Course Syllabus

Course Information
HDCD 5316, Section 001
Developmental Assessment
Spring 2007
Thursday, 8:30am-11:15am; GR 4.204

Professor Contact Information

Professor Sherry Bryant
Office Phone 972-883-4476
Email Address sherry.bryant@utdallas.edu
Office Location GR 4.805
Office Hours Mondays from 9:00am-11:00am or by appointment

Course Pre-requisites
Prerequisites: HDCD 5311, 5315.

Course Description
Continuation of first semester course HDCD 5315. Provide direct experience with play-based
and family assessment protocols. Assess functional-emotional development within the dynamic
interaction of the parent-child relationship. Understand the differential diagnosis decision-
making process used by other professionals to determine a diagnostic classification. Emphasis is
on clinical observation skills and the interpretation and integration of diagnostic information.
Taken for 3 hours credit.

Student Learning Objectives/Outcomes

By completion of the two-course sequence the student will:
1. Know basic measurement concepts, including types of tests, statistical concepts as these
apply to the understanding and interpretation of standardized tests, as well as technical
characteristics such as standardization, validity and reliability.

2. Know and use a variety of informal assessment techniques such as observation in natural
environments. Understand the construction of published observation protocols, their uses
and limitations. Incorporate data from observation into the integrated summary and
IFSP.

3. Referral and Eligibility

a.) Know the purposes, importance, and limitations of early identification, referral,
and screening.
b.) Recognize socioeconomic, cultural, and linguistic factors in the child’s family
background, which may influence early identification, referral, screening, and
assessment.
c.) Explain to families screening procedures and their role in screening.
d.) Know and administer appropriate screening procedures and instruments.
e.) Know the three categories of state eligibility requirements and when to refer for
further evaluation.

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 f.) Know how to administer evaluation instruments used to determine eligibility
under the category of developmental delay or atypical development and how to
interpret results.

4. Assessment and IFSP Development

a.) Recognize that existing developmental scales and procedures may be
linguistically, culturally, and socioeconomically biased.
b.) Recognize developmental scales and procedures that are linguistically, culturally,
socioeconomically, and psychometrically sound for a child and family.
c.) Conduct an interview to obtain a developmental history that is sensitive to the
family’s background.
d.) Know and use a variety of techniques to relate to infants and toddlers.
e.) Know ECI requirements for procedural safeguards for assessment.
f.) Administer required visual, auditory, nutritional and assistive technology
screenings using appropriate procedures and instruments.
g.) In addition to the screening and developmental scales and procedures presented
in the first course, additional tools will be learned, including but not limited to
the following: Developmental Assessment of Young Children (DAYC); Infant
and Toddler Developmental Assessment (IDA); Assessment, Evaluation and
Programming System for Young Children (AEPS); Transdisciplinary Play-Based
Assessment (TPBA); Functional Emotional Assessment Scale (FEAS); Vision,
Hearing, Nutrition and Adaptive Equipment screenings.
h.) Communicate developmental assessment results clearly and concisely to family
and other team members, orally and in written reports.
i.) Prepare family members to take part in the assessment process.
j.) Integrate into assessment reports the information identified by the family about
their child’s functioning, strengths, needs and their desired outcomes for their
child.
k.) Help identify and support family strengths, coping strategies, resources and
needs.
l.) Know the federal and state requirements for the IFSP.
m.) Know how to integrate the required content and elements of the IFSP into a
family-friendly format.
n.) Work in partnership with the family to describe their daily routines and tasks and
how the infant or toddler fits into these ongoing and recurring patterns.
o.) Respect families’ insights into their own situations and into their children’s
behavior and development
p.) Develop partnerships with families by interacting with them in ways that are
sensitive to their needs and backgrounds.
q.) Participate in the evaluation/assessment process by: 1 preparing families to
participate as team members in the assessment process; 2. using informal
observations and procedures in assessment process, capturing the child’s
authentic behaviors in routine circumstances; 3. administering, scoring and
interpreting valid and reliable developmental scales and using the results to
summarize functional levels, strengths and needs of each infant/toddler; 4.
communicating developmental assessment results clearly and concisely to
families and other team members; 5. assisting families in beginning the process
of identifying their concerns, priorities and resources related to enhancing their
child’s development.

Course Syllabus Page 2

5. Other Competencies
a.) Know principles and use basic techniques of trans-disciplinary play-based
assessment; complete TPBA worksheets and write reports using this paradigm.
b.) Become familiar with other professional disciplines, their assessment techniques,
approaches, and the information obtained from these approaches.
c.) Be familiar with tests and techniques for assessing children with visual, auditory,
physical, behavioral, and communication difficulties.
d.) Know the decision-making process involved in differential diagnosis, including
use of the Diagnostic Classification System for Birth to Three.
e.) Know the roles of all early intervention team members, including family
members.
f.) Know the range and limitations of the professional role of the EIS.

Required Textbooks
1. a. Transdisciplinary Play-Based Assessment (TPBA), Linder, 1993.
b. TPBA worksheets also needed-I will order this for you at the beginning of
the 2nd semester.
2. Assessment, Evaluation, and Programming System for Infants and Children;
Volume 2 (Test book), Bricker, 2002.

Suggested Course Materials

Additional readings are on reserve in the McDermott Library. The direct link is:
http://utdallas.docutek.com/eres/coursepage.aspx?cid=60. I will give you the password to access
it in class.

Assignments & Academic Calendar

Assignments and Activities (by due date) and Points: 100 Total Points possible
Pts. Date Assignment________________________________________________
12 1-25 Video, protocol, self-critique and report of DAYC and
3 Vision, hearing, nutrition and assistive technology screenings

5 2-01 Video, self-critique and Cognitive AND

5 Social-Emotional TPBA worksheets

5 2-15 Video, self-critique and Communication/Language AND

5 Sensory Motor TPBA worksheets

20 3-01 Group Project: video, worksheets and report on TPBA

10 3-29 Video, protocol, self-critique and report on AEPS

15 4-12 Video, protocol, self-critique and report on IDA

15 4-24 Pairs Project: protocol and report for FEAS

5 2-22 or 3-01 Presentation

An additional maximum of 10 points can be added to your overall final grade based on in class
participation and discussion.

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Schedule of Lectures:
1-11: Review of last semester; Overview of this semester;
Discuss and assign Presentations and dates; hand out presentation template;
Introduce the Developmental Assessment of Young Children (DAYC);
Discuss the ECI Vision, Hearing, Nutrition and Assistive Technology Screenings;
Check out DAYC and screening kits;
Clips from MSELs
Assignment: Videotape of an administration of the DAYC with all appropriate
explanations to parents before and after administration; submit video with scored
protocol, report and self-critique. Also videotape an administration of the ECI Vision,
Hearing, Nutrition and Assistive Technology Screenings and submit with scored
protocol. Both due on 1/25.
Readings: Linder, (TPBA), Chs. 1-4 & 6;
(on reserve) Assessment of Young Children; Cohen and Spenciner,
pp. 278-281 and “preferred practice” section, pp. 289 and 290
(assessing adaptive development);
pp. 293-304 and pp. 318-324 (assessing play). .

1-18 and 1-25: Introduction of play-based assessment (PBA); the importance of play and the
adult role in leading a PBA;
Discuss the Transdisciplinary Play Based Assessment (TPBA); overview of the
worksheets; gathering Cognitive and Social-Emotional information using TPBA
worksheets;
Assignment: Plan and videotape a play session of about ½ hour in length on your target
child and you interacting. Complete a critique (may be handwritten if legible) of your
play style and the success of your activities in eliciting the target milestones and complete
the cognitive and social-emotional worksheets. Due on 2-1.
Readings: Linder, Chs. 7 & 8;
New Visions for the Developmental Assessment of Infants and Young
Children, “Nonstructured Play Observations”

2-02: Assessing oral motor, respiratory-phonatory and communication functioning; Gathering

this information using the TPBA Communication and Language Observation worksheets,
including recording a language sample; the role of the SLP – Presentation by an SLP
Assignment: Plan and videotape a play session of about ½ hour in length on your
target child. Complete a critique of your play style and the success of your activities in
eliciting the target skills, the Communication and Language worksheets and the
Sensorimotor worksheets. Due on 2-15.
Readings: Linder, Ch. 9.

2-09: Assessing sensorimotor integrity and functioning and self-regulation;

Gathering sensorimotor information using the TPBA Sensorimotor Observation
worksheets; role of occupational therapist-Presentation by an OT
Assignment: Work in teams of 3 or 4 people. Videotape an arena-style PBA
with each person responsible for a portion of the assessment, although you can
have one facilitator so the child does not have to deal with transitions among
people. Choose a child older than 24 months (either use 1 team member’s target
child or find a new child). Complete the PBA worksheets and write a comprehensive
report as a team to submit with the video. Additionally, each team member is to give
written feedback to all of the other team members using the format presented in class.
You will be scored as a team. Due on 3-1.
Readings: Linder, Ch. 10.

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2-16: Take class time to do Group TPBA with target family-no in class time this week.
Communication/Sensory Motor worksheets due-bring to my office.

2-23: Presentations 1,2,3,4,5

Introduce the Battelle Developmental Inventory (BDI); two in class groups then student
led class discussion of: theory, model and purpose of the BDI, psychometrics of the BDI,
pros and cons of using the BDI, processes unique to BDI and similarities of BDI to other
tests using a similar model of assessment, examples and demonstration of items unique to
the BDI. Group time in class to work on TPBA.

3-01: Presentations 6,7,8,9,10

Show clips from the individual TPBAs or ECI Video

3-08: SPRING BREAK!!

3-15: Introduce Assessment, Evaluation and Programming System (AEPS); discuss curriculum
based concepts, the inclusion of goal planning within the test (IFSP/IEP goal
development embedded within the test); and the intentional absence of scores for the
AEPS. Show group TPBA clips
Assignment: Videotape an administration of the AEPS and submit with protocol, report
and self-critique. Due on 3-29.
Readings: New Visions for the Developmental Assessment of Infants and Young
Children, “The Infant-Toddler Developmental Assessment (IDA): A Family
Centered Transdisciplinary Assessment Process”.

3-22: Best practice; Introduce the Infant-Toddler Developmental Assessment (IDA); discuss
basic concepts and inclusion of emotion & feelings states; relate to Greenspan’s model.
Speaker-Interpreter
Assignment: Videotape an administration of the IDA and submit with protocol,
report and self-critique. Due on 4-12.
Readings: Article, on reserve, from DeGangi, G., Pediatric Disorders of
Regulation in Affect and Behavior, “Self-Regulation in Infants and
Children”. see web link in the suggested reading materials section above)

3-29: Greenspan’s model; paying attention to the level and pattern of the
infant’s organization of experience and to functional capacities.
Use of the Functional Emotional Assessment Scale (FEAS); understanding
disorders in social-emotional/affective development.
Assignment: Each pair will watch a videotape, complete an FEAS and write a
report. You will be scored as a team. Due on or before 4-24.
Readings: DC: 0-3 manual handouts.

4-05: An overview of the Diagnostic Classification of Mental Health and Developmental

Disorders of Infancy and Early Childhood (DC: 0-3 and DC: 0-3R);
Special diagnostic considerations; regulatory disorders and multisystem
developmental disorders. Understanding parent-child interaction and using the Parent-
Infant Relationship Global Assessment Scale (PIRGAS).
Discuss original DC: 0-3 and changes made in the new DC:0-3R

4-12: FEAS questions; In class use of DC: 0-3 with Case Study; discuss the diagnostic results,
the process used to determine diagnosis; relate to professional judgment and how this can
influence final diagnosis. (readings on top of next page)

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 Readings: Article on reserve, from Williamson, G. & Anzalone, M., Sensory Integration
and Self-Regulation in Infants and Toddlers: Helping Very Young Children
Interact With Their Environment, “Play in the Context of Sensory-based
Intervention”.

4-19: Last Class Day Speaker-Parent; Time in class to work on FEAS

4-24 FEAS due by Noon-bring to my office-GR4.805.

Grading Policy
An “A” is earned for superlative work that is exceptional in every aspect.
A=92-100; B=82-91; C=73-81

Course Policies
Regular class attendance is expected and absences should be cleared in advance either in person,
via e-mail or voice mail, with the instructor. Absences will be excused only for an obvious
illness or family emergency. It is the student’s responsibilities to access all information presented
for the missed class session from other students in the class and arrange for assignments to be
turned in on time. The faculty instructor is not responsible for ensuring the student has the
missed materials.
If a student arrives to a class session after it has begun, he/she is expected to enter quietly and
take a seat in the least disruptive location.
Assignments are due on the designated date (see course schedule presented in this syllabus).
Assignments will not be accepted late, without prior arrangements. Assignments submitted later
than the due date will receive an automatic 5% reduction in grade for every day that it is late.
Assignments will not be accepted after 5 days. Incomplete assignments will also be assessed
penalty points.
All written material submitted should be typed and formatted according to the specifications
given by the instructor.
If you have difficulty in the area of written communication skills, you must obtain the assistance
of the UTD Learning Resource Center Writing Lab (on the website and at 972-883-6707).
Special attention must be given to the following:
* grammar, punctuation, spelling
* sentence and paragraph structure
* tense and parallel usage
* organization, neatness and content knowledge
No make-up tests will be given without prior approval. If a student is a “no show” at the time of
the class, the student will automatically earn a zero.
You should keep an extra copy of all assignments for your records before they are turned in to the
instructor.
Lecture topics and dates provide a tentative schedule. They are subject to change as needed at the
discretion of the instructor. Assignment due dates may also be changed. These changes will be
announced in class.
Please turn off cell phones prior to entering classroom. Under no conditions may you answer a
cell phone while class is in session. You must leave the room completely before answering.

Field Trip Policies / Off-Campus Instruction and Course Activities

Students are required to conduct in home assessments of their target child. Students must provide
their own transportation. A name tag must be purchased at the student’s expense and worn when
conducting these visits.

Course Syllabus Page 6

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD publication, A to Z Guide, which is provided to all registered students each academic
year.
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and
in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

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Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Course Syllabus Page 8

 Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 9