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The Bayley Scales of Infant and Toddler Development (Bayley-III is the current version) is a standard series of measurements originally developed by psychologist used primarily to assess the development of infants and toddlers, ages 1–42 months. This measure consists of a series of developmental play tasks and takes between 45 – 60 minutes to administer and derives a developmental quotient (DQ) rather than an (IQ). Raw scores of successfully completed items are converted to scale scores and to composite scores. These scores are used to determine the child's performance compared with norms taken from typically developing children of their age (in months). The most recent edition, the Bayley-III has three main subtests; the Cognitive Scale, which includes items such as attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play, the Language Scale, which taps understanding and expression of language, for example, recognition of objects and people, following directions, and naming objects and pictures, and the Motor Scale, which assesses and such as grasping, sitting, stacking blocks, and climbing stairs. There are two additional Bayley-II Scales depend on parental report, including the Social-Emotional scale, which asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation play, and the Adaptive Behavior scale which asks about adaptions to the demands of daily life, including communication, self-control, following rules, and getting along with others. The Bayley-III Cognitive and Language scales are good predictors of preschool mental test performance.
These scores are largely used for screening, helping to identify the need for further observation and intervention, as infants who score very low are at risk for future developmental problems. Contents • • • • • • • • • Development [ ] Prior to the first official scale by Nancy Bayley, research was conducted to determine which important variables should be included in a cumulative developmental test for infants. In 1965, Nancy Bayley conducted an experiment examining mental and motor test scores for infants aged 1 to 15 months, comparing,,,, and parental education. No differences in scores were found for either scale between boys and girls, first-born and later-born, education of either father or mother, or geographic residence.
No differences were found between and on the Mental Scale, but the African American babies tended consistently to score above the Caucasians on the Motor Scale. These findings emphasised the need to study in careful detail the development of mental processes in the second year of life.
Within this period evidently will be found the explanation of the and differences in mental functioning that are repeatedly found for children of 4 years and older. • ^ Bayley, Nancy (2006). 'Bayley scales of infant and toddler development: administration manual'. Harcourt Assessment. San Antonio, TX. • ^ Albers, Craig A.; Grieve, Adam J. Journal of Psychoeducational Assessment.
25 (2): 180–190.. • ^ Berk, Laura (2013). Child Development, Ninth Edition. Upper Saddle River, New Jersey: Pearson Education. • ^ Bayley, Nancy (1965-01-01). 'Comparisons of Mental and Motor Test Scores for Ages 1-15 Months by Sex, Birth Order, Race, Geographical Location, and Education of Parents'.
Child Development. 36 (2): 379–411.. • ^ Werner, Emmy E.; Bayley, Nancy (1966-01-01).
'The Reliability of Bayley's Revised Scale of Mental and Motor Development during the First Year of Life'. Child Development. Aeneid stanley lombardo pdf creator free.
37 (1): 39–50.. • ^ Cameron, James; Livson, Norman; Bayley, Nancy (1 January 1967). 'Infant Vocalizations and Their Relationship to Mature Intelligence'. 157 (3786): 331–333..
• ^ Moore, Derek G.; Goodwin, Julia E.; Oates, John M. Journal of Intellectual Disability Research.
52 (6): 554–561. • ^ Hack, Maureen; Taylor, H. Gerry; Drotar, Dennis; Schluchter, Mark; Cartar, Lydia; Wilson-Costello, Deanne; Klein, Nancy; Friedman, Harriet; Mercuri-Minich, Nori; Morrow, Mary (1 August 2005). 116 (2): 333–341..
• Moore, Tammana; Johnson, Samantha; Haider, Sadia; Hennessy, Enid; Harlow, Neil (2012). The Journal of Pediatrics. 160 (4): 553–558.. Retrieved 1 February 2016. • ^ Adams-Chapman, Ira; Bann, Carla M.; Vaucher, Yvonne E.; Stoll, Barbara J. The Journal of Pediatrics.