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5-1-2006

Using the Developmental Assessment of Young

Children (DAYC)
Mary Muhlenhaupt
Thomas Jefferson University, mary.muhlenhaupt@jefferson.edu

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 Using the Developmental Assessment
Self-Study Module

of Young Children (DAYC)

Revised
July 2006

Child and Family Studies Research Programs

130 South 9th Street, Suite 500
Philadelphia, PA 19107
Philippa H. Campbell, PhD, Director
cfsrp@jefferson.edu

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006
 1 Introduction

This module is designed for those who use the Developmental Assessment of
Young Children (DAYC) as part of early intervention.

To complete the activities in this module, you will need a copy of the five DAYC
subtests, the Profile/Examiner Summary Sheet, and the DAYC Examiner’s Manual.

Learning Objectives

Following review of this module and completion of recommended activities,

participants will be able to:

• discuss the use of the DAYC in the Philadelphia Early Intervention system.

• identify the components of the DAYC.

• calculate a child’s chronological age in order to establish the start point for
administering the DAYC.

• find the basal and ceiling in order to calculate DAYC raw scores.

• convert raw scores into age equivalents, percentiles, standard deviations,

and determine the child’s DAYC results in relation to his or her
chronological age

• summarize and apply DAYC results in the MDE/IFSP form.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 2
 2 The DAYC: Overview

What is the DAYC?

The DAYC consists of five subtests

• Cognition
• Communication
• Social-Emotional
• Physical Development
• Adaptive Behavior

It is designed for children from birth through 5 years and 11 months of age. The five
subtests relate to the areas of development that are evaluated for early intervention
eligibility and children’s developmental performance in accordance with the Individuals
with Disabilities Education Act (IDEA).

Why do we use the DAYC in Philadelphia (birth to 5)?

Philadelphia Early Intervention is divided into two systems: MRS (birth -3) and Elwyn
(3-5). In order to provide consistency in determining eligibility across the city and
across age levels, and to provide a smoother transition between the two systems when
children turn three, MRS and Elwyn established a policy that both systems would use
the Developmental Assessment for Young Children (Voress and Maddox, 1998).

Children entering the system before 2.6 years of age have an initial evaluation
performed using the Infant Toddler Developmental Assessment (Provence, Erikson,
Vater & Palmeri, 1995). Children 2.6 years and older receive an initial evaluation using
the DAYC. All annual evaluations use the DAYC.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 3
 What is the DAYC designed to do?
The DAYC is used to

• Identify typical and atypical developmental abilities

• Determine specific developmental strengths
• Document progress in attaining developmental milestone skills

No specific testing materials are used with the DAYC. Since children often exhibit
different behaviors during a formal evaluation, the DAYC is designed to be completed
through observation in the child’s natural setting. This provides a more accurate
assessment of the child’s skills. If certain skills are not observed, primary caregivers
can be interviewed to gain the information. A variety of materials in the child’s natural
environment are helpful as the DAYC is administered (see listing on next page).

Important reminders:

♦ If you know that the child’s environment does not contain items that
you will need, then it is necessary to bring them with you. The key is
to keep the feel of the setting as informal as possible.

♦ Do not go item by item through the test. You should have a sense of what
you are looking for by studying the items beforehand. Incorporate opportunities
for the child to demonstrate skills that you need to observe into your play
with the child, observations and caregiver interview.

♦ For those skills that require the examiner to work directly with the child,
join the child’s play and introduce items or games that fit into the child’s
natural play activity.

Resources in the DAYC Examiner's Manual

Please read your agency’s copy of the DAYC Examiner’s

Manual for further information.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 4
 SUGGESTED TOYS AND BOOKS FOR ADMINISTERING THE DAYC

Toys Books__________

Microphone Carrot Seed

Blocks What Happens Next?
Crayons and paper Barney/Teletubby
Scissors
Sorting bears with cups
Pop up toys
Nesting cups
Shape sorter
Puzzles (interlocking and knob)
Stacking ring
Baby dolls
Pretend food
Bubbles
Rhyming activity games
Broken toy
Sorting activity
Sequence cards
Large and small ball
Toy telephone
Dressing vest/doll
Stringing beads (multiple sizes)
Cars/trucks (multiple sizes)
Matching cards rattle
Cloths
Mirror

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 5
 3 Administering the DAYC

What do I do first when using the DAYC?

The first step in administering the DAYC is to establish the child’s chronological age.
The child’s date of birth is subtracted from the date of testing in order to determine his
or her chronological age. The resulting chronological age is used to establish the starting
point on each subtest.

Example:
Year Month Day
Date of Testing 2004 6 5 12 + 30 =42
Date of Birth 2002 2 29
Chronological Age 2 3 13

When the day of the child’s testing (in this example, 12) is smaller than the day of the
child’s birth (in this example, 29), then you subtract one month and add 30 days to the
testing date before you calculate chronological age. This child is 27 months old.

Example:
Year Month Day
Date of Testing 2004 3 2 + 12 = 14 11
Date of Birth 2002 8 3
Chronological Age 1 6 8

If the month of the child’s birth (in this example, 8) is larger than the month of
testing (in this example, 2), then you subtract one year and add 12 months to the testing
date before you calculate chronological age. This child is 18 months old.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 6
 Example:

Year Month Day

Date of Testing 2004 3 3 2 + 12 = 14 5 +30 = 35
Date of Birth 2001 7 15
Chronological Age 2 7 20

There will be times when you have to borrow from both the year and the month of the
testing date before you calculate chronological age. This child is 31 months old.

Space is provided to calculate the child’s chronological age on the Profile/Examiner

Summary Sheet and on the cover sheet of each of the subtests. The following illustrates
Section I: Identifying Information with the chronological age information.

Practice Opportunity

Complete Worksheet A on the next

page to practice calculating a child’s
chronological age.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 7
 WORKSHEET A

Year Month Day

Date of Testing 2004 10 15
Date of Birth 2003 5 7
Chronological Age

1) Child is _______ months old.

Year Month Day

Date of Testing 2004 11 15
Date of Birth 2003 1 17
Chronological Age

2) Child is _______ months old.

Year Month Day

Date of Testing 2004 3 17
Date of Birth 2003 5 4
Chronological Age

3) Child is _______ months old.

Year Month Day

Date of Testing 2004 8 9
Date of Birth 2001 11 15
Chronological Age

4) Child is _______ months old.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 8
 If you had difficulty computing a child’s
Check your work chronological age, review pages 6-7 in this
module and refer to the Examiner’s Manual.

Answers to Worksheet A:

1) 17 months
2) 21 months
3) 10 months
4) 32 months

What are Entry Points, Ceilings and Basals?

Entry point: Designates where to start the assessment.

Open up one of the subtests. Before the first scoring item you will see Start Age:
Birth. As you look through the list of items you will also find Start Age: 12 months,
Start Age: 24 months, Start Age: 36 months, and Start Age 48 months. Select the
start age that is closest to, but not older than, the child’s chronological age. The item
listed immediately following this “Start Age” is where you will begin the assessment.
As an example, for a 22 month old child, the DAYC subtest administration begins at
Start Age: 12 months.

The score is given based on skills demonstrated during play. It’s important to try to
score DAYC items based on observation of the child’s play and minimize the need to
ask parents if the child is able to perform specific skills. When a child performs the
skill, place a 1 next to the item. When the skill is not observed during play, ask the
parent if the child can accomplish the performance. When the parent reports that the
child performs the skill, record a 1; when parent reports the child doesn’t perform the
skill, place a 0 next to the item.

Ceiling: Designates the point where a child is no longer able to perform

the skills in the entry point age range.

The ceiling is designated by scores of zero on 3 out of 5 consecutive items.

Write down the scores as you proceed through the list of items, and watch for the
ceiling.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 9
 Basal: Designates the point where a child is able to perform all skills
in the entry point age range.

Once the ceiling is established, go back and find the basal. Three consecutive
items, each with a score of 1 represent the basal. If you go back to the starting
point of the subtest and still do not have a basal, then you need to work
backwards and score the items listed for the previous age range until three
consecutive items are scored with 1’s, or until you’ve scored all of the subtest’s
remaining items.

Item # Score
For example:
20 1
Administration started

A basal is not established during items administered

21 1
at item 20 and the 22 0
ceiling (3 zeros over 5
consecutive items) was 23 1
reached at item 34. 24 1
However, within this 25 0
range of all items
administered there was 26 1
no sequence of three 27 1
items in a row that were 28 0
scored with 1’s.
29 1
In this case, the 30 1
evaluator needs to score 31 0
item 19, item 18, item
ceiling

17 and so on until there 32 1

are three 1’s in a row, 33 0
or until item #1 on the
subtest has been
34 0
administered.
35

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 10
 Computing the Raw Score:

1. Note the item number at the end of the basal (the third consecutive item that
was scored with 1 point). This item number is the start of the raw score
computation.
2. The points scored after the basal and through to the end of the ceiling are
totaled. Note: Any 1’s that follow the ceiling range are NOT counted.
3. Add these two numbers and you have the child’s raw score.

For example:

This child’s basal range is Item # Score

items 1, 2 and 3 (all three 1 1

basal
were scored with a 1). The 2 1
ceiling range is items 4-8
(3 of these 5 items were 3 1
scored with a 0). 4 0
5 1
3 is the start of the raw

ceiling
score computation. Two 6 1
points were scored on items 7 0
beyond the basal and 8 0
through to the end of the
ceiling (1 point for each, 9
items #5 and #6). These two
numbers are added (3+2),
making the child’s raw
score = 5.

Learning Activity

Study the examples on the next two pages to get a clearer picture of
how basals and ceilings are established and how raw scores are
calculated.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 11
 If there are several basals and/or several ceilings, select the basal and
the ceiling that are closest together.

For example:
Item # Score
This child’s ceiling is items 20 1
#33-37. There are several
21 1
series of three consecutive
items in which one point was 22 1
scored (items 20-22, 21-23, 23 1
22-24, 26-28, 27-29, 28-30,
24 1
29-31 and 30-32). The basal
that’s closest to the ceiling is 25 0
used to compute raw score 26 1
points. 27 1

The end of the basal is at 28 1

item #32. When computing 29 1
the raw score, this child’s 30 1 for raw score
Basal used
starting score is 32, even
though item #25 was scored 31 1
as 0. (Note: any items before 32 1
the basal are counted as “1,” 33 0
even if the child received a
34 1
zero rating). After the basal
Ceiling

range, there are two 1’s 35 1

scored through item # 37 36 0
(end of the ceiling) so the
37 0
raw score equals 34 (32 +2).

The Developmental Assessment of Young Children (DAYC)

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 Item # Score
The same scoring procedure applies when the
basal and the ceiling are not immediately next 10 1
to each other. 11 1 basal
12 1
For example: 13 0
14 1
Item #12 marks the end of the basal, so 12 is
the start of the child’s raw score computation. 15 0
After the basal, 5 points are counted ) through 16 1
the ceiling range (items # 14, 16, 17, 19, 20.
17 1
The child’s raw score is 17 (12 + 5).
18 0
19 1
20 1 ceiling
21 0
22 0
23

Item # Score
1 1 Scoring procedures are the same when the
basal

basal and ceiling overlap.

2 1
3 1 For example:
4 0
Item #3 marks the end of the basal. After the
ceiling

5 1 basal, 1 additional point is counted through the

end of the ceiling (item # 5). The child’s raw
6 0
score is 4 (3 + 1).
7 0

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 13
 When there is no basal range in a subtest after Item # Score
all of items back to item #1 have been
1 1
administered, the points on all items are
totaled through the end of the ceiling range. 2 0
The resulting sum is the child’s raw score. 3 1
4 0
5 1
For example:
6 1
The ceiling is items #10-14. There is no point 7 0
in the ceiling or in items previous to the 8 1
ceiling where three consecutive items were
9 0
scored with 1 point, so this subtest does not
have a basal. To compute the child’s raw 10 1
score, all points are counted through the 11 1
ceiling range.

ceiling
12 0

The child’s raw score is 7 (1 point each 13 0

for items # 1, 3, 5, 6, 8, 10 and 11). 14 0

Practice Opportunity

Complete Worksheet B on the

next page to practice finding
basals, ceilings and raw scores.
These subtest examples are for
a child who is 19 months old.

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Self-study Module - Revised July 2006 14
 Worksheet B
Example Example Example
Item # A B C
Start age: birth
1
2
3
4
5
6 1
7 1
8 1
9 0
Start age: 12 months
10 1 1 1
11 0 1 1
12 1 1 1
13 1 1 1
14 0 1 1
15 0 1 1
16 1 0 1
17 1 1 1
18 0 1 0
19 0 0 1
Start age: 24 months
20 1 0
21 1 0
22 0 1
23 0 0
24 0 1
25 0 0
26 1
27 0
28 0
29 0

Raw score ________ ________ __________

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 15
 If you had difficulty with this, review
Check your work pages 9-14 in this module and refer to
the Examiner’s Manual.

Example A:

The ceiling is items 11, 12, 13, 14, and 15.

The basal is items 6, 7, and 8.

(Note: the basal did not occur between the starting point
and the ceiling. The evaluator needed to work backwards
through the previous group of items to find the basal.)

8 + 3 (one point each for items # 10, 12 and 13) = 11

The raw score is 11.

Example B.:

The ceiling is items 19, 20, 21, 22, and 23.

The basal is items 13, 14, and 15.

15 + 2 (one point each for items #20, 21) = 19

The raw score is 19.

Example C:

The ceiling is 17, 18, 19, 20, and 21.

The basal is 15, 16, and 17.

(Note: the basal and ceiling overlap.)

17 + 1 (one point for item #19) = 18

The raw score is 18.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 16
 What are the steps to complete DAYC scoring?

1. Subtest raw scores are recorded on the Profile/Examiner Summary Sheet.

2. Convert raw scores to standard scores:

Go to Appendix A in the Examiner’s Manual. Using the table for the
appropriate subtest, find the raw score in the first column and look over to
the corresponding number under the child’s chronological age (listed across
the top).

3. Add the total of the standard scores.

Convert Sum of Standard Scores to General Development Quotient using the
tables in Appendix B. See page 20 of the Examiner’s Manual, Table 4.1 for
interpretation of standard scores. For example, a quotient of 76 falls in the
‘poor’ range.

4. Convert standard scores to percentiles using tables in Appendix C

5. Convert raw scores to age equivalents

Using Appendix D, find the raw score under the appropriate subtest heading
(listed across the top of the table) and look over to the corresponding age in
the first column.

Resources in the DAYC Examiner's Manual

• Converting raw scores to standard scores (Appendix A) -

pages 45-56
• Converting Sum of Standard Scores to General Development
Quotient (Appendix B) - pages 57-58
• Converting standard scores to percentiles (Appendix C) -
pages 59-60
• Converting raw scores to age equivalents (Appendix D) -
pages 61-63

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 17
 Example of completed Profile/Examiner Summary Sheet,
Section II. Record of DAYC Scores

This child is 22 months old.

Raw Age Percentile Std

Score Equiv Score
Cognitive 21 15 mos. 12 82
Communication 19 11 mos. 1 66
Social-Emotional 15 10 mos. 2 68
Physical Development 53 20 mos. 37 95
Adaptive Behavior 20 15 mos. 10 81
Sum of Standard Scores 392
General Developmental Quotient 5 76

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 18
What are the important scoring considerations?

1. When the number date of a child’s birth is greater than the testing date,
subtract one month from the date of testing and add 30 days, then compute the
chronological age.

2. When the number of the child’s birth month is greater than the number of the
test month, subtract one year from the date of testing and add 12 months, then
compute the chronological age.

3. To find the entry point for items to be administered, convert the chronological
age into months and select the next youngest start age on the Score Sheet.

4. The basal is three items in a row with the score of 1.

5. The ceiling is 3 out of 5 items in a row with the score of 0.

6. There can be several basals and ceilings. Always pick the basal and the ceiling
that are closest together when computing the raw score. Basals and ceilings
can also overlap.

7. When computing raw score points, use the item # at the end of the basal (the
third item that was given 1 point) as your starting score, even if there are 0’s
recorded in items before the basal.

8. Once the basal establishes the starting score, only the 1’s are counted until
you get through the ceiling range.

9. Stop adding the raw score points once you get through the ceiling,
even if there are 1’s after the ceiling.

10. Be sure that you are using the correct conversion table for the subtest you are
scoring.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 19
 4 Applying Assessment Results

How do I use DAYC results?

Using this table, you can identify if there Chronological 25% delay
are any developmental areas in which a Age
child demonstrates a 25% delay.
1 month
2 months 1 month
3 months 2 months
For example:
4 months 3 months
A 24 month old child who 5 months 3 months
achieves an age equivalent of 6 months 4 months
18 months or younger in a 7 months 5 months
particular developmental area
demonstrates a 25% or more 8 months 6 months
delay in that area of development. 9 months 7 months
10 months 8 months
A 24 month old who achieves
an age equivalent of 19 months
11 months 8 months
or greater demonstrates less than 12 months 9 months
a 25% delay. 15 months 11 months
18 months 14 months
21 months 16 months
24 months 18 months
27 months 21 months
30 months 23 months
33 months 25 months
36 months 27 months

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 20
 Practice Opportunity

Which of the following examples

represent a 25% delay?

Child’s chronological DAYC age Is this at least

age equivalent a 25% delay?

A. 11 months 9 months Yes No

B. 30 months 21 months Yes No

C. 27 months 22 months Yes No

D. 18 months 13 months Yes No

Child B. and child D. have at least a 25%

Check your work delay. If you had difficulty with this, recheck
these ages with the table on page 20.

Learning Activity
The DAYC was administered on May 5, 2006 for Donovan who was
born on 4/25/04. Use the sample Profile/Examiner Summary Sheet and
the 5 subtests included on pages 22-30 of this module:

1. Calculate Donovan’s chronological age.

2. Find the basal, ceiling and raw score for each subtest.
3. Place the raw scores on the summary sheet and calculate the rest of
the scores (age equivalent, percentile, standard score, and general
developmental quotient).
4. Does Donovan have a 25% of more delay in any areas?

The Developmental Assessment of Young Children (DAYC)

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 Check your If you had difficulty with this,
work review pages 6-19 in this module
and refer to the Examiner’s Manual.

Correct response for activity you’ve just completed:

Donovan is 24 months old, with at least a 25% delay in all areas as measured by the DAYC.

Raw Score Age Percentile Standard

Equivalent Score
Cognitive 17 12 mos. 4 73
Communication 17 10 mos. 1 64
Social-Emotional 23 16 mos. 16 85
Physical Development 46 12 mos. 13 83
Adaptive Behavior 23 18 mos. 16 85
Sum of Standard Scores 390
General Developmental Quotient 5 75

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 31
 5 IFSP Documentation

What should I include in sections of the child’s IFSP?

John is 24 months old. Here are some examples of how his DAYC results were
documented.
DAYC results and other How information is worded for the IFSP
evaluation findings

John can use at least five words, While communicating with his family, John is able
indicates ‘yes’ and ‘no’ in to point to what he wants and is able to name some
response to questions, and of his favorite objects. John is beginning to point
produces some 2-word phrases. to some body parts—his nose and eyes. He enjoys
He is not able to point to 6 body reading books and pointing to some objects on the
parts or point to 15 pictures of page. His family is working on remembering to
common objects. name things for him and encouraging him to repeat
them, throughout the day, when he is making
choices, and when he is making requests. His
favorite phrases are ‘bye-bye,’ ‘me go,’ and ‘uh-
oh.’ He needs more everyday practice to become
quicker with his responses.

DAYC results and other How information is worded IFSP

evaluation findings
John can play simple games, John always gives his sister a big hug when she
express affection, and laughs at gets home from school. Before she does her
incongruous events. He is not homework, they have a snack together and then
able to share, has temper she plays with him for a few minutes. They enjoy
tantrums when frustrated and playing peek-a-boo together. He laughs when she
shows anxiety at separation from pretends that she is eating his toys for her snack.
caregiver. He likes to try and help her with her homework
and sometimes cries when it is time for her to take
her things to her room to complete her homework.
Mom needs more ideas to help calm him when
he’s having tantrums.
The Developmental Assessment of Young Children (DAYC)
Self-study Module - Revised July 2006 32
 Learning Activity
Using the sample DAYC (pages 22-30 in this module) and the
child’s DAYC scores, fill in the “Child’s Present Abilities,
Strengths and Unique Needs” sections of the MDE/IFSP document
(these are provided on pages 34-36 in this module).

Paint a picture of the child’s ability to function and describe where

support is needed. Do not present the child as a list of skills and
deficits.

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 33
 Child’s Present Abilities, Strengths and Unique Needs
Cognitive Development (Thinking, problem solving, play skills, etc)
Date of Evaluation:

Age at Evaluation:

Results:

Types of Assessment:

Self-study Module - Revised July 2006

Instrument:

Name/Role:

Agency:

The Developmental Assessment of Young Children (DAYC)

Communication Development (Understanding and expressing wants, needs and ideas)
Date of Evaluation:

Age at Evaluation:

Results:

Types of Assessment:

Instrument:

Name/Role:

Agency:

34
 Child’s Present Abilities, Strengths and Unique Needs
Social or Emotional Development (Engaging others and interacting in the environment)
Date of Evaluation:

Age at Evaluation:

Results:

Types of Assessment:

Self-study Module - Revised July 2006

Instrument:

Name/Role:

Agency:

The Developmental Assessment of Young Children (DAYC)

Physical Development (Large and small muscle development)
Date of Evaluation:

Age at Evaluation:

Results:

Types of Assessment:

Instrument:

Name/Role:

Agency:

35
 Child’s Present Abilities, Strengths and Unique Needs
Adaptive Development (Self-help skills such as feeding, dressing, etc)
Date of Evaluation:

Age at Evaluation:

Results:

Types of Assessment:

Self-study Module - Revised July 2006

Instrument:

Name/Role:

Agency:

The Developmental Assessment of Young Children (DAYC)

Other Information (Include additional assessment information not covered in previous sections, assistive technology needs, and any cultural
preferences that need to be considered.)

36
 6 References

Provence, S., Erikson, J., Vater, S., & Palmeri, S. (1995). Infant Toddler
Developmental Assessment, Chicago, Il: The Riverside Publishing Company.

Voress, J. & Maddox, T. (1998). Developmental Assessment of Young Children,

Austin, Texas: PRO-ED. See website at www.proedinc.com or call 1.800.897.3202.

This module is available online at

http://jeffline.tju.edu/cfsrp/tlc/self-assignments.html

The Developmental Assessment of Young Children (DAYC)

Self-study Module - Revised July 2006 37