Ewican, Julie Ann G.

BSN 3 Block 4

Metro Manila Developmental Screening Test

Metro Manila Developmental Screening Test is an early detection model

that applies to the detection of developmental disabilities in children aged 6 ½
years and younger. It was developed by Dr. William K. Frankenburg and was
modified and adapted by Dr. Phoebe D. Williams on Metro Manila children. This
screening test was designed so that developmental delays may be detected and
referrals can be made. It is intended as a screening instrument to determine
whether a child’s development is within normal range.

This test is concerned with the four domains of development: the

personal-social, the Language Skills, the Gross-motor Skills and the Fine-motor
skills. The personal-social skill refers to that of the child’s ability to interact with
other people and to take care of his self. The language skill refers to the child’s
ability to use the sense of hearing in grasping and following instructions and the
ability to speak. the Gross motor skills refers to the ability of the child to perform
physical activities that involves the use of the large muscles like walking or
jumping while the fine-motor skills refer to the child’s ability to perform physical
activities using the small muscles like picking up or touching small objects.

Purposes:
• To screen it the developmental milestone of the child is appropriately
developed for his/her age
• To know the capability of the child at his/her age
• To know how the personal-social, fine motor adaptive, language and gross
motor develops

Materials:
•Manual
•Sample test form
•Test materials
•A bright red yarn pom-pom
•A rattle with narrow handle
•Eight 1-inch colored wooden blocks (red, yellow, blue green)
•A small clear glass/bottle with 5/8 inch opening
•A small bell with 2 ½ inch-diameter mouth
•A rubber ball 12 ½ inches in circumference
•Cheese curls
•A pencil
•Cheese curls
•MMDST bag
Procedure:
•Establish rapport with the mother/ caregiver
•Make the child as comfortable as possible
•Calculate the child’s age
•Draw the age line
•Select the items to be administered
•Administer the test
•Score the results
•Interpret test results
•Explain overall interpretation of test result to parent or caregiver

Interpreting test results:

•Step 1 – Mark each delay by heavily shading the right end of the bar
•Step 2 – Count the number of sectors that have 2 or more delays
•Step 3 - Count the number of scores that have 1 delay with no passes
intersecting the age line in the same sector
•Step 4 – Interpret the result using the following criteria

CRITERIA INTERPRETATION
2 or more sectors with 2 or more delays abnormal
1 sector with 2 or more delays plus 1 or more sectors
with 1 delay and in that same sector, no passes abnormal
intersecting the age line
1 sector with 2 or more delays questionable
1 or more sectors with 1 delay and in that sector, no
questionable
passes intersecting the age line
When REFUSALS occur in numbers large enough to
cause the test result to be QUESTIONABLE or untestable
ABNORMAL if these were scored as failures
Any condition not listed above normal

Learning Insights:
It is very essential to monitor the developmental skills of a child to prevent
serious developmental delays. The support mechanism of primary health care
providers is important at this age because the child will be guided all the way to
his cognitive and psychomotor development, and it will affect him as he grows.
Parents are the one who will mold the child into a good individual. Parents should
conduct close guidance to monitor the child’s developmental abilities so that
early referrals may be done in case developmental delays and abnormalities are
recognized. Parents should look after their child and should not take them for
granted. Children are the future leaders and change agents of our society, thus,
they should be provided with the care that is appropriate to them.