Examination allowing measures to be developed to

examination, allowing measures to be developed to correct the problem. By contrast screening developmental
tests are indicators that there may be a developmental problem which need to be investigated. To properly
assess Becky’s development as ‘normed’ against her peers, a diagnostic developmental assessment and not
just a screening test, can assess multiple areas holistically (Foxcroft & Roodt, 2013).
As we have elected to use a norm-referenced diagnostic test, the chronological age of the child and her peers
is within the ‘pre-schooler’ range of 4-6-year-old. Her actual age is used to find her developmental age by
comparing the results with what is considered normal for her age group. The ability to perform certain tasks
within this age group is an important assessment as it denotes a level of independence which should be
mastered by now. These skills typically tested at 4-6-year-old are found in physical development, language
development and independent functioning abilities. Social behaviour is tested in areas such as social
engagement, conformity, trustworthiness disturbing interpersonal behavior, hyperactive behavior, self-abusive
behavior and stereotyped behavior (Wortham, 2010).

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2.2 Test properties
The test must be able to offer a drill-down into the development areas that Becky has difficulties with. Besides
being able to compare her abilities with peers of her own age group, the test must be able to establish where
her own development is now. As her vocabulary is reportedly very limited, her developmental age may be
even lower than the youngest age (4-year-old) within the pre-schooler group. For this reason, the aim is to use
a test designed to have measures that span across earlier age groups is important, and the purpose is to
establish the true gap (stated in years and months) between herself and where her peers are. The goal is to
use this information for devising specific treatment programmes and engaging other professionals, such as
occupational therapists or speech therapists. The results also form a baseline, a data point, from which we
measure change and effectiveness of treatment prescribed.
The Griffith Mental Development Scales -Extended Revision to South Africa (GMDS-ER) is one of the few
tests that can assess from birth seamlessly across all development areas. The McCarthy Scales of children’s
abilities are designed to be useful for testing children between 3 and 5 years because of the established age
group floor and ceiling levels (As cited by Aylward, 1994; Van Rooyen, 2005 in von Wielligh, 2012). However,
it would not be suitable due to the floor and ceiling level mental age constraints as Becky may perform at
lower than a 3-year-old on some subscales. The Junior South African Individual Scales (JSAIS), while
standardised specifically within the South African context with established validity (Foxcroft & Roodt, 2013, p.