Nancy Bayley

Bayley Scales of Infant and Toddler Development<sup>&reg;</sup> | Third Edition (Bayley<sup>&reg;</sup>-III), is a comprehensive tool to identify development issues during early childhood. <strong>The Bayley-4 is now available! <a href="/store/en/p/P100015017" rel="nofollow">Learn more</a></strong>

Material Type

Manipulatives

Language

English

Training Type

On demand

Training Badge Type

Practitioner

Training Complexity

Core Knowledge

User Excellence

Bayley Scales of Infant and Toddler Development | Third Edition

Purchase the Bayley Scales of Infant & Toddler Development Ed 3; available online at Pearson Clinical Asia today.

Manuals, stimulus books, replacement items & other materials

Support materials

Training

All tests and materials offered for Bayley-III

All products

Bayley Scales of Infant and Toddler Development | Fourth Edition

This item is part of Bayley-III/4 and BINS assessments

Crayon Red 4 Inch Large Qty 1

<p>This on-demand training is designed for individuals who conduct infant-toddler assessments for early intervention or early childhood assessments for school districts and preschool programs. The training provides detailed guidance for the administration, scoring, and interpretation of the Bayley-4. This program consists of six modules, and includes recordings of full administration of each subtest.</p>


Bayley-4: Administration, Scoring & Basic Interpretation, US Edition · On Demand · 12 Hours

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Audience</h3>

			<p>This training is designed for Psychologists, Speech Pathologists, Occupational Therapists, Physiotherapists, Psychiatrists, Neonatologists, Paediatricians, Registered Nurses, Teachers and other professionals working in the child development field. &nbsp;</p>

			<h3>Course Description</h3>

			<p>This self-paced 12-hour independent study program provides detailed guidance for the administration, scoring, and interpretation of the Bayley-4. This program consists of six modules, and includes recordings of full administration of each subtest. Participants will have access to this material for 12 months.</p>

			<h3>Learning Outcomes</h3>

			<p>After attending this session, participants will be able to:</p>

			<ul>
				<li>Describe the Bayley-4 scales</li>
				<li>Summarize general testing guidelines</li>
				<li>Discuss administration guidelines for items on the cognitive, language and motor subtests</li>
				<li>Describe administration and scoring of selected items on the Bayley-4 subtests</li>
				<li>List the types of scores provided by the Bayley-4</li>
				<li>Show how to use different scores to identify developmental delay</li>
			</ul>

			<h3>Prerequisites</h3>

			<p>Individuals must be at a User Level B to be able to purchase and complete this On-demand training.&nbsp;&nbsp;</p>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


Training details

<p>This on demand training is designed to support and upskill User Level A nurses, hospital staff, early learning educators, social workers, Allied Health professionals, special educators and other professionals working in the Health and Early Learning industry to help screen, assess and understand an individual&#39;s skills to by accessing and using User Level B assessments. This training focuses on the Bayley 4.</p>


User Level B Training (Child Development) · On Demand

User Level B Assessment Training

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Audience</h3>

			<p>This on-demand training is designed for professionals working within Education or Health environments who are currently a User Level A and would like to begin using our User Level B assessments. It is highly recommended for professionals interested in Child Development concerns and are interested in using the Bayley 4, or other User Level B assessments, in their practice.</p>

			<h3>Course Structure</h3>

			<p>The training is comprised of three units. We suggest you allow 8-15 hours to complete on-demand units. This time will vary based on the User Level B assessment category and the number of on-demand units.</p>

			<h5>Unit 1 &ndash; Introduction to Statistical Concepts</h5>

			<p>Unit 1 will focus on introducing statistical concepts and principles that underpin all User Level B assessments. This unit will specifically discuss:</p>

			<ul>
				<li>Sets of scores and how to describe them</li>
				<li>The measures of central tendency</li>
				<li>Standard deviation and measures of spread</li>
				<li>Ordinal and categorical data</li>
				<li>Converting raw scores to z and t scores</li>
				<li>Interpretation considerations</li>
			</ul>

			<h5>Unit 2 &ndash; Understanding User Level B Assessments</h5>

			<p>Unit 2 will focus on improving your understanding of the User Level B assessment portfolio and your capacity to use User Level B assessments in context. The unit will specifically discuss:</p>

			<ul>
				<li>Developing an assessment hypothesis based on a referral</li>
				<li>User Level B assessment categories</li>
				<li>User Level B direct assessment administration principles</li>
				<li>Reporting considerations</li>
			</ul>

			<h5>Unit 3 &ndash; Bayley 4 Administration, Scoring and Interpretation</h5>

			<p>Unit 3 will focus on contextualizing the statistical principles you have learned through the introduction to one of our leading User Level B assessments, the Bayley 4. The unit will specifically discuss:</p>

			<ul>
				<li>Overview of the Bayley 4 assessment</li>
				<li>Item-by-item administration of the Bayley 4 assessment</li>
				<li>Scoring of the Bayley 4</li>
				<li>Interpretation considerations when using the Bayley 4</li>
			</ul>

			<h3>Learning Outcomes</h3>

			<p>After undertaking this training, participants will be able to:</p>

			<h5>Unit 1</h5>

			<ul>
				<li>Use and interpret both descriptive and inferential statistics</li>
				<li>Compare sets of scores in the classroom</li>
				<li>Understand and be able to interpret measures of spread, deviation scores, and standard deviation</li>
				<li>Use and interpret the foundations of standard scores, including z and t scores and the normal distribution</li>
			</ul>

			<h5>Unit 2</h5>

			<ul>
				<li>Develop a testable hypothesis based on a referral</li>
				<li>Describe and detail the various assessments that comprise the User Level B portfolio</li>
				<li>Describe the difference between direct and indirect assessments</li>
				<li>Undertake a User Level B direct assessment ensuring that best practice guidelines are understood and adhered to</li>
				<li>Generate an assessment report</li>
			</ul>

			<h5>Unit 3</h5>

			<ul>
				<li>Understand the general administration principles and practice guidelines of the Bayley 4</li>
				<li>Adhere to scoring principles and practices of the Bayley 4</li>
				<li>Explain basic interpretation considerations when using the Bayley 4</li>
				<li>Adhere to ethical considerations when using the Bayley 4</li>
				<li>Understand Bayley 4 resources</li>
			</ul>

			<p>Once you&rsquo;ve completed the training, you&rsquo;ll be able to purchase all our gold-standard User Level B assessments and will have one month of free digital access to the following test manuals and stimulus books:</p>

			<ul>
				<li>Vineland-3</li>
				<li>PEDI-CAT</li>
				<li>Sensory Profile</li>
				<li>EVT-3</li>
				<li>Movement ABC-3</li>
				<li>BOT-3</li>
				<li>WIAT-III</li>
				<li>BASC BESS</li>
				<li>Bracken School Readiness Assessment</li>
			</ul>

			<h3>Prerequisites</h3>

			<p>To attend our User Level B (Child Development) training, you will need to:</p>

			<ul>
				<li><a href="https://www.pearsonclinical.asia/store/asiaassessments/en/register">Register on our website</a></li>
				<li>Have a tertiary degree level education</li>
			</ul>

			<p><br />
			While it is no longer mandatory to acquire an &ldquo;approved mentor&rdquo; to supervise your scoring and reporting of User Level B practice assessments, we strongly recommend that you do so to ensure your administration and practice of assessment usage is accurate.<br />
			<br />
			Your mentor should be an existing User Level B or C and have at least 6-12 months of experience using User Level B assessments.</p>
			</td>
			<td>
			<h3>Looking for bespoke group training solutions?</h3>

			<p><a class="button button--primary" href="https://www.pearsonclinical.asia/forms/contact-us-training.html">Contact us</a></p>
			</td>
		</tr>
	</tbody>
</table>


<p><b>Qualification Level</b></p>
<p><b>Level A</b></p>
<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>
<p><b>Level B</b></p>
<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>
<p><b>Level C</b></p>
<p>This approval level enables you to buy all our assessments.</p>

Bayley Scales of Infant and Toddler Development® | Third Edition (Bayley®-III), is a comprehensive tool to identify development issues during early childhood.

<p>Get instructions and help on ordering online or from our product catalog.</p>

<p><a href="/ordering.html" target="_blank">Ordering FAQs</a></p>

<p><a href="/forms/contact-us-support.html" target="_blank">Contact Us</a></p>

<p>Email: <a href="mailto:info@pearsonclinical.asia">info@pearsonclinical.asia</a></p>

<p>Phone: +65 3138 2102</p>

Overview

Pricing & Ordering

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3><a href="/store/en/p/P100015017">The Bayley-4 is now available!</a></h3>

			<p>Bayley-III uses caregiver or parent involvement to optimize input from the child&rsquo;s natural environment.</p>

			<h3>Benefits</h3>

			<ul>
				<li>Identify infant and toddler strengths and competencies, as well as their weaknesses.</li>
				<li>Get normative information consistent with developmental domains identified by current IDEA early childhood legislation.</li>
				<li>Determine the need for further in-depth assessment.</li>
				<li>Administer one or more domain subtests individually.</li>
				<li>Use growth scores to chart intervention progress.</li>
			</ul>

			<h3>Features</h3>

			<p>Bayley-III combines superior psychometric standards with two additional scales and more clinically useful features.</p>

			<ul>
				<li>A core battery of five scales.</li>
				<li>Playful, engaging toys and activities.</li>
				<li>Excellent validity and reliability.</li>
				<li>Scores: standard scores, age equivalents, percentiles, with cut scores and T scores.</li>
				<li>Optional training materials.</li>
			</ul>

			<h3>Scales</h3>

			<p><a class="text-primary-link" href="/content/dam/school/global/clinical/us/assets/bayley-iii/bayley-iii-domains.pdf" target="_blank">View list of scales</a></p>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--50-50" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Sample Reports</h3>

			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/bayley-iii/bayley-iii-sa-parent-sample-report.pdf" target="_blank">Bayley-III SA Parent Sample Report</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bayley-iii/bayley-iii-sa-parent-sample-report-part-2.pdf" target="_blank">Bayley-III SA Parent Sample Report Part 2</a></li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

Product Details

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p>The following resources are available for Bayley-III.</p>

			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/bayley-iii/bayley-iii-technical-report-1.pdf" target="_blank">Technical Report 1: Using the Bayley Scales of Infant and Toddler Development, Third Edition, to Assess Individuals with Severe Delays</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bayley-iii/bayley-iii-technical-report-2.pdf" target="_blank">Technical Report 2: Factors Contributing to Differences Between Bayley&ndash;III and BSID&ndash;II Scores</a></li>
			</ul>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


Resources

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p>Frequently asked questions follow. Click on a question to see the response.</p>

			<h4>Test Content</h4>

			<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
				<tbody>
					<tr>
						<td>
						<p>How much overlap is there between the Preschool Language Scale&mdash;Fourth Edition and the Bayley&ndash;III Language Scale?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>There are only 44 items in the Bayley&ndash;III Language Scale that originated from the PLS-4. A validity study between the PLS&ndash;4 and the Bayley&ndash;III indicate no practice effects between the two tests, so administration of one test does not affect performance on the other test.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Where can I find additional interpretive guidelines for the Social-Emotional Scale?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>For additional interpretive guidelines specific to the social-emotional score, Dr. Greenspan includes some &quot;next steps&quot; within the manual for the Greenspan Social-Emotional Growth Chart. The material is adapted from what is found in books authored by Dr. Greenspan (including Building Healthy Minds and The Functional Emotional Assessment Scale for Infancy and Early Childhood).</p>
						</td>
					</tr>
				</tbody>
			</table>

			<h4>Administration</h4>

			<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
				<tbody>
					<tr>
						<td>
						<p>Can all items that use the same materials within an age group be administered one after the other (e.g., all items that use blocks), similar to the BSID&ndash;II administration format?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Because the items are ordered by difficulty, administer the items in each subtest in the order listed (with the exception of series items). The subtests were standardized by having examiners follow the item order provided. It also ensures that all pertinent items are administered (none are forgotten), and that reversal and discontinue rules are met quickly, with no extraneous items that may contribute to the fatigue of the child.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>There is an item on the Bayley&ndash;III video that shows the examiner positioned across from the child, when the Administration Manual indicates that for the item, the examiner should be positioned next to the child. Which directions should I follow?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The item in question is &quot;Uses pencil to obtain object.&quot; The examiner should position him- or herself alongside the child, to give the child the proper perspective. In all instances, the directions in the Administration Manual should be followed.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Why is it recommended to administer the Receptive Communication subtest prior to the Expressive Communication subtest?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Statistically, we did not find practice effects based on subtest order for any subtests. The number of items that can be scored through observation of the child also minimizes the likelihood of practice effects with the Communication subtests. However, there are some reasons for recommending that Receptive Communication be administered prior to Expressive Communication. Some stimulus items are similar across content and repeated exposure to these pictures may make it easier for the child to recognize them in the Receptive Communication subtest. In addition, many young children must establish rapport with the examiner before expressing themselves vocally by naming objects or speaking to the examiner; the Receptive items can help familiarize the child with tasks and encourage vocalizations.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>There are a number of items that can be considered sequential that either are not marked as sequential, or are only partially noted as sequential (i.e., later items in the &ldquo;sequence&rdquo; not listed). Why aren&rsquo;t these noted as series items?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Items are marked as series items only if the administration is exactly the same for each item in the series. That is why the Rotated Pink Board is not identified as part of the Pink Board Series.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>How soon can the Bayley&ndash;III be readministered in order to measure growth?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The types of items administered to infants are unlikely to be &quot;learned&quot; or to produce practice effects, so children can be readministered the Bayley&ndash;III in a shorter time frame. An interval of approximately 3 months is recommended for children under 12 months of age; an interval of approximately 6 months is recommended for children older than 12 months, although shorter intervals can be used if warranted.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>What start point should an examiner use when testing a child with suspected deficits?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The start points were chosen to accommodate most children with some degree of delay. If the examiner suspects sufficient delays such that the child will likely reverse, the examiner can begin one start point below the age-appropriate start point, and reverse as needed. It is not recommended that the examiner begin administration any earlier, in order to eliminate the possibility of multiple basals.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Is the Language Scale sufficiently comprehensive so that additional language assessment is not necessary, especially for the younger children?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The Language Scale is sufficient for determining if a language problem exists. It may also indicate what language problem it is likely to be. However, in order to pinpoint the problem to determine appropriate intervention (particularly if referring to a Speech Language Pathologist), additional assessment will be necessary. The Preschool Language Scale&mdash;Fourth Edition is one instrument that can be given if the Bayley&ndash;III Language Scale indicates delays.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>What was the rationale for adjusting prematurity up to 24 months?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>It was a combination of evidence from the literature and recommendations from the Bayley&ndash;III advisory panel. Discussions for adjusting to prematurity to 24 months of age began early in the development process of the Bayley&ndash;III and follows the same recommendations made for the BSID&ndash;II. The adjustment for prematurity was not taken beyond 24 months because the advisory panel and the literature indicate the vast majority of children &quot;catch up&quot; by 24 months of age.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Can children be administered the Bayley&ndash;III in the home setting?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The Bayley-III CAN be administered in the home, but the examiner must maintain standard procedures and keep distractions to a minimum.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>For children ages 2:6&ndash;3:6, both the Bayley&ndash;III and the Wechsler Preschool and Primary Scale of Intelligence&mdash;Third Edition (WPPSI&ndash;III; Wechsler, 2002) could be administered. Which instrument should be used for this age range?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Which test to use depends on your clinical judgment and the purpose of testing. Practitioners can use either or both instruments for children ages 30&ndash;42 months (2 years 6 months and 3 years 6 months). Though both measures provide an estimate of a child&rsquo;s cognitive functioning, the instruments are designed for different purposes. The Bayley&ndash;III provides information about whether a child&rsquo;s developmental trajectory in the cognitive domain is proceeding as expected, relative to same-age peers. It also provides this type of information for language, motor, social-emotional, and adaptive behavior domains. The WPPSI&ndash;III is specifically designed to measure a child&rsquo;s overall cognitive ability, as well as his or her cognitive ability in more specific domains (e.g., verbal, perceptual, processing speed). The Bayley&ndash;III should be used to evaluate cognitive ability in low-functioning children in this age range because it provides an extended floor. The WPPSI&ndash;III should be used to evaluate cognitive ability in high-functioning children in this age range, because it provides an extended ceiling. If results of the Bayley&ndash;III suggest delays in the cognitive domain, the WPPSI&ndash;III may provide additional information on the specific areas of cognitive ability that are problematic for the child. If an ability score (e.g., FSIQ) is required, the WPPSI&ndash;III should be used.</p>
						</td>
					</tr>
				</tbody>
			</table>

			<h4>Scoring</h4>

			<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
				<tbody>
					<tr>
						<td>
						<p>Will there be Cognitive-Language Composite score similar to the BSID&ndash;II MDI? Is there an overall score available?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>At this point, there are no plans to develop either a Bayley-III Cognitive-Language composite score that corresponds with the BSID-II MDI or an overall composite. The reasoning behind separating the scores is because at this young age it is important to distinguish between delays related to language difficulty and those related to cognitive difficulty. U.S. federal mandates, such as IDEIA, emphasize the need to provide scores for the individual domains, rather than a global composite score. A composite score can also mask delays if one area is strong while the other is weak.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>If the Social-Emotional Scale on the Bayley&ndash;III is the same as the Greenspan Social-Emotional Growth Chart, why are there different scores available for the two instruments?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The difference between the Greenspan Social-Emotional Growth Chart and the Bayley&ndash;III Social-Emotional Scale is that the Greenspan Social-Emotional Growth Chart provides only cut scores; the Bayley-III provides scaled scores for this measure.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Can an examiner accept baby signs/ASL as words on the Expressive Communication Scale?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>Many of the Expressive Communication items indicate that approximations (the implication being verbal approximations) can be accepted. If the child is capable of speaking, the child should be prompted to use spoken words rather than signs. If, however, the child is signing as an accommodation, then the clinician would need to take that into account when interpreting the results.</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>What is the difference between a score of 0 (can&rsquo;t tell) and 1 (none of the time) for the Social-Emotional Scale?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The score of 0 should be chosen if the respondent doesn&#39;t feel he/she knows the child well enough to respond with confidence (lack of familiarity with the child or limited settings in which the respondent has observed the child). The score of 1 should be chosen if the respondent is familiar enough with the child to know that the child never exhibits those behaviors.</p>
						</td>
					</tr>
				</tbody>
			</table>

			<h4>Multi-Disciplinary Evaluation</h4>

			<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
				<tbody>
					<tr>
						<td>
						<p>Why are there separate Record Forms for each of the Cognitive, Language, and Motor Scales? Are they different from what is contained in the comprehensive Record Form?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>A separate Record Form is available for each Scale in order to provide flexibility for customer needs. For instance, these record forms can provide more efficiency when conducting research, and for multidisciplinary and arena assessment teams. The standard Record Form (combining all 3 Scales) contains all the information and items found in the individual Record Forms.</p>
						</td>
					</tr>
				</tbody>
			</table>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

FAQs

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<h3>Bayley-III in Korean</h3>

			<p>If you are interested in Bayley-III in Korean language please reach out to our partners</p>

			<p><a class="button button--primary" href="https://inpsyt.co.kr/psy/item/view/PITM000166" target="_blank">Explore Bayley-III in Korean</a></p>

			<p>&nbsp;</p>
			</td>
			<td>&nbsp;</td>
		</tr>
		<tr>
			<td>
			<h3>Bayley-III in Japanese</h3>

			<p>If you are interested in Bayley-III in Japanese&nbsp;please reach out to our partners</p>

			<p><a class="button button--primary" href="https://www.nichibun.co.jp/seek/kensa/bayley3.html" target="_blank">Explore Bayley-III in Japanese</a></p>

			<p>&nbsp;</p>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>

Bayley Scales of Infant and Toddler Development | Third Edition

Bayley-III

Support materials

Training

All products

Related Items