GENERAL SANTOS DOCTORS’

MEDICAL
SCHOOL FOUNDATION, INC.

THE METRO MANILA

DEVELOPMENTAL SCREENING
TEST (MMDST) MANUAL

Revised as of November 19, 2019

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 GENERAL SANTOS DOCTORS’ MEDICAL SCHOOL FOUNDATION, INC.
Bulaong Subdivision, Barangay West, General Santos City 9500
Tel No.: (083) 302-3507, Telefax No.: (083) 552-9793

NURSING DEPARTMENT

A. AN OVERVIEW

In 1968 Wilson and Junger wrote:

As communication disease comes under control in the developing
countries… the chronic diseases that occupy the limelight in the
developed countries may be expected to increase in importance in
them; in come of the developing countries this trend has already
become apparent. It may… be expected that screening for disease will
grow in importance. (p.8)
Screening is the presumptive identification of an unrecognized disease or defect
by the application of tests, examinations, or other procedure which can be
applied rapidly. Screening tests sort out apparently well persons who probably
have the problem from those who probably do not, permitting those with positive
or suspicious findings to be referred for diagnosis and necessary treatment as
early as possible. This early detection model is also called secondary prevention
and applies to developmental disabilities as well as detection of disease.
The Metro-Manila Developmental Screening Test is a simple, clinically useful tool
used in the early detection of children with serious developmental; delays. It is a
modification and standardization (on 6,000 Metro-Manila children who ages
ranged from 2 weeks to 6 ½ years) of the original Denver Developmental
Screening test.

The test evaluates four aspects of a child’s development:

Gross Motor-Adaptive, Language, and Personal-Social Behavior.
 It is not an intelligence test
 It is a screening instrument to determine if child’s development is within
normal
 Children 6 1/2 years and below
 Developed for health professionals (MDs, RNs, etc)
 Dr. William K. Frankenburg

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  Simple and clinically useful tool
 To determine early serious developmental delays
 Dr. William K. Frankenburg
 Modified and standardized by Dr. Phoebe D. Williams DDST to
MMDST
 Developed for health professionals (MDs, RNs, etc)
 It is not an intelligence test
 It is a screening instrument to determine if child’s
development is within normal
 Children 6 ½ years and below

Purposes
 Measures developmental delays
 Evaluates 4 aspects of development

 Personal-Social – tasks which indicate the child’s ability to get

along with people and to take care of himself
 Fine-Motor Adaptive – tasks which indicate the child’s ability
to see and use his hands to pick up
objects and to draw
 Language – tasks which indicate the child’s ability to hear,
follow directions and to speak
 Gross-Motor – tasks which indicate the child’s ability to sit,
walk and jump

The test materials (Figure 1) consist of:

 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 with 5/8” opening
 A small bell with 2 ½ inch diameter mouth
 A rubber ball 12 ½ inches in circumference
 Cheese curls ( 1pack)

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  A pencil, and
 Bond paper

* The Metro-Manila Developmental Screening Test was developed for use

by health professionals (i.e. nurse, doctors, and allied workers), so that slow
development may be recognized, referrals made, and appropriate therapy
prescribed.
Before beginning a test: (1) Make certain that the child can reach the test
materials; give him blocks or some other toy as soon as he sits down; (2) Explain
the test to the patient; (3) Prepare the test form. Give the test prior to any
upsetting medical/nursing procedures.

During test administration; four kinds of scores may be given to the child:

P - Pass
F - Fail
R - Refuse
N.O.- No Opportunity

A “delay” is any failure on an item which is completely to the left of child’s age
line.

The test is interpreted as follows:

Step 1. Mark each delay by heavily shading the right end of the bar
Step 2. Count the sectors which have 2 or more delays
Step 3. Count these sectors which have 1 delay and in which no passes
intersect the age line in that same sector.
Step 4. Use the formula shown below to interpret the results.

Abnormal …… 2 or more sectors with 2 or more delays

Abnormal …… 1 sector with 2 or more delays plus 1 more sectors with 1
delay and in that same sector no passes intersect the age line
Questionable …… 1 sector with 2 or more delays
Questionable …… 1 or more sectors with 1 delay and in that same sector no
passes intersect the age line
Untestable …… When refusals occur in numbers large enough to cause the test
result to be questionable or abnormal when scored as
failures
Normal …… Any condition not listed above

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 B. DETAILED TEST DESCRIPTION

I. Test Procedure

The child is made as comfortable as possible during the test. Sitting on

the mother’s/caregiver’s lap is the best position for the infant or toddler. The table
on which the test materials are set is made easily accessible to the child. A mat
on the floor, with the test administrator in a kneeling position, is convenient in
case of young infants, or even for older children in cases of poorer homes where
table and chair are not common fixtures of the household.

*Rapport with the caregiver is established. The tester states that she is
interested in knowing what babies and children can do at certain ages. She
states that this is a screening (not an IQ) test and that the child is not expected to
be able to do all that is asked of him or to pass all of the items given to him.
Thus,
“Makikipaglaro ho ako sa inyong anak at titingan ko kung ano ang kanyang
magagawa sa pamamagitan nitomg mga laruan. May mga tatanungin din
ako sa inyo. Huwag kayong mabahala kung hindi niya magawang lahat
ang aking ipagagawa o hindi niya masagot ang aking mga katanungan.

To the child (one year and above), to put him at ease, the tester says: “(Name),
may mga laruan akong dala. Tingnan mo (Show a block).”

Every effort is made to see what the child can actually do rather than ask
the parent. This is done inspite of the fact that around 46% of the items may be
passed by verbal report of a parent or other caregiver who knows the child well.

Generally, the test starts with the personal-social sector. This gives the
child a chance to get used to the tester as the latter asks the caregiver items
which she can observe directly but which may be scored by report. The items
that need to be latter asks the caregiver items which she can observe directly but
which may be scored by report. The items that need to be administered directly
in this sector are given next. The fine motor-adaptive sector follows. In this sector

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a child can perform the task at hand without having to talk to the tester directly as
yet. For the shy Filipino child this is an essential warming-up period.

The language sector comes next. As Krankenburg et. al (1975:18) have

observed: “By the time you have reached this point in the test the child will be
more comfortable with you and much more likely to answer questions and talk to
you.” The gross motor sector comes last. Many children are too shy to try these
items at the beginning of as test. The above sequence is found to be the most
suitable.
Although the above sequence is the general rule, there are instances
when the tester (who has become very familiar with the test) may vary the
sequence of some items in order to take advantage of the child’s interest. For
example, the test items using a common test material, say the blocks, may all be
administered in sequence although the test items may belong to different sectors
(Fine Motor-Adaptive and Language). This enables the tester to put the blocks
away and divert the child’s attention to the next task. (Clearing the table/floor of
all materials except those for the task at hand minimizes distractions).

What may not be changed, however, is the manner in which each test
item is administered, as specified in the next section. Words or directions may
not be changed. Otherwise, item administration will not be standard. Avoid
asking questions in such a way that you suggest an answer. For example, “Mula
sa pagkakahiga, nakakaupo na ba siyang mag-isa?” (Gets to sitting.)

Each sector is administered starting with items that the child is able to
perform easily. This motivates him to perform the more difficult tasks and gives
the parent some pleasure as well. The child is praised for his efforts. When the
child had 3 failures on items in one sector, the tester then moves to the next
sector of the test. If necessary, the child is allowed 3 trials to perform each item
before a failure is scored. Some items, however, have required number of trials
as specified in the next section.

Items may be scored either of four ways: “P” for pass, “F” for failure, “R”
foer refusal and “N.O.” are not considered in total test scores (Frankenburg, et
al., 1970). To minimize refusals, the following suggestions by Frankenburg, et al.
(1970:22-23) are followed:

“To avoid refusals, you should tell the child what to do (Gawin/Gayahin mo
ito), not ask can he or will he … If he refuses to do any of the items, the parent
should be asked to give the item. It is important that the parent be told

1. Try to get child to smile by smiling, talking or waving to him. Do not touch him.
2. When child is playing with toy, pull it away from him. Pass if he resists.

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3. Child does not have to be able to tie shoes or button in the back.
4. Move yarn slowly in an arc from one side to the other, about 6” above child’s
face. Pass if eyes follow 90° to midline. (Past midline; 180°0)
5. Pass if the child grasps rattle when it is touched to the backs or tips of fingers.
6. Pass if child continues to look where yarn disappeared or tires to see where it
went. Yarn should be dropped quickly from sight from tester’s hand without arm
movement.
7. Pass if child picks up cheese curl with any part of thumb and a finger.
8. Pass if child picks up cheese curl with the ends of thumb and index finger using
an over hand approach.

9. Pass any any

11. Pass 10. Which line is 12. Have child copy
enclosed form.
crossing lines.
longer? (Not first. If failed,
Fail continuous bigger.) Turn demonstrate.
round motions. paper upside
When giving items 9,down and12, do not name the forms. Do not demonstrate 9
11, and
and 11. repeat. (3/3 or
5/6)

13. When scoring, each pair (2 arms, 2 legs, etc.) counts as one part.
14. Point to picture and have child name it. (No credit is given for sounds only.)

15. Tell child to: Give block to Mommie; put block n table; put block on
the floor. Pass 2 of 3. (Don not help child by pointing, moving head or eyes.)
16. Ask child: What do you do when you are cold? .. hungry? .. tired? ..
Pass 2 of 3.
17. Tell child to: Put block in table; under table; in front of chair, behind chair.
Pass 3 of 4. (Do nit help child by pointing, moving head or eyes.)
18. Ask child: If fire is hot, ice is?; Mother is a woman, Dad is?; A horse is big, a
mouse is? Pass 2 of 3.
19. Ask child: What is a ball? … river? .. desk? .. house? .. banana? .. curtain? ..
roof? .. fence? .. street? Pass if defined in terms of use, shape, what it is made of
or general category (such as banana is fruit, not just yellow). Pass 6 of 9.

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20. Ask child: What is a spoon made of? .. A shoe made of? (No other objects
may be substituted.) Pass 3 of 3.
21. When placed on stomach, child lifts chest off table with support of forearms
and/or hands.
22. When child is on back, grasp his hands and pull him to sitting. Pass if head
does not hang back.
23. Child may use wall or rail only, not person. May not crawl.
24. Child must throw ball overhand 3 feet to within arm’s reach of tester.
25. Child must perform standing broad jumps over width of test sheet. (8 ½
inches)
26. Tell child to walk forward, heel within 1 inch of toe.Tester may demonstrate.
Child must walk 4 consecutive steps, 2 out of 3 trials.
27. Bounce ball to child who should stand 3 feet away from the tester. Child must
catch ball with hands, not arms, 2 out of 3 trials.
28. Tell child to walk backward, toe within 1 inch of heel. Tester may
demonstrate. Child must walk 4 consecutive steps, 2 out of 3 trials.

DATE AND BEHAVIORAL OBSERVATIONS (how child feelss at the time of

test, relations to tester, attention span, verbal behavior, slef-confidence, etc.)

FIGURE 3. Test Directions (slightly modified from original DDST)

exactly how to give the item. If the child refuses to do the item when asked by the
parent, score the item “R” … “R” instead of “F” should be scored only if you feel
certain that the child can do the item but he will not do the item at the time of the
test. A good way to check on this is to ask the parent if the child has done
whatever is being asked of him at some other time. For example, the child may
refuse to jump at the time of the test but the parent reports that he does it all the
time at home. Since this item cannot be passed by report, “R” would be the
approximate score.”
Upon completion of the test administration, the tester also notes pertinent
observations on the child’s cooperation, attention span, verbal behavior, self-
confidence, nervous habits, parent-child relationships, as well as her own overall

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feeling about the test. In some instances, a child may score normally on the test;
however, he may present some problems in these areas in which may need to be
administered by the health care worker.
2. The Test Form
Like the DDST, the MMDST is made up of 105 items, written in the range
of accomplishments for children between birth and six years of age. These items
are arranged on the test form in four sectors:
1. Personal-Social – That is, tasks which indicate the child’s ability to get along
with the people and to take care of himself.
2. Fine Motor-Adaptive – That is, the child’s ability to see and to use his hands to
pick up objects and to draw.
3. Language – That is, the child’s ability to hear, follow directions and to speak.
4. Gross Motor – That is, the child’s ability to sit, walk, and jump.
Across the top and the bottom of the test from (Figure 2) are age scales which
show ages in months from 1 to 24, and in years from 2 ½ to 6. Each of the 105
test items is represented on the form by a bar which is placed between the age
scales to show when 25%, 50% 75%, and 90% of normal children can do the
item (Figure 4, below).

FIGURE 4
AGE SCALE

11 12 13 14 15

Hatch mark

In the above item, “Walks Well”, the left end of the bar shows that 25% of
normal children can walk well at a little over 11 months; the hatch mark shows
50% can do this at 12 months, the left end of the shaded area shows 75% at 13
½ months; and the right end of the bar shows 90% of normal children can walk
well at a little over 14 months. All of the test items are shown on the test form in
the same way.

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 Some test items have a small footnote number on the left end of the bar.
Short instructions for giving the items with numbers are given on the back of the
test form (Figure 3). For example: the instruction for the item, “Walks Up Steps”,
is #23 on the back of the form.
Test items which can be passed by report of the parent have an “R” on
the bar. (See figure 5 for footnote number and “R”.) Only those items with an “R”
on the form may be passed by report. Whenever possible, the examiner should
observe what the child can do, rather than ask for a report of the parent even
though the item is a report item.

FIGURE 5

One hundred percent of normal children pass the item “Equal Movements”
at birth. This is indicated by (asterisk) at the end of the bar. Eight items, including
“Defines Words” and “Composition of ____________” passed by only a limited
number of normal children at 6.3 years. This is shown by (arrow) at the
right

Calculating the Child’s Age:

Ask the birthdate of the child. Using the following formula, obtain the age
of the child: Date of the test and birthdate equals the age of the child. Start
calculation on the right of the chart, figuring days, then months, and years. For
example:
Year Month Day

Date of Test 84 7 15
Birthdate -82 -3 -10
Age of Child 2 4 5

The child, then is 2 years, 4 months, and 5 days of age. When it becomes
necessary to “borrow” in subtraction, make certain 30 days are borrowed from
the month column and 12 months are borrowed from the column, as in the
following example.

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 Year Month Day

Date of Test 83 18 45
Birthdate 84 7 15
-82 -10 -28
Age of Child 1 8 17

Step 1. Subtract 30 days (1 month) from 7 months to make 6 months and 45

days (30 + 15).
Step 2. Subtract 28 days from 45 days = 17.
Step 3. Subtract 12 months (1 year) from 84 to make 18 months (7 – 1 = 6, and 6
+ 12 = 18).
Step 4. Subtract 10 months from 18 months = 8.
Step 5. Subtract 82 from 83 = 1 (84 – 1 =83).

Child is, therefore, 1 year, 8 months, and 17 days of age.

Unfortunately, age calculation is an area where many careless errors are
often made, so you should check your calculation carefully before placing the
age line on the form.

Drawing the Age Line/Rating the Test

Use the age shown at the top and bottom of the test from as a guide for
drawing the age line. Draw a line through the four sectors of the test form at the
child’s age. Write the date of the test at the top of the age line (figure 6).

The location of the age line must be accurate, because the test
interpretation depends upon the placement of this line. To aid you in this
placement, remember that the space between age marks shown at the top and
bottom of the test form represents 4 weeks until age 24 months. From 24 months
to 5 years, the space between each mark represents 3 months. There is a 6
month age span from 5 years to end of the test.

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 FIGURE 6
That is, the test was given on March 1, 1980, as noted above the age line,
to a child 3 years and 3 months of age. (The line is halfway between 3 and 3 ½
years).

Adjustment for Prematurity

Ask the parent if the child was born early. For the children who were born
two or more prematurely, subtract the number of weeks premature from the age
of the child and draw the line at this adjusted age. Write under the date the
number of weeks adjusted. (Figure 7). No adjustment should be made for
children born later than expected. After 2 years of age it is no longer necessary
to compensate for prematurity (Frankenburg, et. al. 1975).

FIGURE 7

Actual age of the child is 14 months, but the age line has been adjusted for 6
weeks (1 ½ months) prematurity.

Number of Items to be Given:

The number of items to be given will vary with the age and abilities of the
child. Begin testing in each sector with items which fall completely to the left of
the child’s age line (ones which would show up as delays if failed). Continue
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testing to the right, as the items become progressively more difficult, until the
child fails three items in that sector. Usually: 1) the child should have several
passes to the left of any failures; 2) each sector should have at least three
passes and three failures; 3) all items passing through the age line should be
attempted.
Normally, a child is tested on only twenty or so simple tasks or items. The
child may accomplish some of the tasks on his own without being asked. An
example of this is the item which checks on the child’s ability to sit alone.

3. Scoring Delays in Development:

A delay is any item failed which is completely to the left of the age line
(Figure 8). That is, the child failed an item which 90% of children normally can
pass at a younger age. Delays are used to interpret the total MMDST results.
Delays on the test form are emphasized by shading the right end of the
bar of the delayed item. If the age line touches the right end of the bar, the item is
not considered to be a delay.

FIGURE 8

4. Interpreting Test Results

The MMDST is interpreted as NORMAL, QUESTIONABLE, ABNORMAL,
and UNDERTESTABLE, based on the number of delays on each test. To

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properly interpret the results of a test, follow the steps listed below, remembering
that a delay is any failure which falls completely to the left of the age line:

Step 1. Mark each delay by heavily shading the right end of the bar.
Step 2. Count the sectors which have 2 or more delays.
Step 3. Count the sectors which have 1 delay and no passes intersecting
the age line in that same sector no passes intersecting the age line.
Step 4. Use the formula shown below to interpret the results.
ABNORMAL … 2 or more sectors with 2 or more delays
ABNORMAL … 1 sector with 2 or more delays plus 1 or more sectors with
1 delay and in that same sector no passes intersecting the age line
QUESTIONABLE … 1 sector with 2 or more delays
QUESTIONABLE … 1 or more sectors with 1 delay and in that same
sector no passes intersecting the age line
UNTESTABLE … When REFUSALS occur in numbers large enough to
cause the test result to be QUESTIONABLE or ABNORMAL if they were
scored as failures
NORMAL … any conditions not listed above.

At the bottom of the age line indicate the result of the test. For example:
Abnormal
Reason: 2 sectors have 2 delays each.

5. Discussing the Test Results

At the end of the Test, ASK THE PARENT IF THE CHILD’S
PERFORMANCE WAS TYPICAL OF HIS ABILITY AND BEHAVIOR AT OTHER
TIMES. Sometimes a child may be too ill, tired, or upset when tested to show
what he can actually do.
In general, overall interpretation of test results should be given to the
parent rather than the labels abnormal, questionable, or normal. If the child has
done well, he should receive praise and the parent should be reassured that the
child is developing as he should be. If, however, he child has a number of delays,
remind the parent that this is a screening test, and that you would like to test him
again within approximately two weeks. Avoid testing the child when he is ill,
sleepy, tired, hungry or upset.
6. Retesting

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 To retest the child using the same form, draw the new age line and score
the new test with a different color of pencil. Write the date of the new test at the
top of that age line.
A child who is abnormal, questionable or untestable on the second test,
should be referred to a pediatrician for further evaluation, if feasible. Otherwise,
referral to the Mental Feeding Program for inclusion in its developmental
stimulation program may be done. Nurses could also be trained to teach parents
skills in developmental stimulation of children. With severe resource constraints,
these health care workers may be the most feasible group to tap for this function.
Continued surveillance and periodic retesting of the children identified to
be at risk should be done.
7. Sample Protocols
See Figures 9, 10, 11 and 12.
8. Difficult Test Situations
Doing the MMDST is generally a pleasant task but occasionally one
encounters a child who is difficult to test. Before making hasty conclusions that
the child is untestable, ask the parent if the child has always been shy,
inattentive, overactive or other similar behaviors for which he is considered
difficult. The child may simply be reacting to previous unpleasant experiences
like for instance an injection or a wound treatment. The difficult behavior may
likewise be explained by socio-cultural factors. If this is so use a different
approach in testing.
1) The Shy Child

Ages 6 to 7 months mark the beginning of the shy age.

Shyness may normally continue up to age 3. If the child’s shyness,
however, persists, he might need as much as one who is unable to
perform certain abilities.
Testing a shy child may take longer. The following
suggestions usually help:

a. As an ice-breaker offer the child a cheese curl or give him a

block, a bell or a rattle to play with.
b. Start the test on items that are scored by report. Focusing
attention initially on the parent gives the child a chance to cope with
situations. He becomes familiar with the tester and the test
materials.
c. If the child remains shy and wary, ask the parent to administer
some of the test items or show how they are done. As the parent

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 demonstrates, tester says, “Tingnan ko nga kung makakalakad ka
din ng paurong kagaya ng nanay mo”. Preschoolers are great
show-offs. This technique may work and if it does, reinforce the
child for performing.
If all suggestions fail and the test is not completed, rescreen 2 or 3
weeks later.

2) The Uncooperative Child

The uncooperative child is one who is not shy but refuses to

do what is asked of him. Testing approaches to the shy child may also
be applied to the uncooperative child. In addition the following may be
tried:
a. Ask the parent to leave the room. Anxious feelings of a parent
are communicated to the child who in turn acts negatively. The
child may perform better in the parent’s absence.
b. If the child becomes upset by the separation, the parent need not
leave the room but is requested to turn away from the screening
scene but be within seeing distance.
c. If the parent says that the child can do certain items but is just
uncooperative, asking him to do the opposite might help. The tester
may say, “Sa palagay ko hindi ka marunong magdrawing ng tao.”
Reverse psychology works with the negativistic age.

3) The Overactive Child

An overactive child is one whose interest shifts rapidly from

one test item/materials to another. He may be seated beside you at
one moment building blocks. As you turn to consult the test form,
he sees the ball in the kit, drops the blocks, gets the ball and runs
off with it. Getting him to sit down to continue the test is a chore.
While you may succeed in getting him to perform again, his
attention span is short. Dealing with an overactive child may be an
unpleasant experience to the child, the parent … and the tester.

After practice testing with at least 12 children, ask your

instructor for a reliability testing session. This is done with you
administering the test on 1-3 children (of the age ranges stated
above) and your instructor independently scoring the test as you
administer it. You should obtain at least 90% agreement with your
instructor.

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 Finally, view Frankenburg, et al’s. proficiency training film
and compare your performance with the expected answers. Aim for
100% proficiency in this.

Now you are ready to test the children. Good Testing!

BEFORE TEST: CORRECT INCORRECT

1. Can child see and reach test materials easily? ..................................... Yes Seated too
high, too

low or too
far from
the table

2. Did the examiner explain that the MMDST is not an IQ test? …………. Yes No

3. Did the examiner explain that the child is not expected to

perform everything asked of him? ………………………………………... Yes No
4. Did the examiner calculate age of child after asking parent
the child’s birthdate? ………………………………………………………… Yes No
5. Before drawing age line, did examiner ask if child was born
prematurely? ………………………………………………………………… Yes No
6. Was age line drawn correctly? ……………………………………………. Yes No
7. Did examiner indicate date test was administered at top of
age line? ………………………………………………………………………. Yes No

DURING TEST:

Did examiner assure cooperation of child by:

8. giving child a chance to become used to examiner? …………………….. Yes No
9. starting each sector of test with items child could pass? ……………...... Yes No, sometimes
10. telling child what to do rather than asking? ……………………………… Yes No, sometimes
11. Was table clear of materials which were not being used? …………….. Yes No, sometimes
12. When asking for parent’s report, did examiner suggest
an answer by the way question was worded? (leading question) ……. No Yes, sometimes
13. Did examiner praise child only when he correctly
performed an item? ………………………………………………………… No Yes, sometimes
14. At the end of the test, did examiner ask parent if behavior of child was
typical of his usual behavior? ……………………………………………... Yes No
15. Did examiner administer enough items? (At least 3 passes and
3 failures in each sector) …………………………………………………... Yes No

AFTER TEST: CORRECT INCORRECT

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16. Were delays emphasized by shading in right end of bar? …………….. Yes No
17. Were delays indicated only on those items failed which
were completely to left of age line? ……………………………………... Yes No
18. Was test performance interpreted correctly? …………………………… Yes No
19. Did examiner write observations on back of form? ……………………. Yes No

D. TEST ADMINISTRATION AND SCORING DIRECTION

GROSS MOTOR
Stomach (Sto) lifts head
May pass by report (R)
Administration : Place the child on his stomach on a flat surface.
Scoring : Pass if the child momentarily lifts his head so that his
chin is off the table without being turned to either side.
(R) Question : Kapag nakadapa ang bata, naitataas na ba niya ang
kanyang baba kahit sandal?

Stomach (Sto) head up 45°

Administration : Place the child on his stomach on a flat surface.
Scoring : Pass if the child lifts his head so that his face makes an
approximate 45 degree angle with the table.

Stomach (Sto) head up 90°

Administration : Place the child on his stomach on a flat surface.
Scoring : Pass if the child lifts his head and chest up so that his
face makes a 90 degree angle with the table.

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Stomach (Sto) chest up, arm support
Administration : Place the child on his stomach on a flat surface.
Scoring : Pass if the child lift his head and chest up, using support
of outstretched hands or forearms, so that his face is
looking straight ahead.

Sit-head steady
Administration : Hold the child in a sitting position.
Scoring : Pass if the child holds head upright and steady with no
bobbing motion. (Fail if child holds head steady for
only a few seconds and then drops it to chest or sideways.)

Rolls over
May pass by report (R)
Administration : Tester should see this or ask the parent if the child rolls
back to stomach or from stomach to back.
Scoring : Pass if the child rolled completely over, not just to or
from side, either way (not accidentally) two times or
more.

21
 (R) Question : Dumapa na ba siyang mag-isa? Ilang beses na
niyang nagawa ito?
Pull to sit, no head lag
Administration : Place the child on his back. Grasp his hands or wrists
and gently pull to a sitting position. Do not pull the child
up fast or his head will be forced to hang back.
Scoring : Pass if the child’s head does not hang at any time while
he is being pulled up.

Bear some weight on legs

Administration : Hold the child upright so that his feet rest on the table.
Slowly loosen your hand support but do not
release the child completely.
Scoring : Pass if the child briefly supports most of his weight on
his legs. If the child keeps his legs rigid to support
his weight, pass the item but note on the test form
that the legs were rigid.
Sits without support
Administration : Hold the child on a sitting position on table. Making sure
child does not fall, slowly remove your hands.
Scoring : Pass if the child sits alone for 5 seconds or more. Child
may put his hands on his legs or the table
for support.
Stands holding on
May pass by report
Administration : Place the child in a standing position holding on to a
solid object (not a person).
Scoring : Pass if the child stands 5 seconds or more by holding
on. If this cannot be seen, ask the parent if the
child can do this.

22
 (R) Question : Nakakatayo na ba siyang mag-isa ng mga 5 segundo
na nakahawak sa isang bagay?
Pulls self to stand
May pass by report (R)
Administration : Check or ask parent if the child pulls himself to standing
position while holding on to a solid object (such
as the crib rail, a chair leg or a table) without help
from a person.
Scoring : Pass if the child stands can pull himself into a standing
position.
(R) Question : Mula sa pagkaka-upo, nakakatayo na ba siyang
mag-isa o ng walang tulong na nakahawak
lamang sa isang bagay tulad ng silya, atbp?

Gets to sitting
May pass by report (R)
Administration : Check or ask parent if the child can get himself into a
sitting position.
Scoring : Pass if seen or reported.
(R) Question : Mula sa pagkakahiga, nakakaupo na ba siyang mag-
isa?
Walks holding on furniture
May pass by report (R)
Administration : Check or ask parent if the child walks around furniture
while holding on to it.
Scoring : Pass if seen or reported.
(R) Question : Nakakalakad na ba siya na nakahawak sa silya o
ibang bagay?
Stand momentarily
May pass by report (R)
Administration : Place the child standing on the floor. After he seems to
have his balance, remove your support.

23
 Scoring : Pass if the child stands alone 2 or more seconds. If this
cannot be seen, ask the parent if the child can do
this.
(R) Question : Nakakatindig na ba siyang mag-isa kahit 2 segundo
lamang?
Stands alone well
May pass by report (R)
Administration : Place the child standing on the floor. After he seems to
have his balance, remove your support.
Scoring : Pass if the child stands alone 2 or more seconds. If this
cannot be seen, ask the parent if the child can do
this.
(R) Question : Nakakatayo na bang mag-isa ng matagal (mga 10
segundo) ang bata?

Stoops and recovers

May pass by report (R)
Administration : While the child is standing on the floor away from all
support, place a small toy on the floor in front of
him and tell him to pick it up.
Scoring : Pass if the child is able to bend over, pick up toy and
return to standing without holding on or touching
the floor. If this cannot be seen, ask the parent if child
can do this.
(R) Question : Kapag may pinulot siyang laruan sa sahig,
nakakatayo ba siya na hindi humahawak sa sahig o
ano mang bagay?
Walks well
May pass by report (R)
Administration : Watch the child as he walks to see if he has good
balance and rarely falls.

24
 Scoring : Pass if the does not have any difficulty walking and does
not tip from side to side. If this cannot be seen, ask the
parent if child can do this.
(R) Question : Matatag na ba siyang maglakad?
Walks backwards
May pass by report (R)
Administration : Tell the child to walk backwards. The tester may show
the child how to do this.
Scoring : Pass if the child walks backwards 2 or more steps. If this
cannot be seen, ask the parent if the child walks
backwards at home, possibly when pulling a toy.
Pass if the parent reports the child can do this.
(R) Question : Nakakalakad na ba siya ng paurong (ipaatras?)
Nakakailang hakbang ba siya?
Walks up steps
May pass by report (R)
Administration : Ask the parent how the child get up steps
Scoring : Pass if the child can walk up steps (not crawl). He may
use the wall or rail for support but cannot hold on
to a person.
(R) Question : Paano umaakyat si (child) sa hagdan? (Probe to
clarify) Nakakaakyat na ba siya sa hagdan na hindi
gumagapang o hinahawakan o di kaya nakahawak
lang sa dingding o gabay?
Kicks ball forward
May pass by report (R)
Administration : Place the ball about 6 inches in front of the standing
child. Tell him to kick it. The tester may show him
how to do this.
Scoring : Pass if the child kicks the ball forward without holding on
to any support. (Hitting the ball on the backswing,
stepping on the ball or using support is a failure.)
If this cannot be seen, ask the parent if the child kicks a
ball of similar size at home

25
 (R) Question : Kapag inilagay ang bola sa harap niya, nasisipa ba
niya?
Throws ball overhand
May pass by report (R)
Administration : Tell the child to throw the ball to the tester using an
overhand throw. The tester may show him how to
throw overhand. (Ihagis mo ang bola sa akin gaya
nito.)
Scoring : Pass if the child is standing at least 3 feet from tester
and throws the ball within arm’s length of tester between
his knee and face. (Cannot score a pass if child refuses
to throw the ball toward tester but continually throws
away from him.)
Balance on 1 foot 1 second
2 of 3
Administration : Show the child how to stand on 1 foot without holding
on. Allow 3 trials if needed. (Gawin mo ito.)

Scoring : Pass if the child can stand on either foot 1 second or

more in 2 of 3 trials. (May be noted during “Balance
on 1 foot 5
seconds.”)
Jumps in place
May pass by report (R)
Administration : Tell the child to jump. The examiner may show him how
to do this. (Gawin mo ito.)
Scoring : Pass if the child raises both feet off the floor at the same
time for any measurable distance. He does not have to
land in the same spot from which he started.
(The child cannot run before he jumps, or hold on to
anything for support.)
Pedals tricycle
May pass by report (R)
Administration : Ask the parent if the child can pedal a tricycle

26
 Scoring : Pass if the parent reports the child can pedal a tricycle
forward 10 feet or more on the level ground.
(Pedaling the tricycle down a hill is not considered a
pass.) If the child has not had an opportunity to ride a
tricycle of his size, score the item “N.O.” for no
opportunity.
(R) Question : Nakakapagbisikleta na ab siya mula rito hanggang
doon (point to ten feet?)
Broad Jump
Administration : Place a test form on floor and show the child how to do
a standing broad jump across the width of the
paper (8 1/2”), then tell him to do it. Give him 3
trials. (Gayahin mo ito.)
Scoring : Pass if the child jumps once, with both feet together, over
8 ½ inches. (If the child leaps across, one foot at a time,
this is a failure.)

Balance on 1 foot 5 seconds

2 of 3
Administration : Show the child how to stand on 1 foot without holding on
and then tell him to do it. Time him
with a watch, if possible. Allow 3 trials if needed.
Scoring : Pass if the child can stand on either foot 5 seconds
or more in 2 of 3 trials. (May be
noted during “Balance on 1 foot 10 seconds.”)
Balance on 1 foot 10 seconds
2 of 3
Administration : Show the child how to stand on 1 foot without holding on
and then tell him to do it. Time him
with a watch, if possible. Allow 3 trials if needed.
Scoring : Pass if the child can stand on either foot 10 seconds
or more in 2 of 3 trials.

27
Hops on 1 foot
2 of 3
Administration : Tell the child to hop on one foot. The tester may show
him how to do this. (Gawin mo ito.)
Scoring : Pass if the hops on 1 foot 2 or more times in a row, either
in place or over a distance, without holding on to
anything.
Heel-to-toe walk
2 of 3
Administration : Show the child how to walk placing he heel of one foot in
front of and touching the toe of the other. Walk about 8
steps like this and then tell the child to do it. (The
tester may compare this to a tight rope walk.) If the child
does not respond, show him how to do it again. Allow 3
trials if needed. (Gayahin mo ito.)
Scoring : Pass if the child can walk in a straight line for 4 or more
steps placing his heel 1 inch or less in front of his
toe, 2 out of 3 trials.

Catches bounced ball

2 of 3
Administration : The tester stands about 3 feet from the child and
bounces the ball to him, taking care to have the
ball bounce once halfway between the tester and the
child. The ball should reach the child between his neck
and waist. The child is told to catch the ball. Allow 3
trials if needed. (Saluhin mo ang bola.)
Scoring : Pass if the child catches the ball with his hand or hands
in 2 out of 3 trials. The child may catch ball
against his body if he uses his hands and not his
arms. (If the child uses only his arms against his body
to catch the ball, this would be a failure.)
Backward heel-to-toe
2 of 3

28
 Administration : Show the child how to walk placing the toe of one foot in
back of and touching the heel of the other. Walk
about 8 steps like this and then tell the child to do
it. (The tester may compare this to a backward
tight rope walk). Allow 3 trials if needed. (Gayahin
mo ito.)
Scoring : Pass if the child can walk backward ij a straight line for 4
or more steps placing his toe 1 inch or less in back of his
heel, 2 out of 3 trials.

FINE MOTOR-ADAPTIVE
Follows to midline
Administration : Place the child on his back. (At this age the child’s face
will be turned to one side or the other.) Hold the red
yarn about 6 inches in front of the child’s face. Shake
the yarn to attract the child’s attention and then move it
slowly from one side in an arc (or half circle) over the
middle of the child’s head to the other side. If
necessary, the movement the yarn may be stopped to
reattract the child’s attention and then continue the arc.
This may be repeated three times. Watch the child’s
head and eye movements.
Scoring : Pass if the child follows the yarn to the middle point of
the arc with either his eyes alone or his head and eyes
together. Make sure that the yarn has attracted the
child’s attention and that he did not follow it before a
failure is given.

Equal movements
Administration : While the child is on his back or being held by the
parent, watch the activity of the child’s arms and legs.
Scoring : Pass if the child moves his arms and legs equally. (Fail if
one leg or arm does not move as much as the other.)

29
Follows past midline
Administration : Place the child on his back. Hold the red yarn about 6
inches in front of the child’s face. Shake the yarn to
attract the child’s attention and then move it slowly from
one side in an arc over the middle of the child to the
other side. If necessary, the movement of the yarn may
be stopped to the child’s head and eye movements.
Scoring : Pass if the child follows the yarn to the middle point of
the arc with either his eyes alone or his head and eyes
together. Make sure that the wool has attracted the
child’s attention, and the he did not follow it before a
failure is given.
Follows 180°
Administration : Place the child on his back. Hold the
red yarn about 6 inches in front of the child’s face.
Shake the yarn to attract the child’s attention and then
move it slowly from one side in an arc over the middle of
the child’s head to the other side. If necessary, the
movement of the yarn may be stopped to reattract the
child’s attention and then continue the arc. This may be
repeated three times. Watch the child’s head and eye
movements.
Scoring : Pass if the child follows the wool with his head and eyes
through the complete arc from one side to the
other.

Hands together
May pass by report (R)
Administration : Watch child to see if he touches his hands together in
the midline, (middle of his body). If this cannot be
seen, ask the parent if child has done this.
Scoring : Pass if child touches his fingers together in the midline.
Fail if this happens only when child is being

30
cradled in parent’s arms and the hands are forced
together.
(R) Question : Napag-aabot na ban g bata ang kanyang mga daliri
sa gitna ng katawan (demonstrate) na hindi ninyo
tinutulungan o karga?
Grasps rattle
Administration : Place a rattle touching the back or tips of the child’s
fingers when he is on his back on the table or is
being held by his parent.
Scoring : Pass if the child grasps the rattle for a few seconds.

Regards cheese curl

May pass by report (R)
Administration : The child should be held on the parent’s lap so that he
can place his hands on the table. Drop a cheese curl
directly in front of the child within easy reach. (The
cheese curl should be dropped on a surface that
gives a good contrast, such as white paper, so that it
can be easily seen). The tester may point to or touch
the cheese curl attract the child’s attention. See
whether the child looks at the cheese curl.
Scoring : Pass if the child looks at the cheese curl. (Fail if the child
looks at the finger or hand instead of the cheese curl.)

Reaches for object

May pass by report (R)
Administration : The child should be held on the parent’s lap so that his
elbows are level with the table top and so that he
can easily place his hands on the table. Place a toy
(such as the rattle) within easy reach of the child and tell
him with words or motion to pick it up.

31
 Scoring : Pass if child reaches toward the toy. He does not need
to touch or pick up the toy for a pass. If this cannot be
seen, ask the parent if the child has done this.
(R) Question : Kapag may laruan sa kanyang harapan, nagtatangka
na ba siyang abutin ito?
Sit, looks for yarn
May pass by report (R)
Administration : While the child is sitting on the parent’s lap, attract his
attention with the red barn. When he is looking at the
yarn, drop it so that it falls out of his line of vision.
Tester should not move hand or arm except to let go of
the yarn.
Scoring : Pass if the child continues to look where the red yarn
disappeared or tries to see where it went.
Sit, takes 2 cubes
May pass by report (R)
Administration : Place 2 blocks on the table in front of the child. Tell the
child to pick up the blocks with words or motions,
but do not hand the block to the child.
Scoring : Pass if the child picks up 2 blocks and holds 1 in each
hand at the same time. If this cannot be seen, ask
the parent if the child picks up 2 objects like this.
(R) Question : Kapag nakaupo ang bata, nakakapulot na ba siya ng
dalawang bagay at nahahawakan ito ng sabay sa tig-
isang kamay?
Rakes cheese curl, attains
May pass by report (R)
Administration : The child should be held on the parent’s lap so that he
can place his hands on the table. Drop a cheese curl
directly in front of the child within easy reach. (The
cheese curl should be dropped on a surface that
gives a good contrast, such as white paper, so that it
can be easily seen.) The tester may point to or touch
the cheese curl to attract the child’s attention. See how
the child picks up the cheese curl.

32
 Scoring : Pass if the child picks up the cheese curl with his hand
using a raking motion. Make sure that the child was not
‘able to pick it up only because of sticky fingers. He
should also be passes if he uses a thumb-to-finger or
neat pincer grasp.

Passes cube hand to hand

May pass by report (R)
Administration : See whether or not the child passes a block from one
hand to the other. The tester may encourage this by
giving the child a block and then presenting a second
block to the hand that is already holding one. The
child will often pass the first block to the other hand
so that he can pick up the second block.
Scoring : Pass if the child passes the block from one hand to the
other without using his mouth, body or table. If this
cannot be seen, ask the parent if the child passes small
items from one hand to the other. (Long objects such as
spoons and rattles do not count.)
(R) Question : Maliban sa malalaking bagay gaya ng rattle o
kutsara, nakapaglilipat-lipat na ba siya ng maliliit na
bagay sa kanyang mga kamay?
Bangs 2 cubes held in hands
May pass by report (R)
Administration : A block is placed in each hand of the child. The tester
may encourage the child to hit the blocks together with
banging motions, but he may not touch the child’s
hands or do the action for him. The tester may show the
child as long as the tester does not use the child’s
hands.
Scoring : Pass if the child hits the blocks together in front of
himself. If this cannot be seen, ask the parent if the
child has banged small objects, such as blocks, together
like this. (Pots and pans or other large objects do not
count.)

33
 (R) Question : Maliban sa malalaking bagay gaya ng rattle o
kutsara, nakapaglilipat-lipat na ba siya ng maliliit na
bagay sa kanyang mga kamay?
Thumb-finger grasp
May pass by report (R)
Administration : The child should be held on the parent’s lap so that he
can place his hands on the table. Drop a cheese
curl directly in front of the child within easy reach.
(The cheese curl should be dropped on a surface that
gives a good contrast, such as white paper, so that it can
be easily seen). The tester may demonstrate, point
to or touch the cheese curl to attract the child’s
attention. See how the child picks up the cheese curl.
Scoring : Pass if the child picks up the cheese curl using any part
of the thumb and a finger by bringing them
together. He should also be passed if he uses a neat
pincer grasp

Neat pincer grasp of cheese curl

Administration : The child should be held on the parent’s lap so that he
can place his hands on the table. Drop a cheese
curl directly in front of the child within easy reach.
(The cheese curl should be dropped on a surface that
gives a good contrast, such as white paper, so that it can
be easily seen.)
Scoring : Pass if the child picks up the cheese curl using the ends
of thumb and index finer with an overhand
approach.

NOTE: For items, involving drawing by the child, use plain paper and pencil. A
pen is more difficult for most children to handle, and lined paper can be
distracting.
34
Scribbles spontaneously
May pass by report (R)
Administration : Place a piece of paper and a pencil in front of the child
on the table so that he can reach them easily. The
tester may place the pencil in the child’s hand, but may
not show the child hot to scribble.
Scoring : Pass if the child makes two or more purposeful markings
on the paper. (Fail accidental marks or stabbing with the
pencil.) If this cannot be seen, ask the parent if
the child scribbles without help.
(R) Question : Kapag siya ay binigyan ng lapis at papel, siya ba ay
nakapag-guguhit-guhit ng mag-isa?
Tower of 2 cubes
Administration : Place blocks on the table in front of the child. The tester
may encourage him to stack the blocks one upon
the other as high as he can by showing him how
and/or handing the child the blocks. (The very
young child is sometimes distracted by a number
of blocks and will perform this item more easily when
given the blocks one at a time.) The child may have up to
three trials. (Pagpatung-patungin mo ito
tulod nito (show).
Scoring : Pass if the child puts one block on top of another so that
it does not fall when he removes his hands.
Tower of 4 cubes
Administration : Place blocks on the table in front of the child. The tester
may encourage him to stack the blocks one upon
the other as high as he can by showing him how
and/or handing the child the blocks. The child
may have up to three trials.

Scoring : Pass if the child balances 4 blocks on top of one another

so that they do not fall.
Tower of 8 cubes

35
 Administration : Place blocks on the table in front of the child. The tester
may encourage him to stack the blocks one upon
the other as high as he can by showing him how
and/or handing the child the blocks. The child
may have up to three trials.
[Gamitin mong lahat ito (present rest of blocks).]
Scoring : Pass if the child balances 8 blocks on top of one another
so that they do not fall.
Imitates vertical line
Administration : The child should be seated at the table so that he is at a
comfortable writing level. Place paper and pencil in front
of the child and tell him to draw lines like the tester. The
tester should demonstrate how to draw vertical
lines in the up and down (vertical) position for the
child. Do not guide the child’s hand.
[Gayahin mo ito (draw vertical line).]

Scoring : Pass if the child makes 1 line or more on the paper, at

least 1 inch long, and not varying from the vertical
line by more than 30 degrees (see sample). Lines do not

30 degree angle less than 30 degree angle wrong angle

Pass Fail

Dumps cheese curl from bottle-spontaneously

Administration : Place a cheese curl in the bottle and tell the child to get
it out. Do not use the word “dump”, or tell the child how
to get the cheese curl out.
Scoring : Pass if the child dumps the cheese curl out of the bottle
without being shown how to do it. (Dumping the cheese
curl directly into the mouth or raking it out of the bottle
with a finger is not a pass.)
Dumps cheese curl from bottle-demonstrated

36
 Administration : First see if child does this spontaneously. If not, place a
cheese curl in the bottle and tell the child to get it
out. If the child does not dump the cheese curl from the
bottle on his own, show him how to do it 2 or 3 times.

Scoring : Pass if the child dumps the cheese curl out of the bottle,
either on his own, or after he is shown how to do it.
(Dumping the cheese curl directly into the mouth or
raking it out of the bottle with a finger is not a pass.)
Imitates bridge
Administration : The tester should tell the child to watch closely while the
tester builds a bridge. Place 2 blocks side by side with
less than a block’s space between, but not touching.
Place a third block on top of these so that it covers the
space between. The tester then gives 3 blocks to the
child and tells him to build a bridge like the one the
tester built. The bridge should be left standing for the
child to copy. The tester should not point out the
opening.
[Masdan mong mabuti itong ginagawa ko.
(Demonstrate) Gawin mo rin ang ganito. (Give blocks.]

Scoring : Pass if the child copies the block bridge that the tester
built. If the 2 blocks on the bottom of the bridge
are touching, ask the child "Is your bridge like my
bridge?” If the child’s bridge is not right, the tester
should not give hints to the child for correcting his
error.

Picks longer line

Administration : Show the parallel lines on the back of the test form
(Footnote #10) to the child and ask him, “Which line
is longer?” (The word bigger cannot be used.)
After the child has pointed to the line he thinks is
longer, turn the sheet upside down and ask the
question again. This must be done at least 3 times.

37
 [Alin ang mahaba, ito o ito (point to lines)?]
Scoring : Pass if the child picks the loner line 3 out of 3 times. If
he fails to do this, the tester must give the item 3 more
times. A pass is given if the child picks the longer line 5
out of 6 times. The child receives a pass only if he is
correct 3 out of 3 times or 5 out of 6 times.

Copies
Administration : Show the circle on the back of the test form (Footnote
#9) to the child. Do not name it or move your finger or
pencil to show how to draw it. Tell the child to draw one
like the picture.
[Gawin mo ito (point).]
Scoring : Pass any enclosed form that is not made up of
continuous round motions. (See examples)

Scoring : Pass if the child has drawn 3 or more body parts. One
point is given for each pair (ears, eyes, etc.) as well
as for each part which is not a pair, (head, neck, body,
etc.). (See example.) If one part of pair is not drawn, it is
not counted. Make note in the test observations of any
unusual drawings, even if the child has identified
acceptable parts.

38
Copies
Administration : Show the square on the back of the test form (Footnote
#12). Do not name it or move your finger or pencil to
show how to draw it. Tell the child to draw one like the
picture.
[Gumawa ka ng tulad nito (point).]
Scoring : Pass if the child draws a figure with straight lines and
with 4 square corners without first being shown how to
draw it. The corners may be formed by lines that
intersect. The corners must not be rounded or pointed.
(See example) The length should be less than 2 times
the width.

39
Draws man – 6 parts
Administration : Give the child a pencil and paper and tell him to draw a
picture of a boy or girl (man or woman). Do not tell him
to add other parts to his drawing. When he seems to
have finished his drawings, “Are you finished?” If the
child answers “Yes”, score the drawing.
[Alin ang mahaba, ito o ito (point to lines)?]
Scoring : Pass if the child has drawn 6 or more body parts. One
point is given for each pair (ears, eyes, etc.) as well as
for each single part (head, neck, body, etc.) (See
example.)

Make note in the test observations of any unusual drawing, even though the child
has identified acceptable parts.

LANGUAGE
Responds to bell

40
 Administration : Hold the bell so that the child cannot see it (to the side
and a little behind his ear). Ring the bell quietly. If
the child is does not seem to notice, try it again later
in the test session.
Scoring : Pass if the child shows in any way that he has heard the
bell, such as movement of eyes, change in breathing
rate, or any other change in the child’s activity.

Vocalizes – not crying

May pass by report (R)
Administration : During the test, listen for sounds other than crying, such
as cooing sounds.
Scoring : Pass if the child makes sounds other than crying. If this
cannot be heard, ask the parent if the child does
this.
(R) Question : Maliban sa pag-iyak, may nadidinig ka na bang ibang
tinig/salitaa sa kanya? Anu-anong tinig/salita ang
nagagawa niya?
Laughs
May pass by report (R)
Administration : During the test check whether the child laughs aloud.
Scoring : Pass if the child aloud without being tickled. If this cannot
be heard, ask the parent if the child does this.
(R) Question : Tumatawa na ba siyang malakas kahit hindi
kinikiliti?
Squeals
May pass by report (R)
Administration : During the test check whether the child makes the child
makes high-pitched, happy, squealing sounds.
Scoring : Pass if the child makes these sounds. If this cannot be
heard, ask the parent if the child does.

41
 (R) Question : Tumitili na ba siya na parang masayang-masaya?
Paano siya tumitili?
Turns to voice
Administration : While the child is seated on the parent’s lap or on the
table facing the parent, approach the child from
behind to within 8 inches of either ear. Whisper the
child’s name several times taking care that tester’s
breath does not touch the child (child might then
turn to where he feels the breath rather than to the
sound). Give up to 3 trials.
Scoring : Pass if the child turns to the direction of the voice.

Da-da or Ma-ma, non-specific

May pass by report (R)
Administration : Check whether the child says “da-da” or “ma-ma” at any
time during the test.
Scoring : Pass if the child says either “da-da” or “ma-ma”. The child
does not have to associate these with a parent. If this
cannot be heard, ask the parent if the child does
this.
(R) Question : Nakakapagsabi na ba siya ng dada o mama/ tata o
papa? (Hindi kailangan na ang daddy o mommy
ang kanyang tinutukoy).
3 words other than ma-ma, da-da
May pass by report (R)
Administration : Ask the parent what words the child uses regularly for
specific objects, persons, or actions.
Scoring : Pass if the parent reports child uses at least 3 specific
words other than “da-da” or “ma-ma”. The words do
not have to be understandable but must mean the
same thing each time they are used. (No credit is given
for “da-da” or “ma-ma”)
(R) Question : May nasasabi na ba siyang ibang salita maliban sa
tata/dada o nana/ mama na tuwing gagamitin niya
ay pareho ang ibig sabihin?

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Combines 2 different words
May pass by report (R)
Administration : Check whether the child combines 2 or more words to
make a meaningful phrase.
Scoring : Pass if the child says a meaningful phrase 2 or more
words such as “play ball,” “want milk,” and “get
down”. (No credit is given for single-idea combination
such as “bye-bye”, “thank you” and “peek-a-boo”.) If this
cannot be heard, ask the parent if the child does this.
(R) Question : Nakapagdudugtong-dugtong na ba siya ng 2 o higit
pang salita kung may ibig siyang sabihin,
tulad ng “laro ako”, “gusto ko”, atbp?

Names one picture

Administration : Point to the pictures on the back of the test form
(Footnote #14) one at a time and ask the child, “What
is this?” (Ano ito?)
Scoring : Pass if the child correctly names any one picture. Words
such as horsey are acceptable. Pass also if the child
gives the name of his pet if it is the same as
pictured. (Fail animal sounds like “Meow” or
“Woof”.)

Follows directions
2 of 3
Administration : The tester should tell the parent not to move and then
give the child a block. Tell him to do the following,
one at a time:
“Give the block to Mommy” [Ibigay mo ito sa Nanay.]
“Put the block on the table” [Ilagay mo ito sa mesa.]
“Put the block on the floor” [Ilagay mo ito sa sahig.]

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The tester and the parent should be careful not to give the child help by looking
or pointing at Mommy, table or floor.

Scoring : Pass if the child follows 2 of the 3 directions correctly.

(R) Question : Tumitili na ba siya na parang masayang-masaya?
Paano siya tumitili?
Use plurals
May pass by report (R)
Administration : Place 3 blocks in front of the child on a cleared table.
Ask the child, “What are these?” (Ano ito?)
Scoring : Pass if the child answers “blocks” using “s” to indicate
more than one block. If this cannot be observed, ask
the parent if the child uses “s” on the end of words to
indicate more than one of anything. To pass the child
need not to say “s” clearly, but he does have to tell the
difference between one and more than one.
(R) Question : Nadinig na ba ninyo si (child) na gumamit ng salitang
“mga” o “marami” kung mahigit sa isa ang
nakikitang mga bagay-bagay, gaya ng “mga ibon” o
kaya nagdadagdag ng “s” gaya ng “birds” kung
Englih ang gamit na salita?
Gives first and last name
May pass by report (R)
Administration : Ask the child: “What is your name?” If he gives only his
first name ask him to give his last name or both
names.
[Ano ang pangalan mo? (probe) E, ‘yong apelyido mo?
O ano pa?]
Scoring : Pass if the child gives understandable (need not to be
perfect) names. Nicknames are acceptable for first
names. If this cannot be observed, ask the parent if the
child can give his first or nickname and last name
without hints.

(R) Question : Nasasabi na ba ni (child) ang kanyang buong

pangalan ng walang tulong?
Comprehends cold, tired, hungry

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2 of 3
Administration : Ask the child the following questions, one at a time:
(Ano ang ginagawa mo kung ikaw ay…)
“What do you do when you are tired?” [pagod?]
(go to sleep, sit down, rest.)

“What do you do when you are cold?” [giniginaw?]

(put on a coat, go inside, turn up the furniture.)

(Do not pass if the child answers this with “cough,” “take
medicine” or any answer about having a cold. He
did not understand what was being asked.)
“What do you do when you are hungry?” [ginugutom?]
(eat, have supper, ask for something to eat.)

Scoring : Pass if the child gives a logical answer for 2 out of the 3
questions. Some correct answers are listed
above.
Comprehends prepositions
3 of 4
Administration : The tester should tell the parent not to move and then
give the child a block. Tell him to do the following,
one at a time.
Scoring : Pass if the child makes these sounds. If this cannot be
heard, ask the parent if the child does.
(R) Question : Tumitili na ba siya na parang masayang-masaya?
Paano siya tumitili?
Recognizes colors
3 of 4
May pass by report (R)
Administration : Place a red, blue, green and yellow block together on
the table in front of the child. Tell the child to point to or
give to you the red block, the blue block, etc. If the
child hands the block to the tester, the block should be
repeated on the table before the next color is asked
for. Do not let the child know if his responses are right
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 or wrong. Do not ask the child to name the colors.
[Ibigay (ituro) mo sa akin ang pula, dilaw, berde, asul.]

Scoring : Pass if the child picks 3 of the 4 colors correctly. If this

cannot be seen, ask the parent if the child can point
out 3 of the 4 colors shown.
(R) Question : Alin sa mga kulay na ito ang naituturo niya?
Opposite Analogies
2 of 3
Administration : Make sure the child is listening to the tester and then
say: (one sentence at a time, wait for the child to fill in
the blank.)
“Fire is hot, ice is ____________?” (cold, cool, freeze,
not wet, melts, water)
[Kung ang apoy ay mainit, ang yelo ay _________.]

“Mother is a woman, Dad is a ____________?” (man;

not Daddy, boy husband.)
[Kung si nanay ay babe, si tatay ay _________.]

“A horse is big, a mouse is __________?” (little, small,

tiny)
[Ang kabayo ay Malaki, ang daga ay _________.]

Each sentence may be repeated 3 times if necessary.

Scoring : Pass if the child gives any appropriate opposite word in

2 of the 3 analogies. A few of the correct answers are
listed above.
Defines words
6 of 9
May pass by report (R)
Administration : Make sure the child is listening to the tester and then
say, “I am going to say a word and I want you tell me
what it is.” Ask each word one at a time. “What is a
ball, … river, … desk, … house, … banana, … curtain,
… roof, … fence, … road?” Each word may be asked 3

46
 times if necessary. Wait for the child’s answer after
each word.
[Magbibigay ako ng isang salita at sabihin mo
kung ano ito: bola … ilog … mesa … bahay …
saging … kurtina … bubong … bakod … kalsada.]
Scoring : Pass if the child defines 7 of the 9 words in terms of (1)
use, (2) shape, (3) what it is made of, or (4) general
category (such as banana is a fruit but not merely
“yellow” or “banana skin”.) “Circle” is an acceptable
answer for “What is a ball?”; however, since many
children seem to think acceptance of “circle” means all
words must be defined by shape, it may be helpful to
ask the child to “tell me something else about a bail”. In
this way a child will be directed to other
definitions as well as shape.

Composition of
3 of 3
Administration : Make sure the child is listening to the tester and then ask
the following questions, one at a time: (Ano ang
ginagawang ...)

“What is a spoon made of?” [kutsara]

“What is a shoe made of?” [sapatos]
“What is a door made of?” [pinto]

Wait for the child’s answer after each question. Each

question may be repeated 3 times if necessary.

Scoring : Pass if the child replies that:

A spoon is made of metal (or any specific metal), plastic
or wood
A shoe is made of leather, rubber, cloth, plastic and
wood. Plastic, wood or other unusual materials are
acceptable if child is wearing or owns such shoes, i.e.,
boots, clogs, etc.
A door is made of wood, metal, or glass.
N.B. If unable to understand the above, ask:

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 Kung ang mesa ay yari sa kahoy, ang kutsara ay yari sa ________.
, ang sapatos ay yari sa ________.
, ang pintuan ay yari sa ________.

PERSONAL SOCIAL
Regards face
Administration : Place the child on his back. The tester should come face
to face within 12 inches of the child.
Scoring : Pass if the child actually looks at the tester.

Smile responsively
May pass by report (R)
Administration : Smile and talk to the child. Do not touch him.
Scoring : Pass if the child smiles back. If this cannot be seen, ask
the parent if the child smiles without being touched.
(R) Question : Ngumingiti na ba ang bata kung kinakausap mo, kahit
hindi hinahawakan?

Smile spontaneously
May pass by report (R)
Administration : During the test see if the child smiles at tester or parent
without any stimulation, either by touch or sound.
Scoring : Pass if the child smiles on his own at any time during the
test. If this cannot be seen, ask the parent, “does your
child smile without you touching or talking to
him?”

(R) Question : Ngumingiti na ba ang bata kung kinakausap o

hinahawakan?

Feds self-cracker
May pass by report (R)

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 Administration : Ask the parent if the child feeds himself a cracker or
cookie.
Scoring : Pass if the child smiles on his own at any time during the
test. If this cannot be seen, ask the parent, “does your
child smile without you touching or talking to him?”
(R) Question : Nakakakain na ba siya na mag-isa ng cookie o
cracker?
Resists toy pull
Administration : Give the child a toy. While he is playing with it, gently try
to pull it away from him.
Scoring : Pass if the child pulls back on the toy. Child should
actually resist having the toy taken from him.

Plays peek-a-boo
Administration : Make a small hole in the middle of the test form with a
pencil or pen. When the child is looking at the
tester, the tester hides his face with test form. Tester then
looks around the test form twice and says, “Peek-a-
boo”. Look through the hole to see if the child watches for
you to reappear. Do not move the paper or
the child will watch it.
Scoring : Pass if the child looks in the direction where the tester’s
face appeared before.
Works for toy out of reach
Administration : Place a toy which the child seems to enjoy on the table
a little out of his reach. Do not leave toy out of reach too
long or too far away. This may upset the child.
Scoring : Pass if the child tries to get the toy. Any stretching of
arm or arms or body to get the toy is a pass.
Child does not have to actually pick up the toy.
Initially shy with strangers
May pass by report (R)

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 Administration : See if the child seems to be shy or wary of the tester
when he first sees the tester.
Scoring : Pass if the child at first shows some hesitation or a little
shyness of the tester. If this cannot be see, ask the
parent if the child acts differently toward strangers than
he does to the people he knows. (It is important not to
ask if he is afraid of strangers. This may be misleading.)
(R) Question : Nangingilala na ba ang bata?
Plays pat-a-cake
May pass by report (R)
Administration : Try to get the child to play pat-a-cake or wave bye-bye.
Do not touch the child’s hands or arms.
Scoring : Pass if the child responds to this. If this cannot be seen,
ask the parent if the child plays such games as
pat-a- cake, so-bib, or bye-bye without the parent
moving the child’s hands or arms.
(R) Question : Nakaka-“bagay” o nakakapalakpak ba siya nang hindi
hinahawakan ang mga kamay?
Plays ball with examiner
May pass by report (R)
Administration : Roll the ball to the child and try to get him to roll it or toss
it back.
Scoring : Pass if the child rolls or tosses the ball back toward the
tester. (Handing the ball to the tester is not a
pass.)
Indicates wants (not cry)
May pass by report (R)
Administration : Ask the parent how the child lets one know what he
wants. (“How does _________ let you know when he
wants something such as
glass of water or a toy?”)
Scoring : Pass if the child lets someone know what he wants by
pointing, pulling or saying a word. (Crying is not a
pass.)

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 (R) Question : Paano niya ipina-aalam na may gusto siya, gaya ng
laruan o inumin atbp?
Feds self-cracker
May pass by report (R)
Administration : Ask the parent if the child can hold a cup or glass and
drink from it without spilling much.
Scoring : Pass if the child can do this. (The cup must not be the
type that has a spout.)
(R) Question : Nakakahawak na ba siya ng tasa o baso at
nakakinom na kaunti lang ang natatapon?
Removes garments
May pass by report (R)
Administration : Ask the parent if the child can remove any of his clothing
such as coat, shoes or underpants.
Scoring : Pass if the child can remove clothing other than his hat,
socks, or diaper on purpose.
(R) Question : Naaalis ba niya ang kanyang damit, sapatos, o panty
ng hindi tinutulungan?

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Rev. Sept 2022

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