3Purposes of the DP-3 Evaluate a child’s development in five key areas: PhysicalAdaptive BehaviorSocial–EmotionalCognitiveCommunicationGain valuable parent input about the child’s functioning.Quickly screen children from birth through age 12 years, 11 months.Provide intervention recommendations for each skill measured by the DP-3.
4A Multidimensional Screening Tool Useful for many purposes, including:Screening for developmental problemsResponding to parental or teacher concernsDetermining areas of strength and weaknessContributing to determination of eligibility for special education or other services (the five scales meet IDEA guidelines for assessing development delay)Helping plan IEPsMeasuring progress over time
5DP-3 ImprovementsNorm-referenced standard scores based on a nationally representative sampleUpdated item content and scale namesExtended age rangeExpanded interpretation guidelinesAvailability of the Parent/Caregiver Checklist
6The DP-3 Measures Five Domains PhysicalLarge- and small-muscle coordination, strength, stamina, flexibility, and sequential motor skillsAdaptive BehaviorAbility to cope independently: eat, dress, work, use technology, and take care of self and othersSocial–EmotionalInterpersonal functioning, social and emotional understanding, and ability to relate to friends, relatives, and adults
7The DP-3 Measures Five Domains (continued) CognitiveIntellectual abilities and skills necessary for academic achievementCommunicationExpressive and receptive communication skills, including written, spoken, and gestural language__________________________________________________________________________________________________________________________Administration of the DP-3 can include one, a few, or all five scales.If all five scales are used, the General Development score can be calculated as an index of overall development.
8Administration is Easy Takes 20–40 minutesFor each item, the respondent indicates whether or not the child has mastered the skill in question by answering “yes” or “no”.Two parallel formats: the Interview Form and the Parent/Caregiver ChecklistThe same content but the wording is changed to fit the respondent.The Interview Form is a one-on-one clinician administered interview of the parent/caregiver and is the preferred method of administration.The Parent/Caregiver Checklist does not require the clinician to be present and is useful when time or resources are limited.
9Comparing the Two Formats Sample Interview ItemsP16. Does the child stack (make a tower of) eight objects such as blocks?S26. Does the child consider the preferences and interests of friends when planning shared play activities?G5. Does the child imitate a physical gesture made by an adult, such as pointing?Sample Checklist ItemsP16. Does your child make a tower of eight things, such as blocks?S26. Does your child consider what friends want to do when planning activities with friends?G5. Does your child imitate something an adult does, such as pointing?
10Scoring the DP-3 Hand and computer scoring available Hand scoring is quick.Add up the total number of “yes” responses for each scale and convert the raw scores to standard scores using tables in the manual.Computer scoring provides:Score calculation and descriptionGraphical representation of scoresScale Pattern Analysis and Scale-by-Scale Item AnalysisIndividualized intervention activitiesClinician and Parent reportsA sample computer report can be found at:
11Types of DP-3 ScoresThe DP-3 provides many types of scores and interpretation:Norm-referenced standard scores (recommended for all DP-3 uses)Confidence intervalsDescriptive categoriesPercentile ranksAge equivalentsStanines
12Strong Psychometric Characteristics Standardized on 2,216 children ages birth through 12 years, 11 monthsRelevant demographic characteristics (gender, ethnicity, region, and parent education level) closely match the U.S. Census.Reliability:Median internal consistency: .89 to .97Test–retest reliability: .81 to .92
13Strong Psychometric Characteristics (continued) Validity highlights:DP-3 scores correlated at expected levels with:Vineland Adaptive Behavior Scales, Second Edition (Vineland-II; Sparrow, Cicchetti, & Balla, 2005)Developmental Assessment of Young Children(DAYC; Voress & Maddox, 1998)Peabody Developmental Motor Scales, Second Edition (PDMS-2; Folio & Fewell, 2000)Preschool Language Scale, Fourth Edition(PLS-4; Zimmerman, Steiner, & Pond, 2005)The DP-3 differentiates between typically developing children and those with a clinical problem.
14Support for Intervention Results linked to intervention activitiesSuggestions for parents, teachers, or clinicians to help children in areas of difficultyFocus on maintaining the child’s self-concept while teaching new skillsExample:P16. Encourage continued skill with stacking objects:Once the child has mastered the skill of stacking three objects, it will generally increase to include additional objects. While he or she is playing happily, bring over some blocks and make a tower of at least one or two additional objects, encouraging the child to copy what you are doing. You can turn it into a game wherein you alternate copying one another.