Course Syllabus

Course Information Professor Contact Information

HDCD 5316, Section 001 Professor: Sherry Bryant
Developmental Assessment Office Phone: 972-883-4476
Spring 2009 Email Address: sherry.bryant@utdallas.edu
Thursday, 8:30am-11:15am; GR 4.208 Office Location: GR 4.805
Office Hours: Mondays from 9:00am-11:00am
or by appointment

Course Pre-requisites
Prerequisites: HDCD 5311, 5315.

Course Description
Continuation of the first semester course HDCD 5315. Provide direct experience with play-based and
family assessment protocols. Assess functional-emotional development within the dynamic interaction of
the parent-child relationship. Understand the differential diagnosis decision-making process used by other
professionals to determine a diagnostic classification. Emphasis is on clinical observation skills and the
interpretation and integration of diagnostic information. Taken for 3 hours credit.

Student Learning Objectives/Outcomes

By completion of the two-course sequence the student will:
1. Know basic measurement concepts, including types of tests, statistical concepts as these apply to
the understanding and interpretation of standardized tests, as well as technical characteristics such
as standardization, validity and reliability.
2. Know and use a variety of informal assessment techniques such as observation in natural
environments. Understand the construction of published observation protocols, their uses and
limitations. Incorporate data from observation into the integrated summary and IFSP.
3. Referral and Eligibility
a.) Know the purposes, importance, and limitations of early identification, referral, and
screening.
b.) Recognize socioeconomic, cultural, and linguistic factors in the child’s family
background, which may influence early identification, referral, screening, and
assessment.
c.) Explain to families screening procedures and their role in screening.
d.) Know and administer appropriate screening procedures and instruments.
e.) Know the three categories of state eligibility requirements and when to refer for further
evaluation.
f.) Know how to administer evaluation instruments used to determine eligibility under the
category of developmental delay or atypical development and how to interpret results.
4. Assessment and IFSP Development
a.) Recognize that existing developmental scales and procedures may be linguistically,
culturally, and socioeconomically biased.
b.) Recognize developmental scales and procedures that are linguistically, culturally,
socioeconomically, and psychometrically sound for a child and family.
c.) Conduct an interview to obtain a developmental history that is sensitive to the family’s
background.
d.) Know and use a variety of techniques to relate to infants and toddlers.
e.) Know ECI requirements for procedural safeguards for assessment.
f.) Administer required visual, auditory, nutritional and assistive technology screenings
using appropriate procedures and instruments.
g.) In addition to the screening and developmental scales and procedures presented in the
first course, additional tools will be learned, including but not limited to the following:
Developmental Assessment of Young Children (DAYC); Infant and Toddler
Developmental Assessment (IDA); Assessment, Evaluation and Programming System for
Young Children (AEPS); Transdisciplinary Play-Based Assessment (TPBA); Functional
Emotional Assessment Scale (FEAS); Rossetti Infant Language Scale; Vision, Hearing,
Nutrition and Adaptive Equipment screenings.

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 h.) Communicate developmental assessment results clearly and concisely to family and other
team members, orally and in written reports.
i.) Prepare family members to take part in the assessment process.
j.) Integrate into assessment reports the information identified by the family about their
child’s functioning, strengths, needs and their desired outcomes for their child.
k.) Help identify and support family strengths, coping strategies, resources and needs.
l.) Know the federal and state requirements for the IFSP.
m.) Know how to integrate the required content and elements of the IFSP into a family-
friendly format.
n.) Work in partnership with the family to describe their daily routines and tasks and how the
infant or toddler fits into these ongoing and recurring patterns.
o.) Respect families’ insights into their own situations and into their children’s behavior and
development
p.) Develop partnerships with families by interacting with them in ways that are sensitive to
their needs and backgrounds.
q.) Participate in the evaluation/assessment process by: 1 preparing families to participate as
team members in the assessment process; 2. using informal observations and procedures
in assessment process, capturing the child’s authentic behaviors in routine circumstances;
3. administering, scoring and interpreting valid and reliable developmental scales and
using the results to summarize functional levels, strengths and needs of each
infant/toddler; 4. communicating developmental assessment results clearly and concisely
to families and other team members; 5. assisting families in beginning the process of
identifying their concerns, priorities and resources related to enhancing their child’s
development.
5. Other Competencies
a.) Know principles and use basic techniques of trans-disciplinary play-based assessment;
complete TPBA worksheets and write reports using this paradigm.
b.) Become familiar with other professional disciplines, their assessment techniques,
approaches, and the information obtained from these approaches.
c.) Be familiar with tests and techniques for assessing children with visual, auditory,
physical, behavioral, and communication difficulties.
d.) Become familiar with the decision-making process involved in differential diagnosis,
including use of the Diagnostic Classification System for Birth to Three.
e.) Know the roles of all early intervention team members, including family members.
f.) Know the range and limitations of the professional role of the EIS.

Required Textbooks
1. a. Administration Guide for Transdisciplinary Play-Based Assessment (TPBA), Linder, 1993.
b. TPBA worksheets also needed-I will order these for you at the beginning of
the 2nd semester.
2. Assessment, Evaluation, and Programming System for Infants and Children;
Volume 2 (Test book), Bricker, 2002.

Suggested Course Materials

Additional readings provided or on reserve in the McDermott Library. The direct link to reserve material
is: http://utdallas.docutek.com/eres/coursepage.aspx?cid=60. If articles put on reserve, I will give you the
password in class to access them.

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Assignments and Activities (by due date) and Points: 100 Total Points*
Pts. Date Assignment________________________________________________
15 1-22 Video, protocol, self-critique and report of DAYC and
Vision, hearing and nutrition screenings

5 1-29 Video, self-critique and Cognitive AND

5 Social-Emotional TPBA worksheets

5 2-19 Video, self-critique and Communication/Language AND

5 Sensory Motor TPBA worksheets

15 2-26 Video, protocol, self-critique and report on Rossetti Language test

15 before Spring Video, protocol, self-critique and report on AEPS

Break

15 4-02 Video, protocol, self-critique and report on IDA

20 4-30 Pairs Project: protocol and report for FEAS

*5 2-26 or 3-12 Presentation: *An additional 5 points may be added to your

overall final grade based on in class presentation and handout.

Schedule of Lectures:
1-15: Review of last semester; Overview of this semester;
Discuss and assign Presentations and dates; hand out presentation template;
Introduce the Developmental Assessment of Young Children (DAYC);
Discuss the ECI Vision, Hearing, Nutrition and Assistive Technology Screenings;
Check out DAYC and screening kits;
Clips from MSELs
Assignment: Videotape of an administration of the DAYC with all appropriate explanations to
parents before and after administration; submit video with scored protocol, report and self-critique.
Also videotape an administration of the ECI Vision, Hearing, Nutrition and Assistive Technology
Screenings and submit with scored protocol. Both due on 1/22.
Readings: Linder, (TPBA), Chs. 1-4, 6 & 7;
(on reserve) Assessment of Young Children; Cohen and Spenciner, pp. 278-281 and
“preferred practice” section, pp. 289 and 290 (assessing adaptive development);
pp. 293-304 and pp. 318-324 (assessing play). .

1-22 and 1-29: Introduction to play-based assessment (PBA); the importance of play and the adult role in
leading a PBA;
Discuss the Transdisciplinary Play Based Assessment (TPBA); overview of the worksheets;
gathering Cognitive and Social-Emotional information using TPBA worksheets;
***Presentation by MSW on 1-29***
Assignment: Plan and videotape a play session of about ½ hour in length on your target child and
you interacting. Complete a critique (may be handwritten if legible) of your play style and the
success of your activities in eliciting the target milestones and complete the cognitive and social-
emotional worksheets. Due on 2-05.
Readings: Linder, Ch. 8;
New Visions for the Developmental Assessment of Infants and Young
Children, “Nonstructured Play Observations”

2-05: Assessing oral motor, respiratory-phonatory and communication functioning; Gathering this
information using the TPBA Communication and Language Observation worksheets, including
recording a language sample; the role of the SLP
Assignment: Plan and videotape a play session of about ½ hour in length on target child and you
interacting. Complete a critique of your play style and the success of your activities in eliciting
the target skills and complete the Communication & Language worksheets. Due on 2-19.
Readings: Linder, Ch. 9.

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2-12: Assessing sensorimotor integrity and functioning and self-regulation;
Gathering sensorimotor information using the TPBA Sensorimotor Observation
worksheets; role of occupational therapist- ***Presentation by an OT*** (Tentative)
Assignment: Plan and videotape a play session of about ½ hour in length on your
target child and you interacting. Complete a critique of your play style and the success of
your activities in eliciting the target skills and complete the Sensorimotor worksheets.
Due on 2-19 along with the Communication & Language worksheets.

2-19: Introduction to the Rossetti Language Scale

Assignment: Videotape an administration of the Rossetti and submit with protocol, report and
self-critique. Due on 2-26.
Readings: Linder, Ch. 10.

2-26: Assessment tests Presentations 1,2,3,4,5,6

***SLP speaker*** (Tentative)

3-05: Introduce Assessment, Evaluation and Programming System (AEPS); discuss curriculum based
concepts, the inclusion of goal planning within the test (IFSP/IEP goal development embedded
within the test); the intentional absence of scores for the AEPS.
Assignment: Videotape an administration of the AEPS and submit with protocol, report and self-
critique. Due before Spring Break.
Readings: New Visions for the Developmental Assessment of Infants and Young
Children, “The Infant-Toddler Developmental Assessment (IDA): A Family
Centered Transdisciplinary Assessment Process”.

3-12: Assessment tests Presentations 7,8,9,10,11

Show clips from the Rossetti videos
**Speaker, working with an Interpreter when testing** (Tentative)

3-19: SPRING BREAK!!

3-26: Introduce the Infant-Toddler Developmental Assessment (IDA); discuss basic concepts and
inclusion of emotion & feelings states; relate to Greenspan’s model.
Assignment: Videotape an administration of the IDA and submit with protocol,
report and self-critique. Due on 4-02.
Readings: Article, on reserve, from DeGangi, G., Pediatric Disorders of
Regulation in Affect and Behavior, “Self-Regulation in Infants and
Children.”(see web link in the suggested reading materials section above)

4-02: Greenspan’s model; paying attention to the level and pattern of the infant’s organization
of experience and to functional capacities.
Use of the Functional Emotional Assessment Scale (FEAS); understanding
disorders in social-emotional/affective development.
Assignment: Each pair will watch a videotape, complete an FEAS and write a
report. You will be scored as a team. Due on or before 4-24.
Readings: DC: 0-3 manual handouts &
New Visions for the Developmental Assessment of Infants and
Young Children, “Assessing the Emotional and Social Functioning
of Infants and Young Children”.

4-09: Continue with the FEAS if needed.

An overview of the Diagnostic Classification of Mental Health and Developmental Disorders of
Infancy and Early Childhood (DC: 0-3 and DC: 0-3R);
Special diagnostic considerations; regulatory disorders and multisystem
developmental disorders. Understanding parent-child interaction and using the Parent-Infant
Relationship Global Assessment Scale (PIRGAS).
Discuss original DC: 0-3 and changes made in the new DC:0-3R

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4-16: FEAS questions; In class use of DC: 0-3 with Case Study; discuss the diagnostic results, the
process used to determine diagnosis; relate to professional judgment and how this can influence
final diagnosis.
Readings: Article on reserve, from Williamson, G. & Anzalone, M., Sensory Integration
and Self-Regulation in Infants and Toddlers: Helping Very Young Children
Interact With Their Environment, “Play in the Context of Sensory-based
Intervention”.

4-23 Last Class Day

***Speaker - Parent*** (Tentative)
Time in class to work on FEAS

4-30 FEAS due by Noon-bring to my office-GR4.805.

Grading Policy
Scores for all assignments/exams listed above will be compiled and grades assigned according to the following scale.
Plus and minus (+/-) grades may also be assigned at the discretion of the instructor.
A: 90 and above
B: 80 and above
C: 70 and above
F: below 70

Course Policies
Regular class attendance is expected and absences should be cleared in advance either in person, via e-mail
or voice mail, with the instructor. Absences will be excused only for an obvious illness or family
emergency. It is the student’s responsibilities to access all information presented for the missed class
session from other students in the class and arrange for assignments to be turned in on time. The faculty
instructor is not responsible for ensuring the student has the missed materials.
If a student arrives to a class session after it has begun, he/she is expected to enter quietly and take a seat in
the least disruptive location.
Assignments are due on the designated date (see course schedule presented in this syllabus). Assignments
will not be accepted late, without prior arrangements. Assignments submitted later than the due date will
receive an automatic 5% reduction in grade for every day that it is late. Assignments will not be accepted
after 5 days. Incomplete assignments will also be assessed penalty points.
All written material submitted should be typed and formatted according to the specifications given by the
instructor.
If you have difficulty in the area of written communication skills, you must obtain the assistance of the
UTD Learning Resource Center Writing Lab (on the website and at 972-883-6707). Special attention must
be given to the following:
* grammar, punctuation, spelling * sentence and paragraph structure
* tense and parallel usage * organization, neatness and content knowledge
No make-up tests will be given without prior approval. If a student is a “no show” at the time of the class,
the student will automatically earn a zero.
You should keep an extra copy of all assignments for your records before they are turned in to the
instructor.
Lecture topics and dates provide a tentative schedule. They are subject to change as needed at the
discretion of the instructor. Assignment due dates may also be changed. These changes will be announced
in class.
Please turn off cell phones prior to entering classroom. Under no conditions may you answer a cell phone
while class is in session. You must leave the room completely before answering.

Field Trip Policies / Off-Campus Instruction and Course Activities

Students are required to conduct in home assessments of their target child. Students must provide their
own transportation. A name tag must be purchased at the student’s expense and worn when conducting
these visits.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student

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organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to
Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she
is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
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response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
may have to be rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel
to and observance of a religious holy day for a religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length of
the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief

Course Syllabus Page 7

executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address given below. Additional information is available from the
office of the school dean. (http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the Professor.

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