Course Syllabus

Course Information Professor Contact Information

HDCD 6316, Section 001 Professor: Sherry Bryant
Developmental Assessment Office Phone: 972-883-4476
Spring 2011 Email Address: sherry.bryant@utdallas.edu
Thursday, 8:30am-11:15am; GR 4.208 Office Location: GR 4.805
Office Hours: Mondays from 9:00am-11:00am
or by appointment

Course Pre-requisites
Prerequisites: HDCD 6311, 6315.

Course Description
Continuation of the first semester course HDCD 6315. Provide direct experience with play-based and family assessment protocols.
Assess functional-emotional development within the dynamic interaction of the parent-child relationship. Understand the differential
diagnosis decision-making process used by other professionals to determine a diagnostic classification. Emphasis is on clinical
observation skills and the interpretation and integration of diagnostic information. Taken for 3 hours credit.

Student Learning Objectives/Outcomes

By completion of the two-course sequence the student will:
1. Know basic measurement concepts, including types of tests, statistical concepts as these apply to the understanding and
interpretation of standardized tests, as well as technical characteristics such as standardization, validity and reliability.
2. Know and use a variety of informal assessment techniques such as observation in natural environments. Understand the
construction of published observation protocols, their uses and limitations. Incorporate data from observation into the
integrated summary and IFSP.
3. Referral and Eligibility
a.) Know the purposes, importance, and limitations of early identification, referral, and screening.
b.) Recognize socioeconomic, cultural, and linguistic factors in the child’s family background, which may influence
early identification, referral, screening, and assessment.
c.) Explain to families screening procedures and their role in screening.
d.) Know and administer appropriate screening procedures and instruments.
e.) Know the three categories of state eligibility requirements and when to refer for further evaluation.
f.) Know how to administer evaluation instruments used to determine eligibility under the category of developmental
delay or atypical development and how to interpret results.
4. Assessment and IFSP Development
a.) Recognize that existing developmental scales and procedures may be linguistically, culturally, and
socioeconomically biased.
b.) Recognize developmental scales and procedures that are linguistically, culturally, socioeconomically, and
psychometrically sound for a child and family.
c.) Conduct an interview to obtain a developmental history that is sensitive to the family’s background.
d.) Know and use a variety of techniques to relate to infants and toddlers.
e.) Know ECI requirements for procedural safeguards for assessment.
f.) Administer required visual, auditory, nutritional and assistive technology screenings using appropriate procedures
and instruments.
g.) In addition to the screening and developmental scales and procedures presented in the first course, additional tools
will be learned, including but not limited to the following: Developmental Assessment of Young Children (DAYC);
Infant and Toddler Developmental Assessment (IDA); Assessment, Evaluation and Programming System for Young
Children (AEPS); Transdisciplinary Play-Based Assessment (TPBA); Functional Emotional Assessment Scale
(FEAS); Rossetti Infant Language Scale; Vision, Hearing, Nutrition and Adaptive Equipment screenings.
h.) Communicate developmental assessment results clearly and concisely to family and other team members, orally and
in written reports.
i.) Prepare family members to take part in the assessment process.
j.) Integrate into assessment reports the information identified by the family about their child’s functioning, strengths,
needs and their desired outcomes for their child.
k.) Help identify and support family strengths, coping strategies, resources and needs.
l.) Know the federal and state requirements for the IFSP.
m.) Know how to integrate the required content and elements of the IFSP into a family-friendly format.
n.) Work in partnership with the family to describe their daily routines and tasks and how the infant or toddler fits into
these ongoing and recurring patterns.

Course Syllabus Page 1

 o.) Respect families’ insights into their own situations and into their children’s behavior and development
p.) Develop partnerships with families by interacting with them in ways that are sensitive to their needs and
backgrounds.
q.) Participate in the evaluation/assessment process by: 1 preparing families to participate as team members in the
assessment process; 2. using informal observations and procedures in assessment process, capturing the child’s
authentic behaviors in routine circumstances; 3. administering, scoring and interpreting valid and reliable
developmental scales and using the results to summarize functional levels, strengths and needs of each
infant/toddler; 4. communicating developmental assessment results clearly and concisely to families and other team
members; 5. assisting families in beginning the process of identifying their concerns, priorities and resources related
to enhancing their child’s development.
5. Other Competencies
a.) Know principles and use basic techniques of trans-disciplinary play-based assessment; complete TPBA worksheets
and write reports using this paradigm.
b.) Become familiar with other professional disciplines, their assessment techniques, approaches, and the information
obtained from these approaches.
c.) Be familiar with tests and techniques for assessing children with visual, auditory, physical, behavioral, and
communication difficulties.
d.) Become familiar with the decision-making process involved in differential diagnosis, including use of the
Diagnostic Classification System for Birth to Three.
e.) Know the roles of all early intervention team members, including family members.
f.) Know the range and limitations of the professional role of the EIS.

Required Textbooks
1. Transdisciplinary Play-Based Assessment 2nd ed. (TPBA 2), Linder, 2008.
2. Assessment, Evaluation, and Programming System for Infants and Children;
Volume 2 (Test book), Bricker, 2002.

Suggested Course Materials

Additional readings provided or on reserve in the McDermott Library. The direct link to reserve material is:
http://utdallas.docutek.com/eres/coursepage.aspx?cid=60. If articles put on reserve, I will give you the password in class to access
them.

Assignments and Activities (by due date) and Points: 100 Total Points*
Pts. Date Assignment________________________________________________
15 1-27 Video, protocol, self-critique and report of DAYC (13 pts.) AND
Vision, hearing, nutrition, assistive tech screenings (2 pts.)

15 2-3 Video, protocol, self-critique and report on Rossetti Language test

15 2-17 Video, protocol, self-critique and report on IDA

ALL of the following TPBA assignments due together on 3-24, but assignments completed using 2 separate play sessions
TPBA - 1st play session, Video, self-critique, focus on:
2 (V) Vision Observation Guideline sheets plus
4 (E-S) TPBA - Emotional-Social Observation Guidelines, and
4 (SM) TPBA - Sensorimotor Guideline sheets

TPBA - 2nd play session, Video, self-critique, focus on:

2 (H) Hearing Observation Guideline sheets plus
4 (Comm) TPBA - Communication Observation Guideline sheets and
4 (Cog.) TPBA – Cognitive Observation Guideline sheets
---- Report written and turned in along with the Videos, Protocols and Self-Critiques after completion of both play sessions---

15 4-7 Video, protocol, self-critique and report on AEPS

20 4-28 Pairs Project: protocol and report for FEAS

*5 3-31 or 4-21 Presentation: *An additional maximum of 5 points may be added to your
overall final grade based on in class presentation and handout.

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Schedule of Lectures:
1-13: Review of last semester; Overview of this semester;
Discuss and assign Presentations and dates; hand out presentation template;
Introduce the Developmental Assessment of Young Children (DAYC) AND ECI Vision, Hearing, Nutrition and Assistive
Technology Screenings
Assignment: Videotape an administration of the DAYC with all appropriate explanations to parents before and after
administration and Vision, Hearing, Nutrition and Assistive Technology Screenings; submit video with scored protocol,
report and self-critique. Due on 1/27.

1-20: Introduction to the Rossetti Language Scale

Assignment: Videotape an administration of the Rossetti and submit with protocol, report and self-critique. Due on 2-3.

1-27: Introduce Infant-Toddler Developmental Assessment (IDA); discuss basic concepts & inclusion of emotion & feelings states
Assignment: Videotape an administration of the IDA and submit with protocol, report and self-critique. Due on 2-17.
Readings: New Visions for the Developmental Assessment of Infants and Young Children, “The Infant-Toddler
Developmental Assessment (IDA): A Family Centered Transdisciplinary Assessment Process”.

2-03: No class; attend CCF forum.

2-10 Introduction to Play-Based Assessment (PBA); importance of play, adult role in PBA;
Discuss the Transdisciplinary Play Based Assessment (TPBA); overview of the Observation Guideline sheets
Gathering this information using the TPBA2 Observation Guideline sheets and Age Tables.
Readings: New Visions for the Developmental Assessment of Infants and Young Children, “Nonstructured Play
Observations” Linder, (TPBA2), “Introduction to Transdisciplinary Play-Based Assessment”

2-17: Discuss Vision Development;

Gathering information using the TPBA2 Vision Observation Guideline sheets and Age Tables
Assessing sensorimotor integrity and functioning and self-regulation;
Gathering sensorimotor information using the TPBA2 Sensorimotor Observation Guideline sheets and Age Table;
role of occupational therapist ***Presentation by an OT***
Assignment: After 2-17 lecture, plan and videotape the 1st of 2 play sessions about 1 hour in length on your target child and
you interacting. Complete a critique of your play style & the success of your activities in eliciting the target skills.
You will complete the TPBA2 Vision, Sensorimotor and Emotional-Social Guideline Observation sheets from information
obtained on this and the 2nd play session.
The entire TPBA2 will be due on 3-24, but we will go over play session questions and observation sheets as needed.
Readings: Linder, chap. 2, “Sensorimotor Development Domain;
Linder, chap. 3, “Vision Development”

2-24: Assessing Emotional and Social development. Gathering information using the TPBA2 Emotional-Social Observation
Guideline sheets and Age Table; Role of an MSW ***MSW speaker***
Readings: Linder, chap. 4, “Emotional and Social Development Domain”

3-03: Assessing Communication Development. Gathering information using the Observation Guideline sheets and Age Table;
Role of an SLP. ****SLP speaker****
Readings: Linder, chap. 5, “Communication Development Domain”
Linder, chap. 6, “Hearing Screening and Modification of TPBA for Children Who are Deaf or Hard of Hearing”

3-10: Assessing Cognitive Development. Gathering information using the Observation Guideline sheets and Age Table.
Assignment: After 3-10 lecture, plan and videotape the 2nd of 2 play sessions about 1 hour in length on target child and you
interacting. Complete a critique of your play style and the success of your activities in eliciting the target skills.
You will complete the Communication, Hearing and Cognitive Observation Guideline sheets from information obtained on
this and the previous play session. Entire TPBA2 due on 3-24, including a report, critique of both play
sessions, and protocols.
Readings: Linder, chap. 7, “Cognitive Development Domain”

3-17: SPRING BREAK!!

3-24: Introduce Assessment, Evaluation and Programming System (AEPS); discuss curriculum based concepts, the inclusion of
goal planning within the test (IFSP/IEP goal development embedded within the test); the intentional absence of scores for the
AEPS.
Assignment: Videotape an administration of the AEPS and submit with protocol, report and self-critique. Due 4-7.
Course Syllabus Page 3
3-31: First Assessment tests presentations #s 1-6
Show clips from the IDA videos
**Speaker, working with an Interpreter when testing**
Reading: New Visions for the Developmental Assessment of Infants and Young Children, “Assessing the Emotional and
Social Functioning of Infants and Young Children”.

4-07: Greenspan’s model; paying attention to the level and pattern of the infant’s organization
of experience and to functional capacities.
Use of the Functional Emotional Assessment Scale (FEAS); understanding
disorders in social-emotional/affective development.
Assignment: Each pair will watch a videotape, complete an FEAS and write a
report. You will be scored as a team. Due on or before 4-27.
Readings: 1-Article from Williamson, G. & Anzalone, M., Sensory Integration and Self-Regulation in Infants and
Toddlers: Helping Very Young Children Interact With Their Environment, “Play in the Context of Sensor
based Intervention”. (I have 2 copies in my office to check out)
2-Article, from DeGangi, G., Pediatric Disorders of Regulation in Affect and Behavior, “Self-Regulation in
Infants and Children.” (I have 2 copies in my office to check out)

4-14: Continue with the FEAS if needed.

An overview of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood
(DC: 0-3 and DC: 0-3R);
Special diagnostic considerations; regulatory disorders and multisystem
developmental disorders. Understanding parent-child interaction and using the Parent-Infant Relationship Global
Assessment Scale (PIRGAS).
Reading: DC: 0-3 manual handouts

4-21 Second Assessment test presentations #s 7-12

FEAS questions; In class use of DC: 0-3 with Case Study; discuss the diagnostic results, the process used to determine
diagnosis; relate to professional judgment and how this can influence final diagnosis.
Time in class to work on FEAS

4-28 FEAS due by Noon-bring to my office-GR4.805.

Grading Policy
Scores for all assignments/exams listed above will be compiled and grades assigned according to the following scale.
A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 70-76
F below 70

Course Policies
Regular class attendance is expected and absences should be cleared in advance either in person, via e-mail or voice mail, with the
instructor. Absences will be excused only for an obvious illness or family emergency. It is the student’s responsibilities to access all
information presented for the missed class session from other students in the class and arrange for assignments to be turned in on time.
The faculty instructor is not responsible for ensuring the student has the missed materials.
If a student arrives to a class session after it has begun, he/she is expected to enter quietly and take a seat in the least disruptive
location.
Assignments are due on the designated date (see course schedule presented in this syllabus). Assignments will not be accepted late,
without prior arrangements. Assignments submitted later than the due date will receive an automatic 5% reduction in grade for every
day that it is late. Assignments will not be accepted after 5 days. Incomplete assignments will also be assessed penalty points.
All written material submitted should be typed and formatted according to the specifications given by the instructor.
If you have difficulty in the area of written communication skills, you must obtain the assistance of the UTD Learning Resource
Center Writing Lab (on the website and at 972-883-6707). Special attention must be given to the following:
* grammar, punctuation, spelling * sentence and paragraph structure
* tense and parallel usage * organization, neatness and content knowledge
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No make-up tests will be given without prior approval. If a student is a “no show” at the time of the class, the student will
automatically earn a zero.
You should keep an extra copy of all assignments for your records before they are turned in to the instructor.
Lecture topics and dates provide a tentative schedule. They are subject to change as needed at the discretion of the instructor.
Assignment due dates may also be changed. These changes will be announced in class.
Please turn off cell phones prior to entering classroom. Under no conditions may you answer a cell phone while class is in session.
You must leave the room completely before answering.

Field Trip Policies / Off-Campus Instruction and Course Activities

Students are required to conduct in home assessments of their target child. Students must provide their own transportation. A name
tag must be purchased at the student’s expense and worn when conducting these visits.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct
of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the
UTD publication, A to Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process.
Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter
VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies
of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to
assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal,
state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline
for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are
also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree
depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award
of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of
academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be
dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through
electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email
exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address
and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel.
The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to
other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are
published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to
ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of
Operating Procedures.

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In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the
obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee
with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for
assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s
decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and
convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals
process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available
to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70%
of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled
peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30
p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on
the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the
case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research
paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may
have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration,
note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides
students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a
religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code
Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance
of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and
completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there
is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her
designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and
instructor will abide by the decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities

Course Syllabus Page 6
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures
regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address
given below. Additional information is available from the office of the school dean. (http://www.utdallas.edu/Business
Affairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the Professor.

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