6.3: Screening

Learning Objectives

1. Explain the purpose and benefits of developmental screenings in early childhood.
2. Differentiate between developmental delays and developmental disabilities.
3. Identify common developmental screening tools used in early childhood programs and describe when and how they are typically administered.

Developmental screenings are cost-effective and can be used to assess a large number of children in a relatively short period of time. There are screenings to assess a child’s hearing and vision, and to detect notable developmental delays. Screenings can also address some common questions and concerns that early childhood professionals and parents alike may have regarding a child’s academic progress.

For example, when an early childhood professional wonders why a child behaves in such a way, they will want to observe their social interactions and document how often certain behaviors occur, similarly, when a parent voices a concern that their child is not talking in complete sentences the way their older child did at that same age. The professional will want to listen and record the child’s conversations and track their language development to determine if further screening is warranted. Then, those observations can help inform what screening tool should be selected and used.

Who Can Screen Children?

While screening tools are designed to be user-friendly and straightforward, there are important considerations and guidelines regarding who can appropriately conduct screenings for children. Screening is typically conducted by individuals trained in the use of specific screening tools, such as early childhood educators, professionals, nurses, pediatricians, development specialists, etc. Training ensures that the screener understands the tool, knows how to administer it properly, and can interpret the results correctly.

Figure \(\PageIndex{1}\). Screenings can be done for a variety of reasons include vision impairments and hearing loss- as both of these disabilities would impact the child's educational process. Image by Pavel Danilyuk is licensed by Pexels.

However, some tools are designed to involve parents or caregivers, such as the Ages and Stages Questionnaires (ASQ) or the Vineland Adaptive Behavior Scales. Professionals often guide the process, helping parents and caregivers understand the questions and contextualize the responses. Therefore, it comes down to the tool being used and the purpose it is being used for, whether there is a suspected developmental delay and/or developmental disability.

Developmental Delays vs. Disabilities

Developmental delays refer to a child being less developed mentally or physically than is normal for their age. Whereas a developmental disability, according to the Centers for Disease Control (2024), is a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Some noted disabilities include:

• ADHD
• Autism Spectrum Disorders
• Cerebral Palsy
• Hearing Loss
• Vision Impairment
• Learning Disability
• Intellectual Disability.

When there is a suspected developmental delay and/or disability, the first step is always to complete a screening. Sometimes, these screenings may be conducted in an early learning program to support making a referral to the appropriate agency. Sometimes the screenings (and evaluations) will occur as part of the referral process to determine if the child is eligible for services.

Common Screening Instruments

Screenings are designed to be brief (30 minutes or less) and are intended to determine whether further evaluation is recommended, inform program practices, and/or aid in the monitoring process.

• Ages and Stages Questionnaires (ASQ) and Ages and Stages Questionnaires- Social and Emotional (ASQ-SE), Brookes Publishing Company (available in Spanish, French, and Korean)
• Communication and Symbolic Behavior Scales Developmental Profile (CSBS-DP), Brookes Publishing Company
• Battelle Developmental Inventory Screening Test, Riverside Publishing
• Developmental Indicators for Assessment of Learning (DIAL) III, Pearson Assessments (includes Spanish materials)
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS), University of Oregon Center on Teaching and Learning
• Early Screening Inventory-Revised (ESI-R), Pearson Early Learning (includes separate scoring for preschool and kindergarten
• Vineland Adaptive Behavior Scales, Pearson Assessments

References, Contributors and Attributions

This section is a derivative from:

Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.

Centers for Disease Control and Prevention. (n.d.). Developmental disability basics. U.S. Department of Health and Human Services. Retrieved January 24, 2025, from https://www.cdc.gov/child-development/about/developmental-disability-basics.html