Introducing the Bayley–III

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 Agenda

• Brief introduction to Bayley

• Purpose of Revision
• Basic Standardization Information
• General Administration Information
• Score Types and Interpretation

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 What is the Bayley?

• The Bayley–III is an individually

administered instrument
• Assesses developmental functioning of
infants and young children between 1
month and 42 months of age.

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 Applications of the Bayley-III

• The primary purpose of the Bayley–III

scales is to identify children with
developmental delay and provide
information for intervention planning
• Chart a child’s progress after initiation of
an intervention program.
• Research tool.

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 Diagnosing Developmental Delay

• No universally accepted definition of

developmental delay
– 25% delay in functioning when compared to his or her
same age peers
– standard deviation units below the mean of a
reference group
– performing a certain number of months below
chronological age
• Bayley–III provides relevant normative and
developmental age level information to aid
diagnosis of delay

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 Assessment of Development vs.
Assessment of Intelligence
• Both estimate an individual’s current level of
functioning, yet underlying assumptions of the
two constructs are different
– Assessment of intelligence largely arose from a
need on the part of educators to determine which
children were suitable learners for the classroom,
and which children were mentally deficient
– Measures of infant development such as the BSID
(1969) are developed as diagnostic instruments
designed to provide information about
developmental status

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 CONSISTENT WITH OSEP
REQUIREMENTS FOR REPORTING
• Adaptive and social components address
positive social relationships with peers
• Cognitive and Language domains cover
objectives related to the acquisition and
use of knowledge and skills
• Language, Motor, and Adaptive
components address taking appropriate
action to meet needs

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 CONSISTENT WITH OSEP
REQUIREMENTS FOR REPORTING
• Growth scores permit monitoring of
progress over time
• Standard scores and age-equivalent
information may provide information
concerning achievement of
developmentally appropriate functioning

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 Who May Use the Bayley?
• Bayley is used by professionals with different
areas of specialization
• Basic requirements include-
– Familiarity with assessment procedures for young
children
– Familiarity with basic measurement/assessment
principles
– Familiarity with child development
• Sometimes administered by early
interventionists and interpreted by other
trained personnel (SLP, OT, psychs)

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 Revision Goals
• Update the normative data
– Improve precision with addition of 10 day normative
age groups for up to 6 months of age.
• Improve the clinical utility of the instrument
• Strengthen the psychometric quality of the
instrument
• Develop 5 distinct scales
• Simplify administration procedures

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 Bayley-III Standardization

• Ages 16 days to 43 months 15 days

• Standardization Sample n = 1,700
– Social-Emotional Scale n = 456
– Adaptive Behavior Scale n = 1350
• National sample stratified by age,
sex, race/ethnicity, parent education
level, and geographic region.
• Validity studies with clinical groups
• Comparison studies with major tests

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Bayley-III Standardization Sample
Stratification

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Bayley-III Structure

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 Cognitive Scale
The Cognitive Scale is comprosed of 91
items that assess:
– Sensorimotor development
– Exploration and manipulation
– Object relatedness
– Concept formation
– Memory

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 Language Scale
• Composed of Receptive and
Expressive Communication items
• BSID–II Mental Scale items identified
by content experts as measuring
primarily language skills were moved to
the Language scale.
• Additional items were adapted from the
PLS-4

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 Receptive Communication
• Comprised of 49 items that assess:
– preverbal behaviors
– vocabulary development, such as being able to
identify objects and pictures that are referenced
– vocabulary related to morphological development,
such as pronouns and prepositions; and
understanding of morphological markers, such as
plural -s, tense markings (-ing, -ed), and the
possessive -’s
– items that measure children’s social referencing and
verbal comprehension.

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 Expressive Communication
• Comprised of 48 items that assess:
– preverbal communication, such as babbling,
gesturing, joint referencing, and turn taking
– Vocabulary development, such as naming
objects, pictures, and attributes (e.g., color
and size)
– morpho-syntactic development, such as using
two-word utterances, plurals, and verb tense

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 Motor Scale
• Fine and Gross Motor subtests.
• Items from the BSID–II Motor Scale and
Mental Scale identified by experts as
measuring either fine or gross motor skills
were moved to the appropriate subtest on
the Bayley–III.
• New items were added to both subtests to
expand the coverage across age and to
provide greater content coverage
– Based on the field of motor development (e.g.,
increased focus on quality of movement).

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 Fine Motor
• Comprised of 66 items that assess skills
pertaining to:
– Prehension
– Perceptual-motor integration
– Motor planning and speed
– Visual tracking
– Reaching
– Object grasping and manipulation
– Functional hand skills and responses to tactile
information are also measured.

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 Gross Motor
• Comprised of 72 items that assess skills
pertaining to:
– Movement of the limbs and torso
– Static positioning (e.g., sitting, standing)
– Dynamic movement, including locomotion and
coordination
– Balance
– Motor planning.

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 Social-Emotional Scale
Is the Greenspan Social-Emotional Growth
Chart with scaled scores that assess:
– self-regulation and interest in the world
– communicating needs
– engaging others and establishing
relationships
– using emotions in an interactive, purposeful
manner
– using emotional signals or gestures to solve
problems.

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 Adaptive Behavior Scale
• Provides opportunity to gather caregiver
information for ages 0-5 years from the
Adaptive Behavior Assessment System-
Second Edition (Harrison and Oakland,
2003).
• Skill areas include:
– Communication, Community Use, Health and Safety,
Leisure, Self-care, Self-direction, Functional Pre-
academics, Home Living, Social, Motor
• The scores for all the skill areas combine to
form the General Adaptive Composite
(GAC), an overall measure of the child’s
adaptive development.
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Other Key Features You Should
Know –
Administration, Scoring

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 Administration Time
• For the entire Battery
– Children ages 12 months and younger:
approximately 50 minutes
– Children ages 13 months and older:
approximately 90 minutes
• Varies with such factors as:
– Examiner’s test familiarity
– Specific strengths and limitations of the
child
– Test-session behavior (may result in a
longer or shorter testing time)
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 Test Materials
• Bayley-III Kit includes the following printed
materials:
– Administration Manual
– Technical Manual
– Stimulus Book
– Comprehensive Record Form
– Social-Emotional and Adaptive Behavior
Questionnaire
– Caregiver Report
• Kit includes most manipulatives
– A few materials that examiners provide (i.e., food
pellet, stopwatch, etc.)

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 Adjustment for Prematurity
• Adjust for the child’s prematurity
through 24 months of chronological
age.
• Two Stage Process:
– Subtract the child’s date of birth from the
expected date of birth. Enter the number
of months and days in the row labeled
Adjustment for Prematurity.
– Subtract the adjustment for prematurity
from the child’s age to obtain the Adjusted
Age.

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 Start Points

• Using chart on cover page of Record

Form, locate the letter in the Start Point
column that corresponds with the child’s
age in months and days (adjusted age, if
applicable).

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Subtest Summary Scores Page

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 Reversal Rule
• The reversal rule for Cognitive, Language, and
Motor scales is identical:
– Score of 1 on the first three consecutive items at age-
specific start point to go forward (i.e., achieve the
basal).
– If a score of 0 on any of the first three items, go back
to the start point for the previous age.
– Reversal rule applies to the new start point. Continue
to apply rule until child passes first three items at start
point of any age.
– Administer items in a forward direction until
discontinue criterion is met.
– Do not readminister any items.

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 Discontinue Rule

• Stop administration when child has

received scores of 0 for five consecutive
items (i.e., the ceiling has been
achieved).
• Previously administered and failed items
that resulted in applying the reverse rule
count toward the discontinue rule.

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 Left and Right Administration

• Items that require administration on the left

and the right side are referring to the
child’s left and right.
• Be sure to read the scoring criteria to
determine if the child receives a score of 1
for that item.

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 Series and Trial Items
• The administration directions contain
information about the number of times an
item may be administered or the number
of trials that may be presented.
• For series items, it is particularly important
that you administer all trials, as scoring
criteria for items later in the series are
more stringent.

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Subtest Summary Scores Page

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 Plotting Profiles of Scores
• To facilitate interpretation, the scaled
scores and the composite equivalent/
composite scores can be plotted on page
2 of the Record
• Adaptive Behavior Scale subtest/skill area
scores and the GAC can be plotted on the
charts on page 14 of the Questionnaire.

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Plotting Social-Emotional Growth

• The Social-Emotional Growth Chart

allows the practitioner and caregiver to
see a visual representation of how the
child is progressing according to
milestones.

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 Score Profiles

+1 Standard Deviation

Average score

-1 Standard Deviation

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 Completing the Discrepancy
Comparisons
• Calculate discrepancies between scores to determine
whether differences between subtests are statistically
significant (critical values) and how frequently the
discrepancy occurred in the standardization sample
(base rates or clinically significant).
• Comparisons can be made between any pair of subtests:
– Cognitive
– Receptive Communication
– Expressive Communication
– Fine Motor
– Gross Motor
– Social-Emotional

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 Growth Scores

• Used to plot the child’s growth over time

for each subtest
• Based on the subtest total raw score.
• Range from 200–800, with a mean of 500
and a SD of 100.

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 Cognitive Growth Chart

600

575

550

525

500

475
5
450 10
Growth Score

25
425 50
75
400 90
95
375

350

325

300

275

250
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Age in Months

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 Developmental Age Equivalents
Limitations include:
– Provide little information about a child’s
standing relative to his or her same-age
peers
– Small raw score changes may result in large
changes in developmental age equivalents
– May not be comparable across subtests
– An extreme developmental age equivalent
does not signify that the child’s cognitive,
language and motor functioning resembles
that of the extreme age group in every way

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Developmental Age Equivalents

Simply tell us that the youngster got

the same number of items right on
that scale as the “average” child aged
x months

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Descriptive Classifications
Composite or Composite
Score Equivalent 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

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 Caregiver Report

• Introduces the Bayley-III

• Helps caregivers understand their child’s
performance
• Gives recommendations to promote
development
• Two forms:
– Informational pamphlet
– Generated from Scoring Assistant: will include a
plot of the child’s composite scores

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