring. Available in multiple languages. ,f '! 1>AT is failed, then the '!1>AT 0ollow!Jp ,nterview is strongly recommended by its authors. This is because 3!70% of children fail the '! 1>AT at the 7"! and <@!month well! visits, which leads to a high over!referral rate for an e4pensive comprehensive A+% evaluation. @< item parent!report measure for identifying social!emotional*behavioral. problems and delays in competence. ,tems were drawn from the assessment level measure, the ,T+-A. 6ritten at the @th D 3th grade level. Available in +panish, 0rench,%utch, >ebrew. 9ass*fail scores based on failing at least < critical items, or ? or more non! critical items By a#e and By disa/i)i%y, i.e, autism spectrum disorders+ensitivityA B0%: +pecificityA BB%. >owever, future validity studies are pending. +coring TimeA 7 min manual scoring with a transparent sheet$ +coring costsA 27.00 'aterialsA 20.03 To%a) *Se)f0Re$or%+- 12,6; ,nterview TimeA # minutes e4cluding follow!up on any failed items$ ,nterview 1ostA 2#.00 +coring*'aterialsA 27.03 To%a) *In%er(ie5+- 1;,6; +coring TimeA ? minutes +coring costsA 2?.00 'aterialsA 27.#3 To%a) *Se)f0Re$or%+- 18,9; ,nterview TimeA 3 minutes ,nterview 1ostsA 23.00 +coring*'aterialsA 2@.#3 To%a) *In%er(ie5+- 126,9; +coring timeA # minutes +coring costsA 2#.00 'aterial costsA 27.#< To%a) *Se)f0Re$or%+- 1;,97 ,nterview timeA # minutes ,nterview costsA 2#.00 +coring*'aterialsA 23.#< To%a) *In%er(ie5+- 122,97

Brief0Infan%0Todd)er Socia)0Emo%iona) Assessmen% *BITSEA$: >arcourt Assessment, ,nc, 7B#00 Eulverde

7< D ?3 months

Coad K +an Antonio, Te4as 7"<#B K 7! "00!<77!"?7"$ 270#.00$ httpA**pearsonassess.com* E)ec%ronic Offerin#s- +coring 1%!Com Trainin# O$%ionsA none

1ut!points based on child age and se4 show present* absence of problems and competence.

By a#e and disa/i)i%y, ie., internalizing, e4ternalizing, and autism spectrum disorders, +ensitivityA "0%DB#% +pecificityA "0%. By a#e and /y disa/i)i%y. i.e., conduct disorders, +ensitivityA "0%, specificityA "3%

Ey/er# C<i)d Be<a(ior In(en%ory*S&%%er0Ey/er# S%&den% Be<a(ior In(en%ory, 9sychological Assessment Cesources, 9.F. Eo4 BB" Fdessa 0loridaA ??##3 7!"00!??7!"?7"$ 27<0.00$ httpA**www.parinc.com* E)ec%ronic Offerin#s- not yet available Trainin# O$%ions- e!mail support, live training cost un(nown$

< to 73 years

The -1E,*+-+E, consists of ?3 D?" short statements of common behavior problems, along with parents& perceptions of problem intensity, i.e., a probe about the degree to which a specific issue is challenging for parents. The -1E, uses parent report while the +-+E, is used for teacher report. 6ritten at the 7st D <nd grade level, the measure functions as a problems chec(list for planning interventions. 1an be used as a longitudinal indicator of progress. ,n print in -nglish and licensed in Spanish and 9 other languages. 9arents complete the 1hec(listLs <@

+ingle refer* non!refer score for e4ternalizing problems, !!conduct, aggression, etc. plus an intensity score per item

Infan%0Todd)er C<ec=)is% for Lan#&a#e

3!<@

1utoff scores

By a#e and /y

+coring timeA I 70 minutes

and Comm&nica%ion 7BB"$. 9aul >. Eroo(es 9ublishing, ,nc., 9.F. Eo4 703<@, Ealtimore, '%, <7<"# 7!"00!3?"!?77#$. 9art of 1+E+!%9, 2 httpA**www.pbroo(es.com 270B.B#$ E)ec%ronic Offerin#s- +coring 1%!CF' Trainin# O$%ions- live training cost un(nown$

months

multiple!choice 5uestions. 0ocuses on screening for language, social communication. -4aminers are encouraged to observe child to verify parents& answers via brief observation. Ceading level is I ?rd grade. 1an serve as an entry point into the assessment!level, 1+E+ and also as a monitoring tool. %oes not screen for motor milestones. ,n -nglish, +panish, +lovenian, 1hinese, and )erman.

for each domainA +ocial, speech and symbolic

disa/i)i%y, i.e., developmental disabilities, +ensitivityA 7"% +pecificityA "@%.

by hand$, I ? with 1%! CF' Fbservation timeA I # minutes +coring 1ostsA 2?.00 ! 270.00 Fbservation 1ostsA 2#.00 'aterial 1ostsA 20.7< To%a) *Se)f0Re$or% >/0 O/ser(a%ion$M 2?.7< ! 27#.7< ,nterview TimeA " minutes ,nterview 1ostsA 2".00 +coring*'aterials N FbservationA 2?.7< ! 27#.7< To%a) In%er(ie5 Cos%sA 277.7< ! 2<?.7< +coring TimeA I# minutes +coring 1ostA 2#.00 'aterial 1ostsA 27.#3 To%a) *Se)f0Re$or%+- 1;,9; ,nterview TimeA 7< minutes ,nterview 1ostsA 27<.00 +coring*'aterialsA 23.#3 To%a) *In%er(ie5+- 12?,9;

!reens$an Socia)0Emo%iona) !ro5%< C<ar% <00@$. 9earson Assessment 9.F. Eo4 #BB700, +an Antonio, TO 7"<#B 7!"00! <77!"?7"$ 2BB.00$ httpA**pearsonassess.com* E)ec%ronic Offerin#s- not yet available Trainin# O$%ions- 0AGs on website, live training probably offered with Eayley!,,, training cost un(nown$

0 to @< month

9arents or e4aminers$ complete a ?# item, # point rating scale. 1overs self! regulation and interest in the world, engagement in relationships, purposeful interactive communication with emotions, emotional gestures, and emotional problem!solving. -nables a plot of growth overtime including indicators of regression. ,nter!rater and test!retest reliability, along with readability levels, were all not reported. ,n -nglish only. 1ompanion measure to A+G!?. A+GA+consists of " age!specific forms each @!3 pages long$ with <<!?3 items. ,tems focus on self!regulation, compliance, communication, adaptive functioning, autonomy, affect, and interaction with people. Ceadability is #th D 3th grade. ,ncludes activities sheets for families. ,n -nglish and +panish

1utoff scores at different ages: scaled scores standardiza! tion sample e4trapolated from the Eayley!,,,$

A#es @ S%a#es :&es%ionnaires- Socia)0 Emo%iona) *AS:-SE+ 9aul >. Eroo(es, 9ublishers, 9F Eo4 703<@, Ealtimore, 'aryland <7<"# 7! "00!3?"!?77#$. 27@B$ httpA**www.pbroo(es.com* E)ec%ronic offerin#s- see below Trainin# O$%ionsA email support, training videos, live training cost un(nown$

? D 33 months

+ingle cutoff score indicating when a referral is needed

By a#e. +ensitivityA 37% ! B"%: +pecificityA 3"% ! B"% but validated on an at! ris(, -nglish! spea(ing only sample$ By disa/i)i%y. +ensitivityA 37% ! "7%: +pecificityA 3"% ! B"% for A+% By a#e and disa/i)i%y. i.e., social!emotional delays* problems, +ensitivityA 77%D "#%: +pecificityA B0% !B"%.

+coring TimeA < minutes +coring 1ostA 2<.00 'aterial 1ostsA 20.@0 To%a) *Se)f0Re$or%+- 17,86 ,nterview TimeA 70 minutes ,nterview 1ostA 270.00 +coring*'aterialsA 2<.@0 To%a) *In%er(ie5+- 127,86

"ami)y Psyc<osocia) Screenin#, Hemper, HP Q Helleher HP. 0amily psychosocial screeningA instruments and techni5ues. ,ncluded in 9-%+A%evelopmental 'ilestones and downloadable at httpA**www.pedstest.com E)ec%ronic Offerin#s- none Trainin# O$%ions- none

parents of all ages

A two!page clinic measure of psychosocial ris( factors associated with developmental problems, often used for clinic inta(e. 'ore than four ris( factors is associated with developmental delays. The 09+ also includesA a$ a four item screen for parental history of physical abuse as a child: b$ a si4 item measure of parental substance abuse: c$ a four item screen for domestic violence: and d$ a three item measure of maternal depression. 1an be used along with the Erigance 9arent!1hild ,nteraction +cale to view parenting ris( and resilience. 'ore than four psychosocial ris( factors is associated with developmental delays. Ceadability is @th grade. ,n -nglish and +panish.

Cefer*no refer scores for each ris( factor. Also has guides to referring and resource lists.

By condi%ion. i.e., parental depression, substance abuse, etc., +ensitivityA R B0% +pecificityA RB0%

+coring TimeA ? minutes +coring 1ostA 2?.00 'aterial 1ostsA 20.00 laminated$* 20.03 photocopied$ To%a) *Se)f0Re$or%+- 13,66 0 13,6; ,nterview TimeA 7# minutes ,nterview 1ostA 27#.00 +coring*'aterials 2.?.00 ! 2?.03 To%a) *In%er(ie5+- 12?,66 0 12?,6;

DEVELOPMENTAL SCREENS REL IN! ON ELICITIN! SAILLS DIRECTL "ROM CHILDREN- these tools are recommended for early childhood, #$%& follow-up, referral clinic triage, etc. All re'uire more time and skill than is typically available in primary care--although clinics with nurse practitioners (who generally have lots of assessment skills, and who typically administer screens to a subset of general peds patients), may find any of the below helpful as a second stage screen. Bay)ey Infan% Ne&rode(e)o$men%a) ? ! <@ Jses 70 ! 7? directly elicited items per ? ! 1ategorizes By a#e. disa/i)i%y, Administration* Screen *BINS+, +an Antonio, Te4asA The months 3 month age range assess neurological performance i.e., cognitive delay +coring TimeA 70 minutes 9sychological 1orporation, 7BB#. ### processes refle4es, and tone$: into low, and neurological* Administration* Academic 1ourt, +an Antonio, TO 7"<0@ neurodevelopmental s(ills movement, moderate or motor impairment, +coring 1ostsA 270.00 7!"00!<<"!07#<$ 2<3#$ and symmetry$ and developmental high ris( via +ensitivityA 7#% ! 'aterials 27."" httpA**www.pearsonassessments.com accomplishments ob;ect permanence, cut scores. "3%: +pecificityA To%a) B 122,?? E)ec%ronic offerin#sA none imitation, and language$. +tandardized on 9rovides 7#% ! "3% Trainin# O$%ions- none a low birth weight, not general, sample. subtest cut scores for each domain Bri#ance Screens0II. 1urriculum 0 ! B0 Nine separate forms, one for each 7< 1utoff, By a#e. Administration* Associates, ,nc. <00#$ 7#? Cangeway months month age range. Taps speech!language, 5uotients, disa/i)i%ies. i.e., +coring TimeA 70 ! 7# Coad, N. Eillerica, 'A, 07"3< 7!"00! motor, readiness and general (nowledge percentiles, language minutes <<#!0<@" 2"<<.00$. at younger ages and also reading and age e5uivalent impairment, 8%, Administration* httpA**www.curriculumassociates.com* math at older ages. Jses a combination of scores in intellectual +coring 1ostsA 270.00 ! E)ec%ronic offerin#s- see below direct elicitation and observation. ,n the 0 various disabilities, 27#.00 Trainin# O$%ions- live wor(shops cost D < year age range, can be administered domains and physical 'aterialsA 2I7.<# un(nown$, e!mail support, webcasts, by parent interview. ,ncludes longitudinal overall. impairment, A+%$, To%a) B C122,79 0 C 12;,79 videos, listserve trac(ing, progress indicators plus separate +ensitivityA 7?% !

psychosocial ris( cutoffs for children in >ead +tart type programs who need .the gift of time/ before referral decisions are made. ,n -nglish, with +panish and other language directions. PEDS- De(e)o$men%a) Mi)es%ones *Assessmen% Version+, 9-%+Test.com, !!",. 707? Austin 1ourt, Nolensville, TN ?77?# 9honeA 37#!773!@7<7: fa4A 37#!773!@77B httpA**www.pedstest.com 2<7#.00$. E)ec%ronic Offerin#s- see below Trainin# O$%ions- Training is freely offered via downloadable slide shows with notes, case e4amples, and handouts, website discussion list covering all screens$, training modules, short videos, e!mail*phone consultation with research*training staff. 0 to " years 9-%+A%' Assessment =ersion uses the same items as the +creening =ersion but presents more at once in each domain about ?# total, depending on age$ forA fine motor, gross motor, self!help, academics, e4pressive language, receptive language, and social!emotional$. ,tems are administered by parents or professionals. 6ritten at the <nd grade level. The Assessment 8evel boo(let is reusable with each child and includes a longitudinal score form to trac( progress. ,ncludes the same supplementary measures e.g., of mental health, A+%, parent!child interactions, academic measures, psychosocial ris($ as the +creening =ersion. ,n -nglish and +panish. Age e5uivalent scores, percentage of delay*progress along with the same cutoffs, sensitivity* specificity as the 9-%+A%' +creening =ersion.

700%: +pecificityA 7<% ! B@% By a#e. #if%edness/ academic %a)en%. +ensitivityA "7% ! 700%: +pecificityA 70% ! B@% By a#e. disa/i)i%ies. i.e., significant deficits in each domain of development on diagnostic measures, +ensitivityA 7#% ! B@% +pecificityA 77% ! B?%

+coring timeA # minutes +coring 1ostsA 2#.00 'aterials 2?.00 To%a) *Se)f0Re$or%+- 1?,66 %irect Administration TimeA 70 minutes. %irect Admin 1ostsA 270.00 +coring*'aterialsA 2".00 To%a) *Direc% Admin+12?,66

Ba%%e))e De(e)o$men%a) In(en%ory Screenin# Tes% DII *BDIST+ D7 <003$. Civerside 9ublishing 1ompany, "@<0 Eryn 'awr Avenue, 1hicago, ,llinois 303?7 7!"00!?<?!B#@0$ 2#0B$ www.riversidepublishing.com E)ec%ronic offerin#s- see below Trainin# O$%ions- live wor(shops, webcasts

0 ! B# months

,tems at least 3 are needed per domain$ use a combination of direct assessment, observation, and parental interview to provide separate scores in adaptive behavior, personal!social, communication, motor, and cognitive domains$. Jsed only to decide if the full E%,!< is needed. ,ncludes lin(s to the >awaii 1urriculum and to the E%,!< 1urriculum. ,n -nglish and +panish.

Age e5uivalents and cutoffs at 7.0, 7.#, and <.0 +%s below the mean in each of # domains

By a#e- not available By disa/i)i%y. i.e., to problematic performance on the full E%,!<, and only computed on a select sample with #0% of children 5ualifying for special servicesS ma(ing the following figures li(ely to be inflated when compared to other tools, +ensitivityA 7<% ! B?%: +pecificityA 7B% ! ""%.

Administration *scoring timeA 70 D ?0 minutes Admin*+coring costsA 270.00 ! 2?0.00 'aterialsA 27.B@ To%a) B 122,48 0 132,48

SCREENS "OR OLDER CHILDREN #these screens focus on academic skills and mental health, including $%&% screening. The shorter ones, such as the '()!' and P'" are suitable for primary care Safe%y Eord In(en%ory and Li%eracy 3 ! 7@ 1hildren are as(ed by parents or +ingle cutoff By a#e/academic Administration*+coring Screener *SEILS+, 9-%+Test.com, 881 professionals$ to read <B common safety score defici%s. timeA I 7 minutes ,tems courtesy of 1urriculum Associates, words e.g., >igh =oltage, 6ait, 9oison$ indicating the +ensitivityA 7?% ! Admin*+coring 1ostsA ,nc. The +6,8+ is included laminated$ aloud. The number of correctly read need for a ""%: +pecificityA 77% I27.00 in 9-%+A%evelopmental 'ilestones words is compared to a cutoff score. referral ! ""% 'aterialsA laminatedA www.pedstest.com$ Cesults predict performance in math, 20.00*photocopyA 2.03 E)ec%ronic offerin#s- none written language and a range of reading To%a) *Direc% Admin+- B Trainin# O$%ions- slide shows, email s(ills. Test content may serve as a C1F,66 0 F,6; consultation at www.pedstest.com springboard to in;ury prevention counseling and can be used to screen for parental literacy. Eecause even non! -nglish spea(ers living in the J+ need to read safety words in -nglish, the measure is only available in -nglish.

Pedia%ric Sym$%om C<ec=)is% *PSC+, httpA**psc.partners.org* The 9ictorial 9+1 99+1$ is useful with low!income +panish spea(ing families in its 77 item factorial version facilitates screening for A%>%, internalizing and e4ternalizing disorders$ is included laminated$ in the 9-%+A%' www.pedstest.com$ E)ec%ronic offerin#sA none Trainin# O$%ionsA slide shows, email consultation at www.pedstest.com

@ ! 73 years.

?# vs. 77 short statements of problem behaviors including both e4ternalizing conduct$ and internalizing depression, an4iety, ad;ustment, etc.$. Jses parent! report or youth self!report. The 9+1*99+1 in their 77 item versions produce cutoffs for attentional, internalizing and e4ternalizing problems. Ceadability is I <nd grade. ,n -nglish, +panish, 9ortuguese, 1hinese, %utch, 0ilippino, 0rench, +omali, and several other languages. 8ast standardized in 7BB" over 70 years ago$.

+ingle refer*no refer score. 1utoffs scores also available for attention, internalizing, and e4ternalizing problems. No 5uestionable category.

PSC/PPSC /y disa/i)i%y. i.e., mental health disorders of any (ind, across numerous studiesA +ensitivityA "0% ! B#%: +ensitivityA 3"% ! 700% PSC02F/PPSC02F /y s$ecific disa/i)i%y. i.e., A%>% +ensitivityA #"% +pecificityA B7% ,nternalizing %isorders, +ensitivityA #<% ! 7?% +pecificityA 7@% -4ternalizing %isorders, +ensitivityA 3<% +pecificityA "B% By A#e and Disa/i)i%y, i.e., oppositional, cognitive, hyperactivity, A%>%, +ensitivity. 7"% to B<%: +pecificityA "@% to B@%

+coring timeA ? minutes +coring 1ostA 2?.00 'aterialsA laminatedA 20.00*photocopyI2.03 To%a) *Se)f0Re$or%+13,66 0 13,6; ,nterview TimeA ? minutes ,nterview 1ostA 2?.00 'aterials*+coringA 2?.00 ! 2?.03 To%a) *In%er(ie5+- 1;,66 0 1;,6;

Connors Ra%in# Sca)e0Re(ised *CRS0R+ 9earson Assessments, ,nc. 7!"00!3<7!7<77 2<73.00$ httpA**www.pearsonassessments.com -lectronic optionsA none Trainin# O$%ions- none

? to 77 years

Three versions are used for diagnosisA teacher report, parent report and youth self!report. 9roduces 7 factor scoresA 1ognitive 9roblems* ,nattention, >yperactivity, Fppositional, An4ious! +hy, 9erfectionism, +ocial 9roblems, and, 9sychosomatic. +everal subscales specific to A%>% are also includedA %+'!,= symptom subscales ,nattentive, >yperactive*,mpulsive, and Total$: )lobal ,ndices Cestless!,mpulsive, -motional 8ability, and Total$, and an A%>% ,nde4. The ), is useful for treatment monitoring. Also available in 0rench

1utoff tied to the B?rd percentile for each factor

+coring TimeA 70 minutes +coring 1ostsA 270.00 'aterialsA 27."0 To%a) *Se)f0Re$or%+122,?6 ,nterview TimeA <0 minutes ,nterview TimeA 2<0.00 'aterials*+coringA 277."0 To%a) *In%er(ie5+132,?6

E)ec%ronic Records O$%ions for Screenin# 5i%< :&a)i%y %oo)s including online and other digital approaches to administration and scoring$.
Essen%ia) defini%ions areAey/oards !!users can type in te4t!based answers to 5uestions To&c<0screens a$$)ica%ions00 hopefully self!e4planatory but these often allow parents to also listen to 5uestions and response options, thus reducing literacy demands+G On)ine !!meaning an internet connection, preferably high speed is needed: CD0ROM00offline but still electronic, and re5uiring installation on the users& computer$: Paren% Por%a) 00 applications typically web!based and thus online$ where parents can complete measures but do not see results. Cather these are sent to a different office computer for inclusion in the medical record*sharing results. Ee/cas%s/5e/inars00-ither live or constantly available on publishers& websites. 8ive6ebcasts are generally translated into Ee/inars a few days after a live webcast$ and thus become (ideos/a&dios. usually freely available on demand.

Com$any
CHADIS httpA**www.chadis.com*$ P*%', $'+, ,-"&$T and other measures online for touch-screen, tablet P"s, keyboards, and parent portal methods . 'panish language version coming soon. PEDSTes%,com, LLC www.pedstest.com*online$ P*%', ,-"&$T, P*%':%, online for keyboard and parent portal #P*%':%, in 'panish and other translations coming soon

Trainin#/ S&$$or% o$%ions

%ownloadable guides, live training at e4hibits, and other training services on re5uest. +lide shows, website 0AGs, email support, online videos, discussion list

Descri$%ion and Pricin#

1>A%,+ also includes decision support for a large range of other measures, both diagnostic and parent*family focused, such as the =anderbilt A%>% %iagnostic Cating +cale, and various parental depression inventories. 1>A%,+ offers integration with e4isting ->Cs. wor(s with a range of e5uipment*applications, and automatically generates reports. 9ricing is I 2<.00 per use. This site offers 9-%+, 9-%+A%', and the 'odified 1hec(list in Toddlers '!1>AT$ for applications for (eyboards including ,!9A%$ allowing for actual comments from parents$. Fffers a parent portal wherein families do not see the results$, etc. +coring is automated as are summary reports for parents, referral letters when needed, and ,1%!B*procedure codes. >8!7 integration with electronic records is available as is data e4port and aggregate views of records. 2<.03 ! 2<.7# per use depending on volume$.

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Broo=es P&/)is<in# www.agesandstages.com*$ #$'+-$'+:'* via "%-./, installed on keyboard computers, along with webbased scoring service C&rric&)&m Associa%es www. cainc.com$ #0rigance 'creens-)) online for keyboards. *nglish only but with 'panish-language score-administration forms Ri(erside P&/)is<in# httpA**www.riverpub.com$ for 0attelle %evelopmental )nventory along with the screening version #0%)'T-)) online via keyboards , and-or "%-./, Pa%ien% Too)s www.patienttools.com$ 9-%+, '!1>AT, A+G, A+GA+- and others measures online for tablet 91s$ "oming 'oon

8ive training, online training, purchasable training videos, email listserv 8ive training, online training, email and phone support, customer suggestion bo4 6ebsite 0AGs, email support, live wor(shops, webcasts*webinars 6ebcasts*webinars, live support by phone, email

A+G on a 1%!CF' enables users to clic( answers and receive an automated score. The software offers aggregation of results, report writing templates, and progress trac(ing.

This service, web!based or via 1%!CF', provides clic(able data sheets which automatically calculate scores including age e5uivalents, 5uotients, progress indicators, at!ris( cutoff scores 5uotients etc. Aggregated reports are available through the online service. 2?. 00 ! 2#.00 per use, depending on volume. +coring services include report writing, all via web!based services. The website indicate a version for 9ersonal %igital Assistants 9%As$ but this will be phased out shortly. ,n -nglish and +panish. 9ricing, I 273# per year 9atient Tools plans to offer the A+G, A+GA+-, '1>AT, the =anderbilt A%>% +cales and a wide range of behavioral*mental health measures for adolescents and adults. A parent portal approach is available via +urvey Tablets. -5uipment including doc(ing stations is rented, lease! purchased, or purchased 27@.00 ! 27?<0$ after which 2#".00 per month is the ongoing cost of hosting, data storage, telephone technical Q installation support. .

1 2343, updated from 5lascoe 6P. "ollaborating with Parents and )lascoe 09, Cobertshaw N+, P*%': %evelopmental ,ilestones, Professionals7 ,anual. Nashville, TennesseeA 9-%'Test.com, 881. www.pedstest.com Permission is given to reproduce this document. (isclosure) This table was compiled and vetted in collaboration with many researchers, clinicians, and test authors, without regard to the latter&s potential financial interests in products mentioned. -------------------------------------------------------------------------------------------*+ootnote (a)) ,edical -istory and Physical ./am for Primary %are >ealth care providers should conduct, along with developmental!behavioral screening tests, a thorough physical e4am, at targeted well!visitsA Ta(e note of such potentially teratogenic e4posures as radiation or medications, infectious illnesses, fever, addictive substances, or trauma, and review results of neonatal screens including phenyl(etonuria, hypothyroidism, and other metabolic conditions. Tour review should also consider the perinatal history, including birth weight, gestational age, Apgar scores, and any medical complications. 9ostnatal medical factors to be considered such as chronic respiratory or allergic illness, recurrent otitis, head trauma, and sleep problems including symptoms of obstructive sleep apnea. 0amily ris( factors should discussed or captured via the 0amily 9sychosocial +creen$ and noted in the child&s chart. 11

These should include parental history of depression or an4iety, family history of developmental disabilities, and substance abuse including smo(ing, etc. The physical e4amination should include attention to growth parameters, head shape and circumference, facial and other body dysmorphology, eye Undings e.g., cataracts in various inborn errors of metabolism$, vascular mar(ings, and signs of neurocutaneous disorders e.g., cafV!au!lait spots in neuroUbromatosis, hypopigmented macules in tuberous sclerosis$, muscle strength, tone, presence of abnormal reWe4es, and disturbance of movement. 0or guidance in conducting a pediatric neurodevelopmental e4am, the following online video is helpfulA httpA**library.med.utah.edu*pedineurologice4am*html*homeXe4am.html. =ision and hearing screening are essential. 8ead screening should be provided whenever developmental problems arise, but preferably for all children and, repeated at several points during the 0 D 3 year age range. *+ootnote (b)) #ational 0eferral 0esources) 1inks 2o %ommonly #eeded Services 0or locating state, regional and local early intervention programs under the ,ndividuals with %isabilities -ducation Act, and testing services for young children with suspected or (nown disabilities go to 555,nec%ac,or# American Academy of 9ediatricsA 0ind a 9ediatrician 555,aa$,or#/referra)/$ to locate general as well as developmental!behavioral, neurodevelopmental, and other subspecialty pediatricians. 0or help locating >ead +tart programs see 555,e<snrc,or#/ 0or help locating 5uality preschool and day care programs visit 555,c<i)dcarea5are,or#, and 555,naeyc,or#/ 0or help locating parent training programs see 555,$a%nc,or# and the T61A 555,y5ca,or# 0or locating services for school age children, call the school psychologist or speech!language pathologist in the child&s school of zone. 0or help locating mental health services go to 555,men%a)<ea)%<,or# 0or services and information about autistic spectrum disorders go to 555,Hrs%si#ns,or# +ocial services including domestic violence, child abuse and neglect, adoption, state, and local services, etc. can be found at 555,acf,<<s,#o( 0or after school programs, chec( with the child&s school of zone, as well as these sitesA the Eoys and )irls 1lub 555,/#ca,or#, and the T61A 555,y5ca,or# 12

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