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This screening test is a sampling of age appropriate skills in each of these areas. A simple checklist is included identifying skills for children ages birth - 7 which is done by the parent. Since there is a wide range of ages, it is very typical that most children will not be able to do all of these. The other tasks can be done by a parent, teacher, or *a specialist (only available in select cities---call Dawn Heil at 847-854-0348 to discuss).* The directions are very clear and can be done easily by a parent at home. Sometimes this may be the best way since it can be done in short time periods and in a familiar setting if the child is shy around unfamiliar adults.

In the personal area, the parent identifies if the child is able to do tasks as removing a coat, zipping clothing, leaving the parent easily, and playing cooperatively in groups as well as some other tasks. 

In the physical area, some of the required tasks include: copying shapes, drawing a person, using scissors, etc. For the gross motor skills, they are asked to do jump, hop, skip, and to balance.

The language area addresses both receptive and expressive language skills. In the receptive language areas, children need to point to body parts and follow directions. The expressive language areas require naming body parts, using plurals/compound sentences, using language, and doing some simple definitions. 

For the cognitive area, memory skills and understanding shapes, colors, numbers, letters, concepts, and experiences are emphasized. Both visual (seeing) and auditory (hearing) memory are tested. Each child identifies a color sequence seen (visual) and repeats both numbers and sentences heard (auditory). Understanding shapes includes matching, pointing to shapes named, and naming ones seen as well as being able to do puzzles and identifying different shapes. Colors/numbers/letters require them to identify colors/numbers/letters, count, add one more, naming coins, reading simple words, and adding/subtracting. Concepts involve analogies (opposites), functions, usage, similarities, position, and vocabulary. Many of the skills in the understanding experiences come from the parent checklist to include: understanding time of day, pre-reading skills, telling stories, sequencing, and knowing reality from fantasy. Since this is a range of age level skills, not all children are required to do all of the tasks to be age appropriate.

After the sampling of skills are completed, they are applied to established norms and an estimate is given for each area whether the child is “above age”, “at age”, or “developing” which may need more experience. Then parents and teachers will receive two years of recommended objectives based on each level. These are very valuable to know what is appropriate for each child so developmental progress continues. This is available online for the parent to do at home or a teacher at school. Or if a facility contracts with MEC to offer it by a specialist, it can be done during the school day (see the parent form obtained from the facility for pricing).

This is recommended to be done with the BEHAVIORAL RATING SCALE so the behavioral skills do not interfere with learning. *The IQ screening (only offered through the schools or in select cities—contact Dawn Heil at 847-854-0348 to discuss this) is also very valuable to pair with this. When the IQ or potential and the developmental level (which is like an achievement test for young children) are estimated, parents and teachers can plan goals to help the child reach the potential.* 

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