Developmental Delay
Evaluations to be completed
Criteria
What would we see in a classroom?
Definition
The standard score in one developmental domain must be at least two standard deviations below the mean (70 or below) on a standardized, norm-referenced instrument; or the standard scores on two or more developmental domains must be at least one and a half standard deviations below the mean (77 or below) on a standardized, norm-referenced instrument.
Scores obtained according to the requirements in 2. of this section must be validated by supporting evaluations in the same identified area(s) of delay. If the standard score on the first instrument yields a delay of at least two standard deviations (70 or below) in one or more domains, then at least one domain must be validated (70 or below) by another norm-referenced or criterion-referenced instrument. If the standard score on the first instrument yields a delay of at least one and a half standard deviations (77 or below) in two or more domains, at least two of the domains must be validated (77 or below) by another norm-referenced or criterion-referenced instrument. When using a criterion-referenced instrument that does not yield standard scores, age equivalent scores may be used to determine the percent of delay and must be converted to standard scores. The score must be at least a 30% delay (two standard deviations below the mean) in one domain or a 25% delay (one and a half standard deviations below the mean) in two or more domains.
Documentation that hearing and vision screen is complete.
Evidence that the developmental delay adversely affects the child's performance in age-appropriate activities must be documented.
Vision/hearing screening
An additional standardized, norm-referenced instrument(s) or a criterion-referenced instrument that supports the one or two identified areas of delay from the first instrument according to the requirements.
A standardized, norm-referenced instrument(s) that evaluates all five developmental domains.
Evidence of adverse effect from interviews at home and in age appropriate place.
Some younger students have trouble with being toilet trained.
A child may have more difficulty with speech.
A delay that negatively affects an activity of daily living or educational performance in one of more of the following areas:
Communication
Social/ Emotional
Cognitive
Physical
Adaptive
This delay/ impairment results in the need of special education classes
A child can be first evaluated for this when they turn 3 years old. They must be reevaluated before they turn 9 years old to determine if they are still eligible for special education services. They cannot continue to be eligible for developmental delay after age 9.