Then the research team (4 pediatricians) read all 3 translated versions and for each item in form and sheet we chose the best translation (simple, short, easy to understand and culturally compatible). These centers are under the supervision of Deputy of Health, or Shahid Beheshti Medical University.Īt first test form and guiding sheet was translated precisely by 3 specialists familiar with English. Usually normal children visit such centers and services for growth monitoring, vaccination, vitamin supplements, etc). These are primary health care centers which provide mainly general health services for people including children from different socio-economical classes of general population. This research is an action research that was performed from January to August 2008 in 4 Child Health Care centers located in north, south, east and west regions of Tehran city. Alternatively, if "questionable scores" were included with normal scores, sensitivity was 46% and specificity 80.īy considering the importance of early detection of developmental disabilities and absence of an Iranian developmental screening test, this study was planned to determine the validity and reliability of Persian version of DDST-II (by translating to Persian and evaluating the cultural adaptation of the items) in Iranian children in order to provide an appropriate developmental screening tool for Iranian child health workers.
A study found sensitivity of 80% if "questionable scores" were included with abnormal scores but specificity of 46%. Sometimes DDST results are interpreted as normal, suspect, questionable (these children cannot pass some items that 75–95% of age matched children could pass them) and untestable. Screening by it produces 3 scores: normal, suspect and untestable (these children refused parti-cipating in some items that 95% of age matched children could pass them). DDST-II assesses child's development in 4 general areas: 1) personal–social (25 items), 2) fine motor- adaptive (29 items), 3) language (39 items), and 4) gross motor (32 items). Although there is doubt about its limited specificity (43%) and risks of over referral, it has high rate of sensitivity (83%) and identifies children with developmental delays. The test is valid and there is a strong relationship between classification on the DDST and scores on the Stanford-Binet intelligence scales and the Previous edition of Bayley infant scales.ĭDST-II is a brief and validated screening tool that many of pediatricians are familiar with it. Test reliability on test-retest is 90% and its inter-rater reliability is 80–95%.
Then in 1992 it is revised and restandardized on 2096 children and is known as DDST-II. First it was standardized on 1036 children (543 boys and 493 girls) from 2 weeks old to 6/4 years of age in Denver, Colorado as DDST. For having ability to differentiate between abnormal children from those normal children who have slower rate of achieving developmental skills, these developmental screening tools must be reliable and valid, have acceptable sensitivity and specificity, be easy to perform and not expensive.ĭDST-II is a formal developmental screening tool that assesses children from birth to 6 years of age. Denver Developmental Screening Test II (DDST-II) and Bayley are examples for such formal tools. The base of all of them is achieving developmental milestones at specific chronological ages. There are many developmental screening tools.
DENVER II SCREENING TOOL PROFESSIONAL
Because screening is used for identifying the children who will receive the benefits of more professional evaluation or treatment, it is recommended that all children be screened for developmental delays. ĭevelopmental screening test is a brief standardized tool that is used for identifying children who need more detailed evaluation and if used appropriately is useful and cost benefit effective. Developmental screening must be repeated periodically and incorporated into pediatrics practice. Developmental assessment is made by early detection of problems through developmental surveillance and screening, precise evaluation by using standardized and formal diagnostic tools as well as evaluation of the medical, social, family history and physical examination of the child. This is only possible by continuous developmental monitoring and assessment. Early detection and appropriate referral of children with developmental delays or disorders is important in Pediatrics. Developmental disabilities can be seen in 10–15% of children in different populations.
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