MMDST -Pencil

Metro Manila Development Screening -Bond paper

Test (MMDST) ● MMDST bag
● Simple, clinically useful tool
● Culture -based, research - based, 4 SECTORS:
recognized developmental ● Personal -social
screening test among Filipino ○ Tasks which indicate the
children child's ability to get along
● Developed by Dr. Phoebe Dauz with people and take care
Williams of himself
● a modification & standardization of ● Fine motor-adaptive
the original Denver Developmental ○ Tasks which indicate the
Screening Test (DDST) by Dr. child's ability to see and to
William Frakenberg & his use his hands to pick up
associates objects and to draw
● Developed for health professionals ● Language
such as nurses, doctors & others ○ Tasks which indicate the
health workers child's ability to hear, follow
● Designed to detect developmental directions and to speak
delays in children 2 weeks to 6% ● Gross motor
yrs old ○ Tasks which indicate the
● Evaluates 4 aspects of child child's ability to sit, walk &
development jump
a. personal-social
b. fine motor-adaptive
C. language
d. gross motor
● Made up of 105 items

MMDST Kit:
● manual
● sample test form
● test materials
-a bright red yarn pom-pom
-a rattle with a narrow handle
-eight 1-inch colored wooden blocks
(red, blue, yellow, green)
-A small clear glass/bottle w/5/8 inch
opening
-A small bell w/ 2% inch diameter
mouth
-A rubber ball 12 % inches in
circumference
-Cheese curls
Selecting Items to be administered
1. All items crossing the line should be
administered.
2. The child should have a minimum of 3
passes to the left of any failure
3. Each sector should have at least 3
passes & 3 failures.

Preliminary Phase

1. Establish rapport.
● Emphasize this is not a screening
test not an iQ test
● Estimate the child's level of
development
● Child is not expected to pass all
items administered
● Make child as comfortable as
possible (sitting on lap-
infant/toddler or on mat (kneeling
position)
● Avoid testing if child is ill, sleepy,
tired, hungry or upset
2. Every effort is made to observe what
the
child can actually do rather than simply
asking the parent.
Administering the test -parent/caregiver is instructed to do
exactly how to do it.
1. Start with personal-social sector - if child still refuses, score the item "R"
- To give the child a chance to get * "R"- if certain that child can perform but
used to the tester while the tester refuses to do so at time of test
asks the parent items scored
based on report but also directly 7. Once completed, note on the following:
observe - child's cooperation
2. Fine motor-adaptive sector follows - attention span
- Essential warming up period - verbal behavior
- The child can perform task at hand - self-confidence
without directly talking to the tester - nervous habits
yet -parent-child relationship
3. Next is the language sector -tester's overall feeling about the testing
4. Gross motor sector *In some instances, a child may have
- last because child may be too shy normal test results but may present some
to do items at beginning of test problems in certain areas that need to be
addressed by the HCW.
Administering the test:
What may not be changed Scoring
Items may be scored in 4 ways:
1. Manner which each item is ● Pass (P)
administered. Words or directions may not ● Failure (F)
be changed because the test will not be ● Refusal (R)
standardized. ● No Opportunity (NO)
2. Avoid asking questions that will suggest *Score is to be written on the 50% .
answers. hatch mark
3. For each sector, start with items easily
performed Delay- if test is failed and falls completely
- motivate child to perform more to the left of the age line
difficult task later; praise - used to interpret the total MMDST results
- provide the parent some - emphasized by shading right end of the
satisfaction bar
4. 3 failures in 1 sector, move on to the
next sector - if age line touches the right end of the
5. 3 trials/test item before a score of bar, the item is not considered delay
failure is given
6. To minimize refusals, do the following
as
suggested:
- tell child what to do and not ask "can he"
or "will he"
-if child refuses, parent/caregiver should
be asked to administer the item.
 Interpretation of Test Results
PERSONAL-SOCIAL
Interpreted as NORMAL, QUESTIONABLE, ● REGARDS FACE
ABNORMAL or UNTESTABLE ● SMILES RESPONSIVELY (R)
● SMILES SIMULTANEOUSLY (R)
Steps: ● FEEDS SELF CRACKER (R)
1. Mark each delay by shading right end of ● RESIST TOY PULL
bar ● PLAYS PEEK-A-BOO
2. Count # of sectors that have 2 or more ● WATCH FOR TOY OUT OF
delays REACH
3. Count the # of sectors that have 1 delay ● INITIALLY SHY WITH STRANGER
w/ no passes intersecting the age line in (R)
the same sector ● PLAYS PAT A-CAKE (R)
4. Interpret the result using the following ● PLAYS BALL WITH EXAMINER
criteria (MMDST manual, page 67) ● INDICATES WANTS (NOT CRY)
(R)
● Bottom of age line, indicate test ● DRINKS FROM CUP (R)
result & interpretation ● REMOVES GARMENTS [R]
○ ex: Abnormal, reason: 2 ● IMITATES HOUSEWORK (R)
sectors have 2 delays ● USE SPOON, SPILLING LITTLE
(R)
● HELPS IN HOUSE-SIMPLE
DISCUSSING TEST RESULTS TASKS [R]
● PUTS ON CLOTHING (R)
● Ask whether performance is typical ● WASHES AND DRIES HANDS (R)
behavior of child ● PLAYS INTERACTIVE GAMES [R]
● Overall interpretation should be ● SEPARATES FROM MOTHER
given in general terms, rather than EASILY (R)
terms such as normal, abnormal or ● DRESSES WITH SUPERVISION
questionable (R)
● If child has done well, praise child ● BUTTONS UP [R]
& reassure parent/caregiver ● DRESSES WITHOUT
● If there are delays, remind them SUPERVISION (R)
that this is a screening test & ask if
you can test the child within 2 FINE MOTOR ADAPTIVE
weeks. ● FOLLOWS TO MIDLINE
● EQUAL MOVEMENTS
Retesting ● FOLLOWS PAST MIDLINE
● Retest on the same form ● FOLLOWS TO 180
● Draw new age line & score new ● HANDS TOGETHER (R)
test using different colored pencil ● GRASP RATTLE
● Write date of retest at top of new ● REGARDS CHEESE CURL
age line Referral to pediatrician ● REACHES FOR OBJECT(R)
who is abnormal, questionable & ● SIT, LOOKS FOR YARN
untestable on 2nd test
 ● SIT, TAKES 2 CUBES ● COMPREHENDS COLD, TIRED,
● RAKES CHEESE CURL, ATTAINS HUNGRY
● PASSES CUBE HAND TO HAND ● COMPREHENDS PREPOSITIONS
● BANGS 2 CUBES HELD IN ● RECOGNIZES COLORS
HANDS ● OPPOSITE ANALOGIES
● THUMB-FINGER GRASP ● DEFINES WORDS
● NEAT PINCER GRASP OF ● COMPOSITION OF
CHEESE CURL
● SCRIBBLES SPONTANEOUSLY GROSS MOTOR
● TOWER OF 2 CUBES ● STOMACH LIFTS HEAD
● TOWER OF 4 CUBES ● STOMACH HEAD UP 45
● TOWER OF 8 CUBES ● STOMACH HEAD UP 90
● IMITATES VERTICAL LINE ● STOMACH CHEST UP ARM
● DUMPS CHEESE CURL FROM SUPPORT
BOTTLE-SPONTANEOUSLY ● SIT-HEAD STEADY
● DUMPS CHEESE CURL FROM ● ROLLS OVER
BOTTLE- DEMONSTRATED ● PULL TO SIT, NO HEAD LAG
● IMITATES BRIDGE ● BEAR SOME WEIGHT ON LEGS
● PICKS LONGER LINE ● SITS WITHOUT SUPPORT
● COPIES O ● STANDS HOLDING ON
● IMITATES DEMONSTRATED ● PULLS SELF TO STAND
● COPIES + ● GETS TO SITTING
● DRAWS MAN-3 PARTS ● WALKS HOLDING ON
● COPIES FURNITURE
● DRAWS MAN-6 PARTS ● STANDS MOMENTARILY
● STANDS ALONE WELL
LANGUAGE ● STOOP AND RECOVERS
● RESPONDS TO BELL ● WALKS WELL
● VOCALIZES- NOT CRYING ● WALKS BACKWARD
● LAUGHS ● WALKS UP STEPS
● SQUEALS ● KICKS BALL FORWARD
● TURNS TO VOICE ● THROWS BALL OVERHAND
● DA-DA or MA-MA, NON-SPECIFIC
● IMITATES SPEECH SOUNDS
● DA-DA or MA-MA, SPECIFIC
● 3 WORDS OTHER THAN MA-MA,
DA-DA
● COMBINES 2 DIFFERENT
WORDS
● NAME ON PICTURE
● FOLLOWS DIRECTIONS
● USES PLURALS
● GIVES FIRST AND LAST NAME