Bayley Scales of Infant Development

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The Bayley Scales of Infant Development (BSID) is a pediatric development test that is available in different versions. The original (I.) version of the test was developed by the American psychologist Nancy Bayley for children between the ages of 2 and 40 months and was first published in 1969. The second, fundamentally revised version (BSID-II) was also published by Nancy Bayley in 1993 for children between the ages of 1 and 42 months, a year before her death, and, like its predecessor, is considered the gold standard of psychometric examinations for children. The third version (Bayley Scales of Infant and Toddler Development) dates from 2006.

Originally, the Bayley Scales were designed as a tool to describe normal early childhood development. Traditionally, however, they were used to identify children at risk or children with developmental disorders. With this aim, the procedure is still used today in many clinical-psychological and pediatric areas. The Bayley Scales have proven themselves as an international standard for checking development delays and providing targeted early intervention in connection with premature and multiple births.

history

The preliminary work of the BSID goes back to the beginning of the 20th century. From 1928, Nancy Bayley worked at the Institute of Child Welfare, Berkeley, California (later: Institute of Human Development). The California First Year Mental Scale (Bayley, 1933), the California Infant Scale of Motor Development (Bayley, 1936) and the California Preschool Mental Scale (Jaffa, 1934) were developed as part of the research work of the Berkeley Growth Study (Bayley, 1933) . A revision and summary of these instruments took place between 1958 and 1960. In 1969 - shortly after Nancy Bayley had retired - the first edition of the Bayley Scales of Infant Development appeared. This test comprised a Mental Scale for assessing cognitive abilities, a Motor Scale (motor skills) and an Infant Behavior Rating (behavioral assessment ) and was suitable for examining children aged 1–30 months. For the second edition (1993) the Bayley Scales underwent a fundamental revision and new standardization. However, the scale structure of the procedure was largely retained. In the revision of the third German edition (2014), a new standardization with German and Dutch children took place, so that European standards could be used as a basis for the first time.

Publishing year Surname abbreviation
1969 Bayley Scales of Infant Development Bayley
1993 Bayley Scales of Infant Development - Second Edition Bayley II
2006 Bayley Scales of Infant and Toddler Development - Third Edition Bayley III
2007 German adaptation of the Bayley Scales of Infant Development - Second Edition Bayley II
2014 German adaptation of the Bayley Scales of Infant Development - Third Edition Bayley III

Principle of the procedure

Development tests document whether a child acquires basic skills in certain time frames (e.g. first visual, then oral, then tactile exploration of the environment). So toddler tests bring together the developmental milestones that children of different ages have reached. Tasks from development tests represent skills or abilities that, according to scientific knowledge, should be observable at certain times of age. In early childhood, children's abilities change rapidly. For three-month children, e.g. B. Sensorimotor skills and object manipulation the behavioral repertoire when examined with the Bayley II. From the age of approx. 12 months, the child increasingly deals with causal relationships and imitation of what has been seen and heard. At 24 months, children spend a lot of time expanding their vocabulary. The different behavioral patterns in each of these age groups form the basis for the selection of the various test items and represent the focus of the tasks that are intended for the respective test age. Because early childhood skills evolve so rapidly, there is a closer relationship between tasks of similar difficulty than tasks that test similar skills (Burns, Burns & Kabacoff, 1992).

Bayley Scales of Infant Development II

The tasks and test situations of the Bayley-II were designed in such a way that the child's interest is quickly aroused and he can show an observable behavioral reaction. These behavioral responses of the child are the basis for assessing the child's level of development. Bayley (1969) emphasized that special procedures are necessary in an examination of young children that are clearly different from those used in the examination of older children or adults.

construction

The procedure consists of three parts:

  • the cognitive scale (English Mental Scale),
  • the Motor Scale (engl. Motor Scale) and
  • the behavioral assessment (engl. Behavior Rating Scale BRS, formerly Infant Behavior Record IBR).

With the help of the cognitive scale (mental scale) and the motor scale (motor scale), the current cognitive, linguistic, personal-social as well as the fine and gross motor functional level of a child can be examined. With the help of the behavioral assessment, the child's behavior in the examination situation can be assessed; this makes it easier to interpret the results in the cognitive scale and the motor scale. The three test components complement each other in the overall assessment of early childhood development.

Record the tasks of the cognitive scale :

  • early memory skills
  • Habituation
  • Problem solving skills
  • early number concepts
  • Classification and categorization skills
  • early social and communication skills
  • Vocalization and linguistic and communicative skills

The tasks of the motor scale include the increasing control over the posture up to the straightening as well as the fine and gross motor coordination:

  • Movement control when rolling, crawling, crawling, sitting, standing, walking, running and jumping
  • fine motor manipulation when grasping
  • age-appropriate use of pens and
  • imitating hand movements

The tasks are arranged according to age groups.

execution

The execution time for the Bayley-II depends on age and is 25 to 35 minutes for children under 14 months. From 15 months, a test can take up to 60 minutes. The test is carried out individually with the child.

Reliability and validity

  • internal consistency for the cognitive scale : between r = .78 and r = .92
  • internal consistency for the motor scale : between r = .79 and r = .91.

Comparative values ​​are available for various clinical groups (asphyxia, drug exposure, Down syndrome), which show that the mean values ​​are well below the values ​​for normal children (disease of otitis media). This applies to both the cognitive and the motor scale.

Bayley Scales of Infant and Toddler Development

In this test, the children are examined in terms of cognition, language, motor skills, social-emotional and adaptive behavior.

The Bayley III is the further development of the English-language Bayley II from 1993. In contrast to the Bayley II, the Bayley III is more detailed and differentiated in its tasks with additional scales in addition to the cognitive and motor scale :

  • Cognitive scale with a total of 91 tasks
  • Language scale with a total of 97 tasks (extended compared to Bayley II)
  • Motor scale with a total of 138 tasks (including gross and fine motor skills; compared to the Bayley II, some of them have been restructured and expanded)
  • Social-emotional development (questionnaire; based on the method of Greenspan (2004))
  • Everyday skills (adaptive behavior; questionnaire; based on the method of Harrison and Oakland (2003))

tasks

The Bayley III offers a wide variety of tasks related to children's abilities and skills in the first 42 months of life. The tasks compared to the Bayley-II were replaced by new tasks, restructured or fundamentally revised in order to minimize a confounding effect . The Bayley III shows clear differences to the Bayley II.

execution

There are 17 age groups. The introductory tasks are based on the age of the child. The test items are arranged in a ladder form from easy to difficult. If a child is already unable to solve one of the first three tasks on their age-based scale, the test entry age must be adjusted downwards.

Normalization

The procedure is currently only available in English. The standards are based on US studies from 2004. 1700 children were tested for the US version. A German standard is in process.

Individual evidence

  1. ↑ S. Gabel et al .: Understanding psychological testing in children: a guide for health professionals. Springer, 1986, ISBN 0-306-42244-1 , p. 66, (books.google.de)
  2. ^ J. Matson: Handbook of Assessment in Persons with Intellectual Disability. Academic Press, 2007, ISBN 978-0-12-366235-4 , pp. 61ff., (Books.google.de)
  3. ↑ a b B. Janette et al .: Language, Memory, and Cognition in Infancy and Early Childhood. Academic Press, 2009, ISBN 978-0-12-375069-3 , pp. 37ff. (books.google.de)
  4. ^ B. Janette et al .: Language, Memory, and Cognition in Infancy and Early Childhood. Academic Press, 2009, ISBN 978-0-12-375069-3 , pp. 44ff. (books.google.de)
  5. ^ SI Greenspan: Greenspan social-emotional growth chart: A screening questionnaire for infants and young children. Harcourt, San Antonio 2004.
  6. ^ PL Harrison, T. Oakland: Adaptive Behavior Assessment System. 2nd Edition. Psychological Corporation, San Antonio 2003.
  • N. Bayley: The California First-Year Mental Scale. University of California Press, Berkeley 1933.
  • N. Bayley: The California Infant Scale of Motor Development. University of California Press, Berkeley 1936.
  • N. Bayley: Manual for the Bayley Scales of Infant Development. The Psychological Corporation, San Antonio, TX 1969.
  • N. Bayley: Manual for the Bayley Scales of Infant Development. 2nd Edition. The Psychological Corporation, San Antonio, TX 1993.
  • WJ Burns, KA Burns, RI Kabacoff: Item and factor analyzes of the Bayley Scales of Infant Development. In: C. Rovee-Collier, LP Lipsitt (Ed.): Advances in Infancy Research. 7, 1992, pp. 199-214.
  • A. Glaas, S. Rudolph, J. Ludwig, D. Pietzner, M. Lubowicka, M. Cook, A. Hiemisch, W. Kiess: Development diagnostics with the Bayley Scales of Infant and Toddler Development III. In: Pediatric and Adolescent Medicine. 17 (3), 2017, pp. 178-184. (schattauer.de)

literature

  • G. Reuner, J. Rosenkranz, J. Pietz, R. Horn: Bayley-II . German version. 2nd, corrected edition. Pearson Assessment & Information, Frankfurt 2008.
  • Gitta Reuner: Clinical Development Diagnostics . In: Medical Department, Arbeitsstelle Frühförderung Bayern (Ed.): Research for Practice V - News from Infant Research. Early Intervention Unit in Bavaria, Munich 2009.
  • Gitta Reuner, Joachim Pietz: Developmental diagnostics in infants and toddlers. In: Monthly Pediatrics. 154, 2006, pp. 305-313.
  • Gitta Reuner, Joachim Pietz: Diagnostics in premature children. In: Dieter Irblich, Gerolf Renner (Hrsg.): Diagnostics in clinical child psychology - the first seven years. Hogrefe, Göttingen 2009, pp. 396-406.
  • MM Black, K. Matula: Essentials of Bayley Scales of Infant Development II Assessment. John Wily, New York 1999, ISBN 0-471-32651-8 .
  • L. Kelly-Vance, H. Needelman, K. Troia, B. Oliver Ryalls: Early Childhood Assessment: A Comparison of the Bayley Scales of Infant Development and Play-Based Assessment in Two-Year Old At-Risk Children. (= Developmental Disabilities Bulletin. Vol. 27, Issue. 1). 1999. (pdfs.semanticscholar.org)
  • N. Bayley: Bayley Scales of Infant and Toddler Development. 3. Edition. Psychological Corporation, San Antonio 2006.
  • N. Bayley: Bayley Scales of Infant and Toddler Development. Administration Manual. 3. Edition. Psychological Corporation, San Antonio 2006.
  • N. Bayley: Bayley Scales of Infant and Toddler Development. Technical Manual. 3. Edition. Psychological Corporation, San Antonio 2006.
  • N. Bayley, G. Reuner, J. Rosenkranz: BAYLEY-III. Bayley Scales of Infant and Toddler Development. 3. Edition. Hogrefe, Göttingen 2014. (testzentrale.de)