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GETTING STARTING! USING THE BDI-2 IN MA EI A General Overview to Administration.

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Presentation on theme: "GETTING STARTING! USING THE BDI-2 IN MA EI A General Overview to Administration."— Presentation transcript:

1 GETTING STARTING! USING THE BDI-2 IN MA EI A General Overview to Administration

2 CONTENTS:  Review of Domains and Subdomains  Overview of Administration  Managing the Evaluation

3 REVIEW OF DOMAINS AND SUBDOMAINS  ADAPTIVE  Self-Care  Personal Responsibility  PERSONAL-SOCIAL  Adult-Interaction  Peer Interaction  Self-Concept and Social Role  COMMUNICATION  Receptive Communication  Expressive Communication  MOTOR  Gross Motor  Fine Motor  Perceptual Motor  COGNITIVE  Attention & Memory  Reasoning & Academic Skills  Perception & Concepts (Newborg, 2005)

4 REVIEW OF DOMAINS AND SUBDOMAINS con’t ADAPTIVE DOMAIN: assesses child’s ability to use the information and skills acquired.  Self-Care: assesses ability to perform tasks associated with daily routines with increasing autonomy (e.g., eating, dressing, toileting, grooming, and preparing for sleep).  Personal Responsibility: assesses ability to assume responsibility for performing tasks (e.g., chores, initiating in play, and avoiding common dangers).

5 REVIEW OF DOMAINS AND SUBDOMAINS con’t PERSONAL- SOCIAL : assesses overall ability to engage in meaningful social interaction with adults and peers, as well as develop his own self concept and sense of social role.  Adult Interaction: assesses ability to respond and initiate social contact with adults.  Peer Interaction: assesses ability to form friendships or personal associations, respond and initiate social contacts, and interact effectively in small groups.  Self-Concept & Social Role: assesses self- awareness, personal knowledge, self- worth, and coping skills.

6 REVIEW OF DOMAINS AND SUBDOMAINS con’t COMMUNICATION: measures a child’s ability to effectively receive and express information and ideas through verbal and nonverbal means.  Receptive Communication: assesses ability to discriminate, recognize, and understand sounds and words (as well as nonverbal information).  Expressive Communication: assesses ability to produce and use sounds, words, or gestures to relate information to others.

7 REVIEW OF DOMAINS AND SUBDOMAINS con’t MOTOR: assesses a child’s ability to control and use the large and small muscles of the body.  Gross Motor: assesses ability to walk, run, jump, and produce coordinated movements.  Fine Motor: assesses fine motor control and coordination (e.g., writing with a pencil).  Perceptual Motor: assesses ability to integrate fine motor and perceptual skills by performing various tasks (e.g., stacking blocks, putting rings on pegs, copying circles and squares, drawing).

8 REVIEW OF DOMAINS AND SUBDOMAINS con’t COGNITIVE: measures skills and abilities most commonly thought of as “mental” or “intellectual.”  Attention & Memory: assesses ability to visually and auditorily attend to environmental stimuli for varying lengths of time and to retrieve information when given relevant clues to do so.  Reasoning & Academic Skills: assesses critical thinking skills and scholastic abilities.  Perception & Concepts: assesses a child’s ability to conceptualize and discriminate object features (e.g., size and shape) and selectively respond to them.


10  Begin with any domain, but administer each subdomain in the order it appears  Three forms of assessment  Structured task/elicited behaviors*  Observed behaviors (naturally occurring)  Interview of caregiver/reported behaviors

11 ADMINISTRATION  STARTING POINT: first item administered in each sub-domain. Chosen by the evaluation team. Often based on the child’s chronological age  BASAL: Functional level at which child shows mastery of tasks  Child must score 3 consecutive 2-point responses  CEILING: Level at which tasks become too difficult  Child must score 3 consecutive 0-point responses

12 ADMINISTRATION STRUCTURED PROCEDURE:  Requires specific materials and prompting.  Refer to administration manuals for procedure.

13 ADMINISTRATION OBSERVATION PROCEDURE:  Behavior or skill that has been observed by the evaluation team anytime during the evaluation or prior.  Be certain that child has shown consistency and mastery!

14 ADMINISTRATION INTERVIEW PRODECURE:  Set of questions given to the examiner to ask parent to gather information about a desired skill/task  All of the questions given are important to ask, they build on each other to give information to the evaluator(s) for scoring.  Text of questions should be read to avoid leading parents.

15 SCORING EACH TASK What did you see? What did you hear? How does it fit into the scoring criteria for the task?


17  PLAYER: evaluator that interacts directly with the child presenting tasks  INTERVIEWER: hands out manipulatives to player, asks interview questions to parents, collaborates with scorer.  SCORER: person who documents scores in the scoring booklet NOTE: roles can vary but important to have 1 main player to interact with the child.

18 MANAGING THE EVALUATION THE PLAYER!  She plays with the child!  It is her responsibility to engage the child and make observations while playing.  She presents the structured tasks throughout the evaluation.  She is the main person to interact with the child.

19 MANAGING THE EVALUATION THE INTERVIEWER!  She sets the pace of the evaluation and engages the parent through interview questions  She prompts the player with materials and verbal cues  She collaborates with the scorer to determine scores for each task  She manages the domain books

20 MANAGING THE EVALUATION THE SCORER!  She is monitoring the tasks that need to be administered.  She collaborates with other team members to determine final score for a task  She takes notes in the scoring booklet about observations made, including language sample

21 ADMINISTRATION TIPS  Let the player PLAY so that she doesn’t have to worry about the next tasks… she can be fun and engage the child.  Move quickly through the tasks allowing only 1-2 trials. Make note why child may have been unable to complete tasks for your report and feedback.  Be wary of offering too much accommodation to complete tasks… evaluation is to determine eligibility and to inform area of need for on-going services.

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