Vanderbilt Kennedy Center

Clinical Research and

Assessment Core
Training Series
Introduction to the Bayley
Scales of Infant and
Toddler Development:
Third Edition
Evon Batey Lee, Ph.D.
April 2, 2008
 Audience Participation

 Who has administered

the Bayley III before?
 Plan for Today

 Brief historical perspective

 Overview of Bayley III structure
 View Bayley kit
 Scoring
 Applications
 Limitations
 Discussion
History of Bayley Scales

Nancy Bayley
(1899 - 1994)
Paternal grandparents

Fear Response

Nancy Bayley
Maternal grandparents

Oregon
 Bayley Scales
 An individually
administered
instrument that
assesses the
developmental
functioning of infants
and young children
Bayley Evolution
 Three Versions
 Bayley Scales of Infant Development

 Bayley Scales of Infant Development:

Second Edition

 Bayley Scales of Infant and Toddler

Development: Third Edition
 Bayley Scales of Infant
Development
 First edition: 1969
 Age range: 2 – 30 months
 Structure:
Mental Scale
Motor Scale
Infant Behavior Record
 Bayley Scales of Infant
Development: 2nd Edition

 Second Edition: 1993

 Age range: 1 – 42 months
 Structure:
Mental Scale
Motor Scale
Behavior Rating Scale
Bayley Scales of Infant and
Toddler Development:
3 Edition
rd

 Third Edition: 2006

 Age range: 1 – 42 months
 Structure: 5 Scales
Revision Goals for Bayley III

 Develop 5 distinct scales

 Strengthen the psychometric quality
 Improve the clinical utility
 Simplify administration procedures
 Update normative data
 Update item administration
 Update stimulus materials
 Maintain the basic qualities of the Bayley
 Legislative Context

 1986 Education of the Handicapped Act

Amendment (PL 99-457)

Funded assessment of and intervention

with children from birth to 3 years of age
 Legislative Context
 1990 The Individuals with Disabilities
Education Act
(PL 101-476)
 2004 The Individuals with Disabilities
Education Improvement Act
(PL 108-446)

Identify 5 major areas of development

for children birth to age 3 years
What are the 5 areas of
development?
 Areas of Development

 Cognitive
 Language
 Motor
 Social-emotional
 Adaptive
 Bayley III:
Content and Structure
1. Cognitive Scale
2. Language Scale
 Receptive Communication
 Expressive Communication
3. Motor Scale
 Fine Motor
 Gross Motor
4. Social-Emotional Scale
5. Adaptive Behavior Scale
 Cognitive Scale

 Sensorimotor development
 Exploration and manipulation
 Object relatedness
 Concept formation
 Memory
 Cognitive processing
Language Scale
Receptive Communication

 Preverbal behaviors
 Vocabulary development
 Morphological development
 Social referencing
 Verbal comprehension
Language Scale
Expressive Communication

 Preverbal communication
 Vocabulary development
 Morpho-syntactic
development
Motor Scale

Fine Motor

 Prehension
 Perceptual motor integration
 Motor planning
 Motor speed
 Functional hand skills
 Response to tactile information
 Motor Scale
Gross Motor

 Movement of limbs and torso

 Static positioning
 Dynamic movement
 Motor planning
 Bayley III Changes

 Items have simplified directions

 Language load has been decreased

for non-language concepts

 Directions are less scripted

Let’s Play
Social-Emotional Scale
 Adaptation of the Greenspan
Social-Emotional Growth Chart:
A Screening Questionnaire for Infants
and Young Children (2004)
 Social-Emotional Scale

 Self-regulation
 Communicating needs
 Engaging others
 Establishing relationships
 Using emotions in interactive,
purposeful manner
 Using emotional signals or gestures to
solve problems
Adaptive Behavior Scale

Items from the

Parent/Primary
Caregiver Form (for
ages 0 – 5 years) of
the Adaptive Behavior
Assessment System –
Second Edition (ABAS
– II) 2003
 Adaptive Behavior Scale

 Evaluates the “attainment of

functional skills necessary
for the increasing
independence of the infant
and young child” (Bayley III
Technical Manual, p. 10)
 Adaptive Behavior Scale

 Includes “the collection

of conceptual, social and
practical skills that have
been learned by people in
order to function in their
everyday lives” (AAMR,
2002)
 Adaptive Behavior Scale
 Communication
 Health and safety
 Leisure
 Self-care
 Self-direction
 Social
 Motor
 Community use*
 Home Living*
 Functional pre-academics*
* (not for < 1 year of age)
 Reliability

 “Refers to the accuracy, consistency,

and stability of test scores across
situations”

(Anastasi & Urbino, 1997)

 Reliability
Chapter 4 of Technical Manual:

 Small standard error of measurement

 High internal consistency
 High test-retest stability
 High inter-rater agreement on Adaptive
Behavior
 Validity

 “Refers to the degree to which

evidence supports the interpretation of
test scores for their intended purpose.”
(Technical Manual, p. 69)
 Validity
 Chapter 5 of Technical Manual:

 Test Content
 Internal Structure
 Factor Structure
 Relation to other measures
 Special group studies
 Special Populations
 Asphyxia
 Cerebral Palsy
 Developmental Risk Factors
 Down Syndrome
 Prenatal Alcohol Exposure
 Language Impairment
 Pervasive Developmental Disorder
 Premature/Low Birth Weight
 Small for Gestational Age
 User Qualifications
 Training and experience in the
administration and interpretation of
comprehensive developmental
assessments
 Training in assessment procedures
 Experience in testing young children
with similar linguistic and cultural
backgrounds to those to be assessed
with the Bayley III
 Practical Considerations

 Guidance for parents

 Room arrangement
 Positions
 Coordination of materials
 Order of administration
 Familiarity with instructions
 Administration
Time

 12 months and younger – 50 minutes

 13 months – 42 months – 90 minutes

Completing the Record Form
 Calculate the child’s
chronological age

 Adjust for prematurity

through 24 months

 Find the start point (A – Q)

 Watch for item series

Reversal and Discontinue Rules

 Basal: score of 1 on the first3

consecutive items at a start point

 Ceiling: score of 0 on 5 consecutive

items
 Derived Scores

 Scaled scores (M = 10; S.D. = 3)

 Composite scores (M = 100; S.D. = 15)
 Percentile ranks
 Age equivalents
 Growth scores (M = 500; S.D. = 100)
provide an equal interval scale to
measure progress over time
Composite Score Classifications
Composite Score Classification
130 and above Very Superior
120 – 129 Superior
110 – 119 High Average
90 – 109 Average
80 – 89 Low Average
70 – 79 Borderline
69 and below Extremely Low
 Additional Features

 Caregiver Report
 Fundamental Administration
Videotape
 Enhanced Administration DVD
 Scoring Assistant with PDA
Administration
 Applications:
 Identify young children with
developmental delay

 Assist in intervention planning

 Chart progress after intervention

 Assist in research with specific

diagnostic groups
 Scale Limitations:
The Bayley III should not be used to:

 measure the nature of deficits in a

specific skill area (e.g., motor deficit
warrants referral to OT or PT)
 obtain a norm-referenced score for
children with severe physical or
sensory impairments
 measure intelligence
 predict academic achievement
Discussion
Thanks for your participation!!!