Developmental, cognitive and behavioural assessment tools — branching viva

Branching viva — developmental, cognitive and behavioural assessment tools

The examiner releases the stem and then branches into five probes. A strong candidate names the three acts first, defends the schedule and the choice of tool, interprets the M-CHAT-R/F correctly, and escalates regression without prompting.

Opening (examiner)

"A 20-month-old is brought in because he has no words, does not point, and his mother believes he has lost the sounds he used to make. Before you reach for a tool, tell me how developmental assessment is structured." ^[1]

Branch 1 — The three acts (expected answer)

Developmental assessment is built on three different acts. Surveillance is the longitudinal, opinion-based monitoring performed at every health visit, drawing on history, examination, observation and parental concern. Screening is a brief, standardised tool applied to the whole population at scheduled ages to find the child who needs a closer look. Diagnostic assessment is the lengthy, trained-administered evaluation that confirms and quantifies a disorder. A screen can never do the diagnostic tool's job, and a positive screen is a reason to refer, never a diagnosis. ^[1]

Probe. "What is the screening schedule?" — Developmental surveillance at every visit, plus a standardised developmental screen at nine, 18 and 30 months and an autism screen (M-CHAT-R/F) at 18 and 24 months. ^[1]

Branch 2 — The right tool (expected answer)

For a broadband developmental concern, use a parent-completed screen such as the Ages and Stages Questionnaires (one to 66 months, five domains) or PEDS. For an autism concern, use the M-CHAT-R/F (16 to 30 months). For a diagnostic cognitive assessment, refer for the Bayley Scales up to 42 months, or the Griffiths or Wechsler scales for the older child. The parent-completed screens are fast enough for a population schedule; the diagnostic tools trade reach for the precision a diagnosis needs. ^{[3] [9]}