REVISIONS TO DPS - DISC

FORMS & MANUAL

 

September 2001

DPS Record Form

*revision in bold

p. 2 beside "Start Point" 23 months ….five-second delay: cube on right ___; left ___, left ___. 2/3 trials.

p. 3 beside "Start Point" 26 mths…….five second delay: cube on right, left, left. Ball on right ___; ball on left: ___; ball on right ___. 2/3 trials.

p. 6 Repeat Three of five digits.

There are too many spaces between "of" and "five"
3 out of 5 digits for 1/2 sets of digits. Correct order is not necessary.


DPS Manual

p. 36 45 & 46 months:

Under COMMENT: …by pointing to, but not touching, the finger

p. 37 V. A & M # 25

Under INSTUCTIONS: …. Say "Look at this". Count silently to five and ensure that the child is looking at the design. (Be sure not to label the design as a "chair" because this would provide an auditory memory cue to the child).


DISC Manual

NOTE: Revisions are in Bold

p. 70 RL#11 (puzzle card)
INSTRUCTIONS: Delete second sentence "Take the five pieces…

NOTE: …..if the child identifies 2/5 objects. For R.L…….if he identifies 4/5 objects.

p. 70 RL #12 (puzzle card:)

p. 101 A A&M #14 puzzle card
Under INSTRUCTIONS: Place the puzzle card on the table……..Place a piece of paper over the puzzle card and say…. Check…..locates 2/3 objects.

Delete COMMENT section

p. 101 A A&M #15 puzzle card
Under INSTRUCTIONS: Place the puzzle card on the table.

p. 105 A A&M #24 Under INSTRUCTIONS add ….to go ahead. Before administering the first trial, open the book. Say "I am going to…..

p. 106 A A&M #25 Add to COMMENT: ..not permitted. No additional words can be added.

p.107 A A&M #27 Add to COMMENT: ..not permitted. No additional words can be added.

p. 112 Item 12 Add under Note: If the child is successful on this item you can skip the practice section of the Item at 26 mths: "Discriminates Between Two Hidden Objects".

p. 114 V A&M #14

INSTRUCTIONS: Place two cups on the table upside down. The first trials using only the cube/block are practice trials. Do not proceed to the actual trials using the ball and cube/block if the child cannot complete the practice trials.

Say "Look at the cube/block. Place cube/block under the cup on the child's right. After five seconds, say "Find the cube/block". For the next two trials, place the cube under the cup on the child's left. The child must pass 2/3 trials with the cube before proceeding to the next part of the item.

Then place the ball under the cup on the right and the cube under the cup on the left. Count silently to five and say "Find the ball". For the second and third trials, place the ball under the cup on the left and the cube under the cup on the right.

Circle (YES) if the child finds the ball on 2/3 trials.

See COMMENT and NOTE under Item No. 12.

p. 115 V A&M #15 Revise INSTRUCTIONS: Remove the car, plane, boat and train puzzle pieces from the puzzle. Say ……

p. 146, 147 DISC Interpretive Summary Sheet-at top right under INTERPRETATION, move 25% or more over to left to line up with other numbers.

p. 157,158,159 INTERPRETIVE TABLES Under title Scores of children in Normative Sample Showing: Delete Above Average from Average/Above Average


DISC Record Form:


p. 7 RL#11 Under "MATERIALS" (puzzle card)

p. 7 RL #12 Under "MATERIALS" (puzzle card)

p. 14 A A&M #14 Under "MATERIALS" (puzzle card)

p. 14 A A&M #15 Under "MATERIALS" (puzzle card)

p. 22 V A&M #12 ….with a five-second delay: cube on right ____; left ____; left ____. 2/3 trials.

p. 22 V A&M #14 ….with a five-second delay. cube on right, left, left. Ball on right ____; ball of left ____, ball on left ____. 2/3 trials.


DPS Record Form

p. 2 beside "Start Point" 23 months ….five-second delay: cube on right ___; left ___, left ___. 2/3 trials.

p. 3 beside "Start Point" 26 mths…….five second delay: cube on right, left, left. Ball on right ___; ball on left: ___; ball on left ___. 2/3 trials.


p. 6 Repeat Three of five digits.

3 out of 5 digits for 1/2 sets of digits. Correct order is not necessary.


DPS Manual

p. 31 Under INSTRUCTION: Place two cups on the table upside down. The first trials using only the cube/block are practice trials. Say…….

p. 30 23 months Add another paragraph under COMMENT: If the child is successful on this item, and, if the Item at 26 mths is part of the grouping of items to be administered, you can skip the practice section of the Item at 26 mths: "Discriminates Between Two Hidden Objects".

p. 36 45 & 46 months:

Under COMMENT: …by pointing to, but not touching, the finger

p. 37 V. A & M # 25

Under INSTRUCTIONS: …. Say "Look at this". Count silently to five and ensure that the child is looking at the design. (Be sure not to label the design as a "chair" because this would provide an auditory memory cue to the child).

February 2001

**information in bold represents revisions


DISC Record Form:

A-A&M #23   Insert before ...1/2 sets of digits     Correct order is not necessary.


DPS Manual:

45-46 months  F.M. # 22    COMMENT:   …by pointing to, but not touching, the finger

47-48 months, V-A &M #25  Under INSTRUCTIONS…"Look at this".  Count silently to five and ensure that the child is looking at the design.   Dismantle…


DISC Manual:

F.M #22:  Under COMMENT:…the child by pointing to, but not touching, the finger

RL #11     Under INSTRUCTIONS:…..simultaneously.  Take the five puzzle pieces out of the puzzle.  Label each piece as you take it out  i.e. "This is  a dog", "This is a clock" then randomly place them on the table in front of the child.  Then administer the first trial.

A-A &M #22:  Under   INSTRUCTIONS, start off Instructions with   Label all objects as you take them out of their container.

V. A&M #6:  Under INSTRUCTIONS:   Added a sentence to the end.  Child does not have to touch the ring to succeed.

V-A&M #14  Under INSTRUCTIONS:…….The child must pass 2/3 trials with the cube before proceeding to the actual trials for this item.  Then place the ball under the cup on the right and the block under the cup on the left.   Count silently to five and say "Find the ball".  For the second and third trials,……

V- A&M #15:   Under INSTRUCTIONS:   …remove the duck, dog, car and doll puzzle pieces

V-A&M #19:   Under INSTRUCTIONS, line 5:  change to:  Say "Look at this."   Count silently to five and ensure that the child is looking at the design. …    Change second sentence to:  "Place the form board on its edges in front of the shapes as a screen with the shape indentations facing you so as not to distract the child."

V-A &M #24:   Under INSTRUCTIONS:  Label each item as you take it out of the container i.e. "This is a boat", "This is a pig" and place them in this order, from left to right, in front of the child: boat, pig, cube. Point to ….

V-A&M  #25   Under INSTRUCTIONS add to 3rd sentence:   Say "Look at this" (be sure not to label the design as "a chair" because this would provide an auditory memory cue to the child).


A New Page Has Been Added to the DISC Manual entitled:

DESCRIPTIONS: DISC SCALES
DISC SCALES: DEFINITIONS  (p. 141)


FINE MOTOR: The ability to coordinate the small muscles of the hands in voluntary, controlled and guided movements.  This includes the ability to grasp, pick up, release, imitate and copy patterns.


GROSS MOTOR:  The ability to use the large muscles of the body in a coordinated fashion.  This includes being able to maintain balance, both while standing and in motion, and to execute motor patterns accurately and rhythmically.


RECEPTIVE LANGUAGE:  The ability to understand and respond appropriately to verbal commands, instructions, explanations, questions and sounds.


EXPRESSIVE LANGUAGE:  The ability to produce appropriate verbal responses, explanations, commands, descriptions and questions.


ATTENTION AND MEMORY- Auditory and Visual:  Attention involves the ability to attend to or focus on the relevant components of a task for a defined amount of time;  Memory is the ability to retain and revive impressions or recall or recognize previous experiences.


SELF HELP:  The ability to help or aid oneself in caring for personal needs.


SOCIAL SKILLS:  The ability to interact with others and engage in socially appropriate behaviours.

August, 1999

Some further revisions should be noted that have been made since the printing of the December, 1996 edition of the DISC manual:

1) p. 72/73: RL 16 and 20: Note that the instructions state to tell the child to "Put one/two block(s)/cube(s) on the table rather than "into your hand".

2) p. 112: V-A&M 10: Some children are not interested in reaching for the string to get the doll. The ring (from container 1) can be used as a substitute.

3) p. 117 V-A&M 19: First line of Instructions: change to "Place the four shapes randomly in a horizontal row..."

4) p. 120: V-A&M 19: Under Instructions, line 5: change to: Say "Look at this" Count silently to five and ensure that the child is looking at the design. Dimantle...


January, 1997

The DISC manual has been reprinted as the Fourth Edition dated December, 1996 with the following revisions/additions. You can either manually make theses changes to your manual or order the new version via the fax number below for $50. plus taxes.

add email address to front cover under Mainland Consulting for all DISC documents mmainland@rogers.com; add new fax (519) 699-4890

1) Level II and III applications for certification were added to the end of the Appendix. Note: there is an error in the requirements for Level II requirements: "A minimum number of 10 screenings are advised before submitting a work sample."

2) p. 9, bold Introduction

last paragraph: first line: change the first sentence to: A shorter version of the DISC has been compiled and validated under..... This Screen, referred to as the DISC Preschool Screen (DPS), can be used to...

3) p. 12 under Training of Examiners

Para 3, line 10, change "assessment" to "screening"

after last sentence.....sessions. A formal Certification Procedure is available to obtain Level II and III DISC Certification. Please contact Marian Mainland at (519) 699-5429; fax: (519) 699-4890; email: mmainland@rogers.com

4) p. 44, 45, 145 and 147: delete all reference to "/Above Average" as the DISC does not discriminate between "Average" and "Above Average". If the child scores at or above the 25th percentile, his/her interpretation should be "Average".

5) p, 44, paragraph 1, change NOTE: The "Start Points" column identifies the item at which the screening should begin based on the child's age in months. If the child passes all items at the 13-18 month "Start Point", this does not mean that the child's developmental age is 13-18 months. The DISC Approximate Age Equivalent Profile Sheet is the only method of accurately estimating a child's developmental age in months for each DISC Scale.

You will note that it is not possible for any children to obtain an Approximate Age Equivalent of 60 months, even if they pass every item on the DISC. This occurs because children approaching 60 months do not obtain a true ceiling on the DISC. They often run out of items before they fail all items in an age group which constitutes a ceiling. Thus, there is no way to determine how far they would have been able to proceed before reaching a true ceiling. The reliability of any test at its upper and lower limits is always reduced for this reason.

6) p. 43 under Age Calculation add to the end of the last paragraph....corrected age. For interest, both the corrected age and the chronological age can be used to calculate two separate percentile values, interpretations (A,P,D) and age equivalents for each scale of the DISC. In this way, the impact of prematurity on the child's development can be tracked over time.

para 6, line 2, bold prematurity

7) p. 44 under NOTE: see the new manual for underlining of should begin in the first line, does not in the third line and estimating in the next line.

para 6, add .....another day. The entire DISC needs to be administered within a two-week period to yield reliable results.

8) p. 45, Add to the end of the last paragraph: For children above the age of 60 months, the Approximate Age Equivalent Profile is really the only way of interpreting results as the Interpretive Tables only provide interpretations for children up to the age of 60 months.

under point 6) line 2, change "assessment" to "screening"

line 3: change "assessment" to "screening"

9) p. 46, under Re-screening, change first sentence to: If a child is shown to have a possible or probable delay on only one scale....

under Referrals, para 4, ....agencies "or" school boards

second paragraph, line 1, underline two or more

10) p. 47 under Current Research, delete first paragraph

paragraph 2: Take last sentence and start a new paragraph:

Under funding from The Hospital for Sick Children Foundation in Toronto, Ontario, we are working with Provinces across Canada to complete revisions on the DISC for use with Native Children. A Native version of the DISC should be ready by the fall of 1997.

para 3, delete sentence" A manual prepared by Claire McLean .....request.

Leave last sentence in but change to: The "Skill Bases for the DISC", discussed in the following Introduction for the Instructions section of this manual, is available on request. This document was prepared by the Program Director for Early Childhood Intervention Program at the Alvin Buckwold Centre at University Hospital in Saskatoon, Cornelia Melville.

11) p.52, para 8, line 1...In most cases..underline demonstration

12) P. 52, add to paragraph 7 after ...second trial. Item instructions often include a COMMENT or NOTE. The Comment provides tips on item administration while the NOTE provides information "linking items" or a similar nature. For example, p. 60, FM Item No. 16, the NOTE explains that the next items which involve drawing lines are Nos. 20 and 26. This alerts the examiner that the materials should not be put away as they will be used shortly. This "linkage" information should speed us the screening process.

13) p. 53, para 4, bold Auditory Attention and Memory

para 6, bold Language, Self Help and Social

para 5, line 1: bold Expressive Language

add to end after ...sessions: Since the Language Scales screen for developmental language delays rather than speech problems, it is conceivable that a child could score within the Average range but still require a referral for speech therapy based on poor articulation observed during the screening session.

14) p. 54, para 4, line 4: change "assessment" to "screening"

15) p. 74, RL # 22, under (Container) and in Instructions, change "knife" to "spoon" in a response to safety issues raised.

16) p. 85, EL #25, under Instructions, line 7, delete sentence

"What are they used for?"

17) p. 103, A-A &M, # 20, last two lines, delete last sentence

and substitute with "Numbers must be repeated in correct order".

18) p. 104, A-A &M # 21, under NOTE: change to "Following a sequence of three directions in the correct order is a credit for Item No. 24.

19) p. 115, V-A &M, #15, just above CRITERION:, put (puzzle)

similar to "formboard" in # 16

20) p. 139 Container 4, change "knife" to "spoon"

21) p. 69, R.L. number 7: The CRITERION should be 1/2

 



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