The Clinical Use of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) in Australia

2009 ◽  
Vol 26 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Angela Kinsella-Ritter ◽  
Frances L. Gibson ◽  
Shirley Wyver
Keyword(s):  
Developmental Delay ◽  
Online Survey ◽  
Adaptive Behaviour ◽  
Global Developmental Delay ◽  
Assessment Instruments ◽  
Clinical Group ◽  
Notable Increase ◽  
Toddler Development ◽  
Age Range ◽  
Bayley Scales

AbstractThe Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) is a standardised assessment used to assess the developmental functioning of infants and young children from 1 month to 42 months of age (Bayley, 2006a). The Bayley scales are recognised internationally as one of the most comprehensive developmental assessment instruments (Sattler & Hoge, 2006) used to examine the major facets of a young child's development (Bayley, 2006a). The primary purpose of the Bayley-III is to identify children with developmental delay and to provide information for intervention implementation (Bayley, 2006a). The domains of early development covered increased from two to five including cognition, language, motor, social-emotional and adaptive behaviour with the publication of the third edition (Bayley, 2006a). While the original Bayley scales were predominately used by psychologists, publication of later editions led to accredited use, within the Australian and New Zealand context, by developmental paediatricians, occupational therapists, physiotherapists and speech pathologists (Bayley, 1969; Bayley 1992; Pearson Clinical and Talent Assessment, 2009). Although the Bayley-III is more comprehensive and a broader range of professionals now use the scales little is known about the clinical application. The current study aimed to explore the use of the Bayley-III in practice and views on the current US norms. An online survey was conducted and the findings revealed that the majority of respondents were interested in Australian local norms; the predominant age range assessed was the 24- to 42-month-old group and the most common clinical group seen and assessed was children presenting with global developmental delay. While the majority of the respondents used the Bayley-III approximately once a month or more, at least one third used it less often. However anticipated use over the next 12 months indicated a notable increase from 30% currently using it once or twice weekly up to 65%.

A Journey Towards 1st Step of Life – A Case Report on Vision Therapy for A Patient with Global Developmental Delay and Nystagmus

2020 ◽  
pp. 295-303
Keyword(s):  
Case Report ◽  
Developmental Delay ◽  
Motor Skills ◽  
Treatment Plan ◽  
Fine Motor ◽  
Global Developmental Delay ◽  
Additional Support ◽  
Age Range ◽  
Vision Therapy

Introduction: Children with Global Developmental Delay (GDD) fail to achieve developmental milestones expected for their age range as compared to their peers. They typically have visual problems in addition to poor gross and fine motor skills. Developmental delays extend to speech, language, cognition, and personal-social domains, and impact activities of daily living. Case Summary: A 4-year-old child presented with chief concerns from his parents that he had difficulty making eye contact was unable to stand and walk. He was not making adequate progress in physiotherapy. Neuro-developmental assessment resulted in a diagnosis of GDD. Visual Evoked Potential showed decreased visual acuity, and nystagmus. Comprehensive examination showed that the patient had a face tilt and head turn. Spectacle lenses with prism was prescribed. A therapy treatment plan was recommended and it was divided into three phases, with the primary goal of improving visual functions through vision therapy. At the end of the therapy, the child developed the confidence to stand and walk without any support. Conclusion: This case report demonstrates the importance of vision therapy in improving the patient’s overall visual performance. In particular, it demonstrates the role of visual intervention in aiding motor skills to the extent that standing and walking was enabled without the need for additional support.

scholarly journals Use of the Bayley Scales of Infant and Toddler Development, Third Edition, to Assess Developmental Outcome in Infants and Young Children in an Urban Setting in South Africa

2017 ◽  
Vol 2017 ◽  
pp. 1-5 ◽  
Author(s):  
Daynia E. Ballot ◽  
Tanusha Ramdin ◽  
David Rakotsoane ◽  
Faustine Agaba ◽  
Victor A. Davies ◽  
...  
Keyword(s):  
South Africa ◽  
Developmental Delay ◽  
Urban Setting ◽  
Motor Score ◽  
Cognitive Score ◽  
Before And After ◽  
The Mean ◽  
Toddler Development ◽  
One Year ◽  
Bayley Scales

Background. The Bayley Scales of Infant and Toddler Development (III) is a tool developed in a Western setting. Aim. To evaluate the development of a group of inner city children in South Africa with no neonatal risk factors using the Bayley Scales of Infant and Toddler Development (III), to determine an appropriate cut-off to define developmental delay, and to establish variation in scores done in the same children before and after one year of age. Methods. Cohort follow-up study. Results. 74 children had at least one Bayley III assessment at a mean age of 19.4 months (95% CI 18.4 to 20.4). The mean composite cognitive score was 92.2 (95% CI 89.4 to 95.0), the mean composite language score was 94.8 (95% CI 92.5 to 97.1), and mean composite motor score was 98.8 (95% CI 96.8 to 101.0). No child had developmental delay using a cut-off score of 70. In paired assessments above and below one year of age, the cognitive score remained unchanged, the language score decreased significantly (p=0.001), and motor score increased significantly (p=0.004) between the two ages. Conclusion. The Bayley Scales of Infant and Toddler Development (III) is a suitable tool for assessing development in urban children in southern Africa.

scholarly journals Global Developmental Delay and Its Considerations in Paediatric Dental Care—A Case Report

Oral ◽  
2021 ◽  
Vol 1 (3) ◽  
pp. 181-189
Author(s):  
Bhaven Modha
Keyword(s):  
Case Report ◽  
Developmental Delay ◽  
Daily Living ◽  
Fine Motor ◽  
Global Developmental Delay ◽  
Motor Speech ◽  
Dental Patient ◽  
Developmental Domains ◽  
Age Range ◽  
Behavioural Management

Global developmental delay (GDD) is an inability to attain developmental milestones within the anticipated age range. It comprises a delay in two or more of the developmental domains: gross and fine motor; speech and language; cognition; personal and social development; and activities of daily living. With a wide aetiology, GDD can have a major impact on growth and development; it may manifest itself in many diverse medical and dental complications, which necessitate the care from several multidisciplinary healthcare professionals. Of relevance to the paediatric dentistry, special needs dentistry, and orthodontics disciplines, this case report provides an example of a paediatric dental patient with GDD that was both severe and significant. The author outlines the findings, clinical and behavioural management, and future considerations.

Understanding Teens’ Perceptions and Aspirations towards Relationship with Personal Technology: Survey Study (Preprint)

2020 ◽  
Author(s):  
Muhammad Jee ◽  
Alsa Khan
Keyword(s):  
Online Survey ◽  
Design Thinking ◽  
Survey Study ◽  
User Experience Design ◽  
Personal Connection ◽  
New Associations ◽  
Future Technology ◽  
Use Of Technology ◽  
Personal Technology ◽  
Age Range

BACKGROUND Understanding teens' relationship with technology is a pressing topic in this digital era. There seem to be both benefit and harmful implications that originate from use of technology by teens. Approximately 95% of teenagers have access to a smartphone, and several studies show a positive correlation between screen addiction and trends of Anxiety and Depression. While, at the same time, research shows that two-thirds of teenagers believe that technology is a necessity for connecting and making new friends. OBJECTIVE The aim of this research is to understand teens’ perceptions of their own and others’ relationship with personal technology and what future relationships do teens aspire to have with their technology. This will be fundamental in helping designers, healthcare practitioners and youth counselors inform design in technology accordingly. METHODS This research paper explores teens and technology relationship via three lenses. Lens-1 is teens' perception of their current relationship with their personal technology as users. Lens-2 is teens' perception of others' (parents, siblings or friends) relationship with personal technology as bystanders. Lens-3 is teens’ aspiration of how they wish to relate to their personal technology. We conducted an online survey with 619 teens in the 13-19 years age range. RESULTS We found that teens selected 'Essential,' 'Distractive,' and 'Addictive' most commonly to describe their own and others' relationship with personal technology. Whereas teens selected 'Provides an escape' more to describe their own relationship with technology. In contrast, they selected 'It's just a tool' and 'Creates Barrier' more to describe others' relationship with technology. These trends are consistent across ages and genders. Additionally, we found that 13-15 year-olds, particularly the majority of females in this age range, wish to see their future technology as their 'best friend.' However, 16-17 year-olds’ top choice was 'I don't believe in personal connection with mobile technology,’ and 18-19 year-olds’ top choice was 'My personal assistant.’ CONCLUSIONS Our three lenses approach is holistic as it allowed comparison of how teens perceive their relationship with personal technology as users vs. bystanders and from current vs. aspirational perspectives. This research not just confirms what is already known, but uncovers critical new associations more exclusive to teens' own relationship with technology. This paper presents related design implications to inform personal tech design thinking, including our guideline to shift 'user experience design' process to 'user relationship design.'

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