ABSTRACT
Developmental examination is a part of the process of early identification of children's developmental difficulties. It is most meaningful when it builds on the developmental surveillance for all children and leads to further focused assessment, investigations, facilitative guidance, support and intervention (Table 1). Developmental examination is undertaken in response to parental or other professionals' concerns regarding a child's function and/or behaviour and to proactively monitor progress in children with health or social risks. Process for identification of developmental needs. https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
Objectives
Methods
Surveillance: Universal: for all children
Promoting health and development; promotion of good care and parenting; identification of risk factors; early presumptive identification of developmental difficulties.
Ongoing process involving parents (through the use of a personal child health record) and practitioners working with children at the universal level, e.g. child development workers, health visitors and general practitioners.
Developmental examination
To verify concerns, to elicit and categorise developmental function and any likely risk or impairment, provide support and guidance and arrange further assessment and/or investigations as required.
Clinical evaluation based on the knowledge of developmental progression and factors influencing it, skills and tools for eliciting concerns, history and making developmental observations.
Developmental assessment: for established concerns
To provide a detailed description of the child's developmental strengths and weaknesses for management planning and monitoring.
Standardised assessment methods used by paediatricians, psychologists and therapists, e.g. Griffith's or Bayley's scales.
Diagnostic or functional assessment
Diagnostic or functional assessment for management planning
Diagnostic tools, e.g. Autism Diagnostic Observations Schedule or functional assessment tools used by therapists.
