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What is developmental screening?

Developmental screening defined
Developmental screening provides parents and professionals with information on whether a child's development is similar to other children of the same age. Screening always involves the use of a standardized tool. Screening tool questions are based on developmental milestones and designed to answer the question, "Is this child's development like other children of the same age?" Ideally, screening is an ongoing process involving repeat administration of a tool, along with continuous, quality observations made by adults familiar with the child.

Screening does not give a diagnosis, but identifies areas in which a child's development differs from same-age norms. Concerning screening results indicate the need for further assessment to determine a child's strengths and needs.

To read The American Academy of Pediatrics definition of developmental screening, click here (http://www.aap.org/healthtopics/early.cfm). The AAP now recommends developmental screening of all children at ages 9-, 18-, and 30-months. Many programs, such as Head Start, conduct screening on a regular basis, for example, within the first 60 days of program entry. Screening of all children regardless of concern is called universal screening. Targeted screening happens when screening is conducted because of concerns about a child.

Quality screening principles

• Screening provides useful information about a child's development.
  All families can benefit from developmental screening of their children. Families of a child with concerning screen results always need to be offered referral to programs providing appropriate supports and services. For children younger than 3 years of age, this is often an early intervention program (Wisconsin Birth to 3 Program). The earlier the problems are identified the sooner appropriate supports and services can be provided to ensure a child's optimal development. The results of screening tools are never used to deny access to age-eligible programs like Kindergarten.
  
  
• Screening involves the use of a standardized tool and is an ongoing process.
  Use of valid and reliable tools increases detection rates of children with developmental disabilities and mental health problems. A valid tool is a tool that measures what it intends to measure. A reliable tool is a tool that gives similar results in different settings. Quality assessments of a child's development are repeated as a part of an ongoing process.
  
  
• Screening takes into account a child's and family's individual circumstances.
  Context is essential in administering tools, interpreting results, and communicating results to families. For example, a child's behavior is often affected by the birth of a new sibling, moving to a new neighborhood, parental stress. It is probably best to seek additional information any time screening results are concerning, but remember that screening results may be influenced by a variety of factors in a child's life.
  
  
• Screening is culturally sensitive.
  Culture plays a major role in a child's development. It influences norms, expectations, and screening interpretation. To see an example of the influence of culture on the developmental milestone attainment click here (Carlson and Harwood, 2000). Some tools, like the Ages and Stages Questionnaire, were standardized on a large and culturally diverse population.
  
  
• Screening requires follow-up.
  All screening needs to be followed by conversations with families about the meaning of results. Children with concerning screens require further assessment to determine unique strengths and needs, as well as referrals to programs offering appropriate supports and services. Children with reassuring screens need re-screening at appropriate intervals ensure that their development continues to be on-track.

   

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