Using the Developmental Assessment

of Young Children: 2nd Edition

(DAYC-2)
Self-Study Module

Online class self-study workbook

September 2013

Child and Family Studies Research Programs

130 South 9th Street, Suite 600
Philadelphia, PA 19107
Philippa H. Campbell, PhD, Director
cfsrp@jefferson.edu
 Introduction

This self-study workbook is to be used with the DAYC-2 Online Class for Philadelphia EI
providers. The activities in the workbook are completed along with the Online class.

The Online DAYC-2 Class ---

• Is divided into 2 separate units.

• Activities are completed in this workbook for each of the units.

• After all units are completed, the provider will take a 20-question quiz that covers
material in all units.

• A score of 80% correct is a passing score on the quiz. [If 80% is not obtained, a
second quiz may be completed. If a score of 80% is not obtained the 2nd time, then
the provider will need to take the online class a 2nd time and take the quiz again.
There will be 4 total opportunities to pass the quiz.

• If the quizzes are still failed after 4 attempts, results will need to be reviewed by
the supervisor with the participant to provide clarity and accuracy of information.
Following the review, the SUPERVISOR may contact TLC to obtain another set
of questions for the participant to complete.

• When the quiz is passed, the provider may print out the certificate and give the
certificate AND a copy of this completed workbook to the agency supervisor.

• Course requirements will be met when the agency supervisor has a copy of both
the workbook and the printed certificate.

To complete the activities in this module, you will need a copy of the five DAYC-2
Subtests and the Profile/Examiner Summary Sheet. The DAYC-2 Examiner’s Manual is
also necessary and may be borrowed from your agency or, purchased for $72 at
http://www.proedinc.com/customer/ProductView.aspx?ID=5158

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Unit 1
• Calculate a child’s chronological age in order to establish the entry point for
beginning item administration on the DAYC-2.

• Find the basal and ceiling in order to calculate DAYC-2 raw scores.

• Convert raw scores into age equivalents, percentiles, and standard scores to
determine the child’s results in relation to his or her chronological age

• Determine discrepancies between domains or subdomain scores.

Unit 2
• Integrate information from the DAYC-2 with other assessment information
to make decisions about eligibility on the basis of
o Diagnosis
o Developmental Delay
o Informed Clinical Opinion
• Complete written statements about the child’s abilities under each of the
developmental domain categories.

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 The DAYC-2: Overview

What is the DAYC-2?

The DAYC-2 consists of five subtests

• Cognition
• Communication (Receptive and Expressive Language)
• Social-Emotional
• Physical Development (Gross and Fine Motor)
• 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 in accordance with the Individuals with Disabilities Education Act (IDEA).

The Communication and Physical Development domain subtests each are further divided
into 2 subtests: Communication into expressive and receptive language subdomains; and
Physical Development into gross and fine motor subdomains.

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

Philadelphia Early Intervention is divided into two systems: IDS (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, 2012).

Children entering the system before 2.6 years of age have an initial evaluation
performed using the Infant Toddler Developmental Assessment (IDA; Provence,
Erikson, Vater & Palmeri, 1995). Children 2.6 years and older receive an initial
evaluation using the DAYC-2. All annual evaluations use the DAYC-2.

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 What is the DAYC-2 designed to do?
The DAYC-2, like 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-2 but use of materials that are in
the home and are familiar to the child is recommended. Since children often exhibit
different behaviors during a formal evaluation, the DAYC-2 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 may be interviewed to gain the information. A variety of materials in the
child’s natural environment are helpful as the DAYC-2 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 and to bring
items with which the child is likely to be familiar.

♦ 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 want to observe by playing with the
child, observing what the child is able to do, and asking caregivers as necessary.

♦ 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-2 Examiner's Manual

Please refer to your or your agency’s copy of the DAY-2 Examiner’s

Manual for further information.

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 POSSIBLE TOYS AND BOOKS THAT MAY ELICIT OPPORTUNITIES TO
USE SKILL ITEMS ON THE DAYC-2

Toys Books

Blocks What Happens Next?

Crayons and paper Barney/Teletubby
Scissors Carrot Seed
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

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 Administering the DAYC-2:
Unit 1Activities

Learning Activity 1

Watch the videotape illustrating ways of observing children’s

skills and abilities in various setting. Write down 5 skills that
you note that the child is able to do. Look for these skills on
the DAYC-2 Domain Score Sheets.

Skill observed On DAYC

Scoring Forms?
Where??
1

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 How is the DAYC-2 different from the DAYC?

DAYC DAYC-2
Norms based on 1996 US Census Norms based on 2010 Census
Normative sample included 1267 children Normative sample included 1832 children in
from 27 states 20 states collected by 87 current DAYC
users; 7% were identified as having
disabilities (comparable to national average)
Two subscales – communication and
physical development – are further divided
into subdomains
Ceiling point is 3 consecutive items scored
as 0 in a row.
Simplified procedures used to perform
discrepancy analyses between subdomains
or domain subscales.

What do I do first when using the DAYC-2?

The first step in administering the DAYC-2 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
chronological age. The resulting chronological age is used to establish the starting items
for each subtest. If children were born prematurely, do not adjust or correct for their
age; use the chronological age as specified in the Examiner’s Manual.

Example 1:
Year Month Day
Date of Testing 2013 6 5 12 + 30 =42
Date of Birth 2011 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 2:
Year Month Day
Date of Testing 2013 2 2 + 12 = 14 11
Date of Birth 2011 8 3
Chronological Age 1 6 8

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 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.

Example 3:

Year Month Day

Date of Testing 2013 2 3 2 + 12 = 14 5 +30 = 35
Date of Birth 2010 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.

As with the original DAYC, 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.
Section I: Identifying Information on each form shows where the chronological age
information is placed and calculated.

Learning Activity 2

Complete the Worksheet on the next page (Worksheet A) to

calculate chronological age.

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 Worksheet A: You may complete the following examples if you need practice in
calculating chronological age.

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.

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 If you had difficulty computing a child’s
Check your work chronological age, review pages 8-9 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

How are DAYC-2 items scored?

Items are scored based on your observation of the child’s natural play and
interactions. Items are scored based on the 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 item. 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.

What are Entry Points, Ceilings and Basal Points?

Entry point: Designates where to start the assessment.

Open up one of the subtests. You will see that on the DAYC-2, the Entry Points are listed
on the top of each page of each subtest score sheet. Corresponding items are also starred. For
example, on the Social-Emotional Domain, the entry point for children between 12-23
months is item 16.

Select the entry point that is closest to, but not older than, the child’s chronological
age. For example, if the child is 22 months, you would begin scoring the child on the
Social-Emotional Domain with item 16 (“Shows preference for certain toys, activities, or
places (e.g., interacts positively versus negative response.)”

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 Ceiling: Designates the point where a child is no longer able to
successfully perform 3 items consecutively in a row.

The ceiling is designated by scores of zero on 3 consecutive items. Since you are scoring
items by observing the child in play, you will not necessarily be “administering” items in
sequential order.

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. The basal occurs when the
child performs 3 consecutive items (i.e., is scored “1”). Look backwards to find 3
“1’s” in a row. This is the basal. If there is not a basal, you may need to go back
to the entry point and mark items included earlier than the entry. For example, if
you began with item 16, you would assess items 15, 14, 13, and so on until you
have obtained the basal or all remaining items on the subtest have been scored.

Administration started at Item # Score

item 20 and the ceiling
20 1
(3 zeros in a row) was
reached at item 34. 21 1 A basal is not established during items administered
However, within this 22 0
range of all items
23 1
administered there was
no sequence of three 24 1
items in a row that were 25 0
scored with 1’s.
26 1

In this case, the 27 1

evaluator needs to score 28 0
item 19, item 18, item
29 1
17 and so on until there
are three 1’s in a row, 30 0
or until item #1 on the 31 1
subtest has been
administered. 32 0
ceiling

33 0

34 0
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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

items 1, 2 and 3 (all three
were scored with a 1). The
ceiling range is items 6-8 Item # Score
(3 items were scored with 1 1
a 0).

basal
2 1
3 1
3 is the start of the raw score 4 1
computation. Two points
5 1
were scored on items beyond
the basal and through to the 6 0
ceiling

end of the ceiling (1 point 7 0

for each, items #5 and #6).
8 0
These two numbers are
added (3+2), making the 9
child’s raw score = 5.

Learning Activity 3

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.

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 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
#35-37. 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

for raw score

the raw score, this child’s 30 1
Basal used
starting score is 32, even
31 1
though item #25 was scored
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
range, there is one item 35 0
Ceiling

scored as 1 through item # 37 36 0

(end of the ceiling) so the raw
37 0
score equals 33 (32 +1).

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

Item # Score
1 1 Basal
2 1
3 1
4 0 Basal Item #3 marks the end of the basal. After
ceiling

5 0 the basal, no additional points are achieved so

the child’s raw score is 3 (3 + 0).
6 0

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 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.
12 0

ceiling
The child’s raw score is 7 (1 point each 13 0
for items # 1, 3, 5, 6, 8, 10 and 11). 14 0

Learning Activity 4

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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 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 1 1 1
16 1 0 1
17 0 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

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 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 17, 18, 19.

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 + 5 (one point for items # 10, 12, 13, 15 & 16) = 13

The raw score is 13.

Example B.:

The ceiling is items 22, 23, 24.

The basal is items 13, 14, and 15.

15 + 4 (one point each for items #17, 18, 20,

21) = 19

The raw score is 19.

Example C:

The ceiling is 27, 28, 29.

The basal is 15, 16, and 17.

17 + 4 (one point for item #19, 22,

24, 26) = 21

The raw score is 21.

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 What are the steps to complete DAYC-2 scoring?

1. Appendix A: Convert raw scores to age equivalents. Find the raw score under the
appropriate subtest heading (listed across the top of the table) and look over to the
corresponding age.

2. Appendix B: Convert raw scores to standard scores:

Go to Appendix B 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. Appendix C: Convert standard scores to percentiles using tables in Appendix C

4. Appendix D: Convert subdomain standard scores (e.g., fine motor, gross motor)
to domain standard scores by adding the two standard scores together and finding
the total standard score on the chart in Appendix D.

5. Appendix E: General Developmental Index

Add the total of the standard scores. Convert Sum of Standard Scores to General
Development Index using the tables in Appendix E.

How are discrepancy scores between domains or subdomains

calculated and what do they mean?
Discrepancy scores may be calculated between the two subdomains in Physical
Development (gross & fine motor) or in Language (receptive & expressive language) or
between any of the domain scores (e.g., between Adaptive and Cognitive). Discrepancy
scores show the extent to which the difference in standard scores between two
subdomains or two domains is large enough to be important. There are two ways of
determining importance: statistical significance; and clinical usefulness. Researchers
often need to know statistical significance which tells them the extent to which
differences in standard scores represent real differences in ability. For example, a
difference between Adaptive and Cognitive standard scores of 5 would suggest that
there is no statistical difference – or no real difference in abilities between these two
domains.

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 Differences may be statistically significant but may have no relevance to day-to-day
functioning or performance – in other words, the differences may be statistically
significant but have no clinical usefulness. This difference of clinical usefulness is used
to identify situations where performance really is different between two domains or two
subdomains. For example, a child obtained a standard score of 60 on the Cognitive
domain and of 80 on the Social-Emotional domain. This difference of 20 standard score
points seems large but does not meet the difference criteria of 24 points, therefore the
difference is not clinically useful (see page 23 of the DAYC-2 Examiner’s Manual.)

Also, of interest, may be differences between standard scores and performance on the
subdomains of Language and Physical Development domains. The required difference
scores for clinical usefulness are large (> 21 for language subdomains and > 22 for
motor subdomains.) This means, for example, that a child’s standard score difference
of, for example, 15 would not suggest a clinically useful difference. In other words, the
scores would suggest “equal” performance in both subdomains.

How are discrepancy scores used when determining eligibility

for early intervention in Pennsylvania?

The first step in determining eligibility is to determine if the total domain standard
score is 1.5 standard deviations below the mean. For example, in the Communication
domain, at 17 months of age, Jaxson obtained a raw score of 10 and standard score of 82
on expressive language subdomain. The raw score for receptive language subdomain
was 11, standard score of 80. This resulted in a sum of standard scores of 162 (raw
score sum = 21). The standard score for the total Communication domain was 81 which
is not 1.5 standard deviations below the mean; the difference of 2 standard score points
is neither statistically significant nor clinically useful.

In the Communication domain, Luisa, 22 months, obtained a raw score of 19 on

receptive language (standard score = 100) and of 11 on expressive language (standard
score = 77). The standard score for the total Communication score of 177 is 88 – not 1.5
standard deviations below the mean. The difference of 23 standard score points between
expressive and receptive language is statistically significant and clinically useful;
however, Luisa is not eligible for early intervention based on Communication
performance because the total domain standard score is not 1.5 standard deviations
below the mean. That the differences in receptive and expressive subdomains are
clinically useful suggests that additional assessments to help better understand the
child’s communication abilities and performance should occur.

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 Resources in the DAYC-2 Examiner's Manual

Converting raw scores to age equivalents (Appendix A) -

pages 60-62
• Converting raw scores to standard scores (Appendix B) -
pages 63-113
• Converting standard scores to percentiles (Appendix C) - pages 115-117
• Converting Sums of Subdomain Standard Scores to Domain Standard
Scores (Appendix D – page 121
• Converting Sums of Domain Standard Scores to General Development
Index (Appendix E) – page 125

Learning Activity 5

Complete Worksheet C below

and on the next pages using the
conversion charts in the
Appendices of the Examiner’s
manual. The child is 21 months
old.

Worksheet C

Domain Raw Age %ile Standard Descriptive

Score Equivalent Rank Score Term

Cognitive 24

Communication 24

Social- 15
Emotional

Physical 51
Development

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 Domain Raw Age %ile Standard Descriptive
Score Equivalent Rank Score Term

Adaptive 20
Behavior

General
Developmental
Index

Communication Domain
Raw Score Age %ile Rank Standard Descriptive Standard Score
Equivalent Score Term Difference

Receptive 15

Expressive 9

Total 24
Communication
Domain

Physical Development Domain

Raw Score Age %ile Rank Standard Descriptive Standard Score
Equivalent Score Term Difference

Gross Motor 35

Fine Motor 16

Total Physical 51
Development

Eligibility Statement:
__________________________________________________________
__________________________________________________________

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 If you had difficulty with this, review pages 19-20
Check your work in this module and refer to the Examiner’s Manual
Appendices.

Domain Raw Age %ile Standard Descriptive

Score Equivalent Rank Score Term

Cognitive 24 12 12 82 Below
average

Communication 24 12 13 83 Below
average

Social- 15 7 3 71 Poor
Emotional

Physical 51 15 25 90 Average
Development

Adaptive 20 13 14 84 Below
Behavior average

General 410 77 Poor

Developmental
Index

Communication Domain
Raw Age %ile Rank Standard Descriptive Standard Score
Score Equivalent Score Term Difference

Receptive 15 16 30 92 Average 92-74 =18

Statistically Sig but
Expressive 9 8 4 74 Poor not Clinically Useful

Total Communication 24 12 13 Total = Below Average

Domain 167 = 83

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 Physical Development Domain
Raw Score Age %ile Rank Standard Descriptive Standard Score
Equivalent Score Term Difference

Gross Motor 35 16 27 91 Average 1 point – not

statistically
Fine Motor 16 12 25 90 Average significant or
clinically useful
Total Physical 51 15 25 181 = Average
Development standard
score of 90

Eligibility Statement: __Eligible for early intervention in Pennsylvania on the

basis of a score of 1.5 standard deviations below the mean in the Social-Emotional
domain.
________________________________________________________

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. DO NOT Adjust for prematurity by using
corrected or adjusted age.

3. To find the entry point for items to be administered, convert the chronological
age into months and look on the top of the scoring form to find the number of
months and the item that is the entry point. This item is starred on the score
sheet.

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

5. The ceiling is 3 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

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 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. Only the 1’s are counted from the third item of the basal that was given one
point until you get to the ceiling range.

9. Stop adding the raw score points once you get to the ceiling (3
items in a row with a score of 0), even if there are items that were
scored as 1’s after the ceiling.

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

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 Applying Assessment Results
Unit 2 Activities

Objectives for Unit 2

• Integrate information from the DAYC-2 with other assessment information

to make decisions about eligibility on the basis of
o Diagnosis
o Developmental Delay
o Informed Clinical Opinion
• Complete written statements about the child’s abilities under each of the
developmental domain categories.

DAYC-2 scores are one measure of the child’s performance and NOT the only basis for
determining eligibility. The test assesses early childhood development by observing
children during play and identifying which skills (items) they are able to do (or not do).
The manual states (pg. 24) that results should be interpreted cautiously “especially when
making diagnostic and eligibility decisions.” Users are reminded that because of “time
restraints or other reasons, we often base our diagnoses exclusively on the results of a
single test. This is a hazardous practice that should be avoided.” Rather the DAYC-2 is
a “useful tool for estimating a child’s developmental level at a given time in a particular
situation.”

How do I use DAYC-2 results in determining initial or ongoing

eligibility for EI services?

A primary change in administration of the DAYC-2 is the developers’ recommendations

about scoring:
• DAYC-2 Age Equivalents should not be used. This means that only the
use of standard scores are recommended by the test developers. [PA
recommends determining eligibility following test guidelines. Therefore,
even though eligibility can be documented in PA using a score of
developmental delay of 25% or more, when using the DAYC-2, to follow
the test guidelines, standard scores are preferred.] In PA, the requirement
for documenting eligibility is 1.5 standard deviations below the mean.

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 • How do I know if a standard score is 1.5 standard deviations below the
mean? A standard score of < 78 is at least 1.5 standard deviations below
the mean. All of the standard scores have a mean of 100 and a standard
deviation of 15. Therefore, one standard deviation below the mean would
be 100-15 (or 85) and 1.5 standard deviations would be 100-15-7.5 or less
than 78. (See page 21 of the Examiner’s Manual.)

Learning Activity 6

Which of the following examples

illustrate eligibility for PA early
intervention services based on
Cognitive Domain raw score of ---

Child’s chronological DAYC-2 age Standard Eligible for

age equivalent— Score EI?

11 months RS = 28; 15m 121 Yes No

A

B 30 months RS = 26: 13m 76 Yes No

C 27 months RS = 35; 25 m 97 Yes No

D 18 months RS = 22; 11 m 81 Yes No

Child B scored 1.5 SD below the mean; the

Check your work other scores are not 1.5 SD’s below the
mean.

Is It Possible for a Child to have Typical Scores in all Domains of the DAYC-2 and
still be eligible for Early Intervention services?
To be eligible for Infant-Toddler Early Intervention services in Pennsylvania, a child must
have a developmental delay of 25% or 1.5 standard deviations below the mean. The DAYC-2
scoring does not result in a score of a % of developmental delay score but recommends use of
standard deviations. Therefore, when determining eligibility using the recommendations
outlined in the DAYC-2, a child would have a score of 1.5 standard deviations below the mean
on the DAYC-2 to be eligible for services using test recommendations.
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Children are eligible for EI services on the basis of:

The results of the evaluation show that your child has at least a 25% delay or 1.5
standard deviations below the mean in one or more areas of development. The
delay results in the need for specially designed intervention/instruction (SDI) in
order to participate in typical activities and routines

Your child’s disability/diagnosis of ____________________ results in the need for

specially designed intervention/instruction (SDI) in order to participate in typical
activities and routines.

Your infant or toddler is eligible for early intervention services based on the
informed clinical opinion of this multidisciplinary team. Documentation of the
qualitative and quantitative information used to determine eligibility can be found
in the ‘Evaluation of Developmental Domains’ section

Therefore, an infant-toddler may be eligible for EI services in PA because of a diagnosis or

disability – even if the child does not yet show delayed development.

An infant-toddler may also be eligible for EI services in PA on the basis of informed clinical
opinion. Please see the http://www.eita-pa.org website for more information and guidance
about using informed clinical opinion and about eligibility determination in general.

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 Learning Activity 7

What you need to complete this activity:

• Set of DAYC-2 score sheets (each domain plus the summary sheet)
• Examiner’s Manual
• PA Evaluation Report (ER) pages (included in this workbook, pages 32,
33, and 34 (eligibility documentation page.) These are forms used
statewide in Pennsylvania early intervention.

The DAYC-2 was administered on May 5, 2013 for Christopher

who was born on 4/25/11 at 29 weeks Gestational Age (GA) and
diagnosed with cerebral palsy, spastic diplegia, at a follow-up
visit on 4/3/12 . Use the Profile/Examiner Summary Sheet and the
5 domain score sheets (obtained from your agency) to complete
this activity.

1. Calculate Christopher’s chronological age.

2. Find the basal, ceiling and raw score for each domain.
3. Place the raw scores on the summary sheet and calculate the
rest of the scores (age equivalent, percentile, standard score,
and general developmental index).
4. Complete the ER pages describing his current level of
performance and eligibility for EI services.

1. Christopher’s Chronological Age:

Year Month Day

Date of Testing
Date of Birth
Chronological Age

Christopher is _______________months old.

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Christopher’s Performance on DAYC-2 Items:

Domain Items could do Items did not do

Cognitive 28, 29, 30, 31, 33, 34, 35, 37, 32, 36, 38, 40, 42, 43, 44
39, 41.
Communication --Receptive 16, 17, 18, 20, 24, 25 19, 21, 22, 23
Communication -- Expressive 16, 17, 18, 19, 20, 23 21, 22, 24, 25, 26
Social-Emotional 27, 28, 29, 31, 33, 34, 37 30, 32, 35, 36, 38, 39, 40
Physical Development—Gross 34, 35, 36, 38, 37, 39, 40, 41, 42, 43
Motor
Physical Development – Fine 17, 18, 19, 20, 21, 23 22, 24, 25, 26
Motor
Adaptive Behavior 23, 24, 25, 27, 28, 31, 32, 33 26, 29, 30, 34, 35, 36

Transfer these items (above) to your DAYC-2 Score Sheets and calculate:

1. Basal & Ceiling for each domain.

2. Raw score for each domain.
3. Using the Appendices in the Examiner’s Manual and the information above, complete
the table:

Christopher’s Profile of DAYC-2 Scores

Domain Raw Age %ile Standard Descriptive Term

Score Equivalent Rank Score

Cognitive

Communication

Social-
Emotional

Physical
Development

Adaptive
Behavior

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 General
Developmental
Index

Communication Domain
Raw Score Age %ile Rank Standard Descriptive Standard Score
Equivalent Score Term Difference

Receptive

Expressive

Total
Communication
Domain

Physical Development Domain

Raw Score Age %ile Rank Standard Descriptive Standard Score
Equivalent Score Term Difference

Gross Motor

Fine Motor

Total Physical
Development

Review your work with your supervisor if you have

questions about scoring or interpretation. Your
Check Your Work supervisor will check this activity when you turn in
your certificate and workbook.

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 VI. Evaluation of Developmental Domains
Each section may include a summary of standardized testing, parent/caregiver/early childhood educator information, and observation of the child (and curriculum-based
assessments if available). Each of the developmental sections should include descriptive statements about the child’s present abilities, strengths and their unique needs, as based
on parent/caregiver/early childhood educator report, administration of evaluation instruments, observations, or review of recent evaluation information from other agencies/programs
outside of Early Intervention. Be sure to include the functioning level of these skills, including academic information and progress in appropriate activities for preschoolers.
Cognitive Development

Communication Development

Social and Emotional Development

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Physical Development

Adaptive Development

Other Information

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 VIII. Eligibility
Is the child eligible to receive Early Intervention Services? (Please check only one box on this page)

Yes
The results of the evaluation show that your child has at least a 25% delay or 1.5 standard deviations below the mean in one
or more areas of development. The delay results in the need for specially designed intervention/instruction (SDI) in order to
participate in typical activities and routines.

Your child’s disability/diagnosis of results in the need for specially

designed intervention/Instruction (SDI) in order to participate in typical activities and routines.

Your infant or toddler is eligible for early intervention services based on the informed clinical opinion of this multidisciplinary
team. Documentation of the qualitative and quantitative information used to determine eligibility can be found in the ‘Evaluation
of Developmental Domains’ section

No
The results of this evaluation show that your child does not have a developmental delay, is demonstrating skills similar to
children of his/her age and is not in need of early intervention services.

Your child is a child with a disability but does not need specially designed intervention/instruction (SDI) in order to participate
in typical activities and routines.

Your infant/toddler is currently demonstrating skills similar to children of his/her age however s/he is eligible for referral for
tracking services because:

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 References

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

Voress, J. & Maddox, T. (2013). Developmental Assessment of Young Children,

2nd Edition. Austin, Texas: PRO-ED. See website at http://www.proedinc.com.

This workbook is available online at

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