MMDST Flashcards
SHETTTTTTTTTT!!!!
the presumptive identification of an unrecognized disease or
defect
Screening
sort out apparently well persons
who probably have the problem from those who probably do not
Screening Tests
It is a modification and standardization of the original Denver
Developmental Screening Test
METRO MANILA
is a simple, clinically useful tool used in the early
N U R SI N G
detection of children with serious developmental delays
MMDST
indicates the child’s ability
to get along with people and
to take care of himself
Personal-Social Behavior
indicates the child’s ability
to see and to use the hands
to pick up objects and to
draw
Fine Motor-Adaptive
Language
indicates the child’s ability
to hear, follow directions,
and to speak
indicates the child’s ability
to sit, walk, and jump
Gross Motor
Test Kit
Bright red yarn (pom pom)
* Rattle with a narrow handle
* Eight 1-inch colored wooden blocks (red, blue, yellow, green)
* Small clear glass/bottle with 5/8” opening
Small bell with 2 ½ in. diameter mouth
* Rubber ball 12 ½ in. in circumferences
* Cheese curls
* Pencil
* Bond paper
Before beginning a test: MEP
Make certain that the child can reach the test materials
Establish rapport. Explain the test to the parent
Prepare the test form. Give the test prior to any upsetting
medical/nursing procedures
During the test:
Make the child as comfortable as possible.
(If infant…on mother’s lap
* If child is one year older, put child at ease– Showtoys…etc)
is made up of _____ items, written in the range of accomplishments for children between birth and six years of age.
105
These items are arranged in _______
four sectors.
Across the top and bottom of the form are ____
age scales
Each item is represented in the test form by a ____
bar
The item, equal movements, has an asterisk (*) at the right end of its bar indicates
It indicates 100% of normal children pass this item at birth
items have arrows at the right end of the bars, this includes
defines words, composition of __
Arrows indicate that normal children may pass these items even
beyond 6 1/2 y. o
calculating the age formula
date of test - birthdate = age of child
year-month-day
spaces between age:
2 weeks to 14 months - 2 weeks
* 14 to 24 months – 1 month
* 24 months to 5 years – 3
months
* 5 years to 6 ½ years – 6 months
Prematurity affect ability to perform that normal child pass at the same age
* Adjust for children years or younger
2 (After 2 years, it is no longer necessary to compensate)
test interpretation
Mark each delay by heavily
shading the right end of the bar
Count the sectors which
have 2 or more delays
Count the sector which have 1
delay and no passes intersecting
the age line in that same sector
Use the formula to interpret the
results
MMDST is interpreted as
NORMAL
QUESTIONABLE
ABNORMAL
UNTESTABLE
Abnormal
2 or more sectors with 2 or more delays
1 sector with 2 or more delays plus 1 or more sectors with 1 delay and in that same sector no passes intersect the age line
Questionable
1 sector with 2 or more delays
1 or more sectors with 1 delay and in that same sector no passes intersect the age line
Untestable
When REFUSALS occur in numbers large enough to
cause the test result to be questionable or abnormal
if they were scored as failures
Normal
any conditions not belonging to the aforementioned
test interpretations
At the end of the test
ask the parent if the child’s performance was
typical of his ability and behavior at other
times
In general…
overall interpretation of the test results
should be given rather than the labels
Discussing the results
If the child has done well, he should receive praise and
the parent should be reassured that the child is
developing as he should be.
If the child has a number of delays, remind the parent
that this is a screening test, and that retesting will occur
approximately within two weeks.
Avoid testing the child when he is ill, sleepy, tired, hungry,
or upset
MMDST: Retesting
draw the new age line and score the new test with a
different color of pencil.
Write the date of the new test at the top of that age line.
MMDST: Difficult Test situations
DO NOT make hasty conclusions that the child is UNTESTABLE
Remarkable at age 6 to 7 months and may
continue up to age 3
The Shy Child
The Shy Child strategies
As an ice breaker, offer the child a cheese curl
or give him a block, a bell, or a rattle to play
with
Start the test on items, that are scored by
report. Focusing attention initially on the
parent give the child a chance to cope
with situations - he becomes familiar with
the tester and the test materials
If the child remains shy and wary, ask the parent to administer some
of the test items or show how they are done. As the parent
demonstrates, tester says, “Tingnan ko nga kung makakalakad ka din
ng paurong kagaya ng nanay mo.”
Preschoolers are great show offs. This technique may work and if it
does, reinforce the child for performing
not shy but refuses to do
what is asked of him/her
Uncooperative Child
Uncooperative Child strategies
Ask the parent to leave the room. Anxious feelings of a parent are
communicated to the child who in turn acts negatively. The child may
perform better in the parent’s absence
If the child becomes upset by the
separation, the parent need not
leave the room but is requested to
turn away from the screening scene
but be within seeing distance
If the parent says that the child can do certain items but is just
uncooperative, asking him to do the opposite might help. The tester
maysay, “Sa palagay ko hindi ka marunong magdrawing ng tao”.
Reverse psychology works with the negativistic age.
one whose interest shifts rapidly
from one test item/materials to
another.
They have short attention span.
Overactive Child
The Overactive Child
STRATEGIES
a. Mastery of test items (seize the opportunity)
b. Limit the distractions
c. Bring out only the test materials necessary for testing.
d. Keep the kit open behind the tester. If dealing with an older child,
tell that you have series of surprise.
e. Direct the child’s attention
f.Be firm and calm.
Tell the child what to do. Do not ask if
he can or if he will perform the task.
g. If it is possible, hold the child on your
lap or sit next to him.
The Child with Many Siblings Possible Scenario:
Each child would want to perform
the tasks all at the same time.
* A child already done with the test,
tells the other what to do.
The Child with Many Siblings STRATEGIES:
a.Explain to the parent the need to test
each child individually.
b. Start preferably with the eldest and
ask the mother to send the child on
errands once done
one who becomes too involved.
This parent answers the
questions for the child and shows
him what to do.
The Interfering Parent
The Interfering Parent
STRATEGIES
Explain to the parent, as in all test situations, that the MMDST is not
an intelligence test and that the child is not expected to pass all items.
The test will only show the child can do at a certain age. Be sure the
mother understands the purpose of the test
b. Administer the test
c. If the parent interfere, repeat the
explanation
d. If the parent still tells the child what
to do, let the parent leave the room.
