The most widely used tool for screening proper development in a child for a long time was the Denver Developmental Screening Test (Denver scale), which suggests milestones according to the age. Even today the tool is used in many countries. However, it is a rather old tool and it is important to remember that these are just screening tests. If any problem is encountered, further evaluation is necessary, with many validated tests out in the market. In any case, you can find the Denver table below, as well as the CDC milestones that are somewhat similar (if you want, click in one of the links to go straight to the desired age: 2 months, 4 months, 6 months, 9 months, 1 year, 18 months, 2 years, 3 years, 4 years or 5 years).
- Denver Developmental Screening Tool Pdf
- Denver Developmental Screening Test Ii Pdf Reader Pdf
- Denver Ii Screening Manual
![Tool Tool](https://www.researchgate.net/profile/Dinithi_Wijedasa/publication/51739958/figure/fig6/AS:267760336896004@1440850447117/Comparison-of-the-Denver-Developmental-Screening-Test-for-Sri-Lankan-Children-DDST-SL_Q320.jpg)
CDC MILESTONES:
2 MONTHS
Social and Emotional
Begins to smile at people
Can briefly calm himself (may bring hands to mouth and suck on hand)
Tries to look at parent
Begins to smile at people
Can briefly calm himself (may bring hands to mouth and suck on hand)
Tries to look at parent
Language/Communication
Coos, makes gurgling sounds
Turns head toward sounds
Baby raising head and chest when lying on stomach
Coos, makes gurgling sounds
Turns head toward sounds
Baby raising head and chest when lying on stomach
Cognitive (learning, thinking, problem-solving)
Pays attention to faces
Begins to follow things with eyes and recognize people at a distance
Begins to act bored (cries, fussy) if activity doesn’t change
Pays attention to faces
Begins to follow things with eyes and recognize people at a distance
Begins to act bored (cries, fussy) if activity doesn’t change
Denver Developmental Screening Tool Pdf
Movement/Physical Development
Can hold head up and begins to push up when lying on tummy
Makes smoother movements with arms and legs
Can hold head up and begins to push up when lying on tummy
Makes smoother movements with arms and legs
Developmental Screening Test II Denver Developmental Screening Test II Aka: Denver Developmental Screening Test II, DDST-2 From Related Chapters II. Definition tool completed by clinicians III. Description Revised from original Denver Developmental Test Clinician assess 125 questions Requires 20-30 minutes to perform Available in English. Child must perform standing broad jump over width of test sheet (8 1/2 inches). Tell child to walk heel within 1 inch of toe. Tester may demonstrate. Child must walk 4 consecutive steps. In the second year, half of normal children are non-compliant. OBSERVATIONS: Catalog #2115 Denver Developmental Materials, Inc. Denver Developmental Screening Test II (DDST) Direct Elicitation, Observation and History/ Interview 56-83% 43-80% 0-72 months Kit 20-30 Minutes Test Kit: $90.00 Training Videos Available Training Necessary Denver Developmental Materials, Inc., P.O. Box 371075 Denver, CO. Developmental Evaluation. A brief test using a screening tool does not provide a diagnosis, but it indicates if a child is on the right development track or if a specialist should take a closer look. If the screening tool identifies an area of concern, a formal developmental evaluation may be needed. This formal evaluation is a more in-depth. Aug 24, 2020 The color of denver haze. Gardner Denver restructures operations. Revision of Denver Prescreening Developmental Questionnaire The Denver Prescreening Developmental Questionnaire PDQa parentanswered questionnaire, has been revised to extend the a g e of children who can be screened to those from 6 years down to birth, to make the test items more challenging for children.
4 MONTHS
Social and Emotional
Smiles spontaneously, especially at people
Likes to play with people and might cry when playing stops
Copies some movements and facial expressions, like smiling or frowning
Smiles spontaneously, especially at people
Likes to play with people and might cry when playing stops
Copies some movements and facial expressions, like smiling or frowning
Language/Communication
Begins to babble
Babbles with expression and copies sounds he hears
Cries in different ways to show hunger, pain, or being tired baby on floor with toy
Begins to babble
Babbles with expression and copies sounds he hears
Cries in different ways to show hunger, pain, or being tired baby on floor with toy
Cognitive (learning, thinking, problem-solving)
Lets you know if she is happy or sad
Responds to affection
Reaches for toy with one hand
Uses hands and eyes together, such as seeing a toy and reaching for it
Follows moving things with eyes from side to side
Watches faces closely
Recognizes familiar people and things at a distance
Lets you know if she is happy or sad
Responds to affection
Reaches for toy with one hand
Uses hands and eyes together, such as seeing a toy and reaching for it
Follows moving things with eyes from side to side
Watches faces closely
Recognizes familiar people and things at a distance
Movement/Physical Development
Holds head steady, unsupported
Pushes down on legs when feet are on a hard surface
May be able to roll over from tummy to back
Can hold a toy and shake it and swing at dangling toys
Brings hands to mouth
When lying on stomach, pushes up to elbows
Holds head steady, unsupported
Pushes down on legs when feet are on a hard surface
May be able to roll over from tummy to back
Can hold a toy and shake it and swing at dangling toys
Brings hands to mouth
When lying on stomach, pushes up to elbows
6 MONTHS
Social and Emotional
Knows familiar faces and begins to know if someone is a stranger
Likes to play with others, especially parents
Responds to other people’s emotions and often seems happy
Likes to look at self in a mirror
Knows familiar faces and begins to know if someone is a stranger
Likes to play with others, especially parents
Responds to other people’s emotions and often seems happy
Likes to look at self in a mirror
Language/Communication
Responds to sounds by making sounds
Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent while making sounds
Responds to own name
Makes sounds to show joy and displeasure
Begins to say consonant sounds (jabbering with “m,” “b”) mother enjoying 7 month old infant
Responds to sounds by making sounds
Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent while making sounds
Responds to own name
Makes sounds to show joy and displeasure
Begins to say consonant sounds (jabbering with “m,” “b”) mother enjoying 7 month old infant
Cognitive (learning, thinking, problem-solving)
Looks around at things nearby
Brings things to mouth
Shows curiosity about things and tries to get things that are out of reach
Begins to pass things from one hand to the other
Looks around at things nearby
Brings things to mouth
Shows curiosity about things and tries to get things that are out of reach
Begins to pass things from one hand to the other
Movement/Physical Development
Rolls over in both directions (front to back, back to front)
Begins to sit without support
When standing, supports weight on legs and might bounce
Rocks back and forth, sometimes crawling backward before moving forward
Rolls over in both directions (front to back, back to front)
Begins to sit without support
When standing, supports weight on legs and might bounce
Rocks back and forth, sometimes crawling backward before moving forward
9 MONTHS
Social and Emotional
May be afraid of strangers
May be clingy with familiar adults
Has favorite toys
May be afraid of strangers
May be clingy with familiar adults
Has favorite toys
Language/Communication
Understands “no”
Makes a lot of different sounds like “mamamama” and “bababababa”
Copies sounds and gestures of others
Uses fingers to point at things
Doctor holding little boy
Understands “no”
Makes a lot of different sounds like “mamamama” and “bababababa”
Copies sounds and gestures of others
Uses fingers to point at things
Doctor holding little boy
Cognitive (learning, thinking, problem-solving)
Watches the path of something as it falls
Looks for things he sees you hide
Plays peek-a-boo
Puts things in her mouth
Moves things smoothly from one hand to the other
Picks up things like cereal o’s between thumb and index finger
Watches the path of something as it falls
Looks for things he sees you hide
Plays peek-a-boo
Puts things in her mouth
Moves things smoothly from one hand to the other
Picks up things like cereal o’s between thumb and index finger
Movement/Physical Development
Stands, holding on
Can get into sitting position
Sits without support
Pulls to stand
Crawls
Stands, holding on
Can get into sitting position
Sits without support
Pulls to stand
Crawls
1 YEAR
Denver Developmental Screening Test Ii Pdf Reader Pdf
Social and Emotional
Is shy or nervous with strangers
Cries when mom or dad leaves
Has favorite things and people
Shows fear in some situations
Hands you a book when he wants to hear a story
Repeats sounds or actions to get attention
Puts out arm or leg to help with dressing
Plays games such as “peek-a-boo” and “pat-a-cake”
Is shy or nervous with strangers
Cries when mom or dad leaves
Has favorite things and people
Shows fear in some situations
Hands you a book when he wants to hear a story
Repeats sounds or actions to get attention
Puts out arm or leg to help with dressing
Plays games such as “peek-a-boo” and “pat-a-cake”
Language/Communication
Responds to simple spoken requests
Uses simple gestures, like shaking head “no” or waving “bye-bye”
Makes sounds with changes in tone (sounds more like speech)
Says “mama” and “dada” and exclamations like “uh-oh!”
Tries to say words you say
Toddler sitting with mom playing xylophone
Responds to simple spoken requests
Uses simple gestures, like shaking head “no” or waving “bye-bye”
Makes sounds with changes in tone (sounds more like speech)
Says “mama” and “dada” and exclamations like “uh-oh!”
Tries to say words you say
Toddler sitting with mom playing xylophone
Cognitive (learning, thinking, problem-solving)
Explores things in different ways, like shaking, banging, throwing
Finds hidden things easily
Looks at the right picture or thing when it’s named
Copies gestures
Starts to use things correctly; for example, drinks from a cup, brushes hair
Bangs two things together
Puts things in a container, takes things out of a container
Lets things go without help
Pokes with index (pointer) finger
Follows simple directions like “pick up the toy”
Explores things in different ways, like shaking, banging, throwing
Finds hidden things easily
Looks at the right picture or thing when it’s named
Copies gestures
Starts to use things correctly; for example, drinks from a cup, brushes hair
Bangs two things together
Puts things in a container, takes things out of a container
Lets things go without help
Pokes with index (pointer) finger
Follows simple directions like “pick up the toy”
Movement/Physical Development
Gets to a sitting position without help
Pulls up to stand, walks holding on to furniture (“cruising”)
May take a few steps without holding on
May stand alone
Gets to a sitting position without help
Pulls up to stand, walks holding on to furniture (“cruising”)
May take a few steps without holding on
May stand alone
18 MONTHS
Social and Emotional
Likes to hand things to others as play
May have temper tantrums
May be afraid of strangers
Shows affection to familiar people
Plays simple pretend, such as feeding a doll
May cling to caregivers in new situations
Points to show others something interesting
Explores alone but with parent close by
Toddler eating you from a blue bowl
Likes to hand things to others as play
May have temper tantrums
May be afraid of strangers
Shows affection to familiar people
Plays simple pretend, such as feeding a doll
May cling to caregivers in new situations
Points to show others something interesting
Explores alone but with parent close by
Toddler eating you from a blue bowl
Language/Communication
Says several single words
Says and shakes head “no”
Points to show someone what he wants
Says several single words
Says and shakes head “no”
Points to show someone what he wants
Cognitive (learning, thinking, problem-solving)
Knows what ordinary things are for; for example, telephone, brush, spoon
Points to get the attention of others
Shows interest in a doll or stuffed animal by pretending to feed
Points to one body part
Scribbles on his own
Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down”
Knows what ordinary things are for; for example, telephone, brush, spoon
Points to get the attention of others
Shows interest in a doll or stuffed animal by pretending to feed
Points to one body part
Scribbles on his own
Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down”
Movement/Physical Development
Walks alone
May walk up steps and run
Pulls toys while walking
Can help undress herself
Drinks from a cup
Eats with a spoon
Walks alone
May walk up steps and run
Pulls toys while walking
Can help undress herself
Drinks from a cup
Eats with a spoon
2 YEARS
Social and Emotional
Copies others, especially adults and older children
Gets excited when with other children
Shows more and more independence
Shows defiant behavior (doing what he has been told not to)
Plays mainly beside other children, but is beginning to include other children, such as in chase games
Copies others, especially adults and older children
Gets excited when with other children
Shows more and more independence
Shows defiant behavior (doing what he has been told not to)
Plays mainly beside other children, but is beginning to include other children, such as in chase games
Denver Ii Screening Manual
Language/Communication
Points to things or pictures when they are named
Knows names of familiar people and body parts
Says sentences with 2 to 4 words
Follows simple instructions
Repeats words overheard in conversation
Points to things in a book
2 year old playing with big ball
Points to things or pictures when they are named
Knows names of familiar people and body parts
Says sentences with 2 to 4 words
Follows simple instructions
Repeats words overheard in conversation
Points to things in a book
2 year old playing with big ball
Cognitive (learning, thinking, problem-solving)
Finds things even when hidden under two or three covers
Begins to sort shapes and colors
Completes sentences and rhymes in familiar books
Plays simple make-believe games
Builds towers of 4 or more blocks
Might use one hand more than the other
Follows two-step instructions such as “Pick up your shoes and put them in the closet.”
Names items in a picture book such as a cat, bird, or dog
Finds things even when hidden under two or three covers
Begins to sort shapes and colors
Completes sentences and rhymes in familiar books
Plays simple make-believe games
Builds towers of 4 or more blocks
Might use one hand more than the other
Follows two-step instructions such as “Pick up your shoes and put them in the closet.”
Names items in a picture book such as a cat, bird, or dog
Movement/Physical Development
Stands on tiptoe
Kicks a ball
Begins to run
Climbs onto and down from furniture without help
Walks up and down stairs holding on
Throws ball overhand
Makes or copies straight lines and circles
Stands on tiptoe
Kicks a ball
Begins to run
Climbs onto and down from furniture without help
Walks up and down stairs holding on
Throws ball overhand
Makes or copies straight lines and circles
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3 YEARS
Social and Emotional
Copies adults and friends
Shows affection for friends without prompting
Takes turns in games
Shows concern for crying friend
Understands the idea of “mine” and “his” or “hers”
Shows a wide range of emotions
Separates easily from mom and dad
May get upset with major changes in routine
Dresses and undresses self
Toddler hugging doll
Copies adults and friends
Shows affection for friends without prompting
Takes turns in games
Shows concern for crying friend
Understands the idea of “mine” and “his” or “hers”
Shows a wide range of emotions
Separates easily from mom and dad
May get upset with major changes in routine
Dresses and undresses self
Toddler hugging doll
![Denver Developmental Screening Test Ii Pdf Reader Denver Developmental Screening Test Ii Pdf Reader](https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1023159.001.png)
Language/Communication
Follows instructions with 2 or 3 steps
Can name most familiar things
Understands words like “in,” “on,” and “under”
Says first name, age, and sex
Names a friend
Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)
Talks well enough for strangers to understand most of the time
Carries on a conversation using 2 to 3 sentences
Follows instructions with 2 or 3 steps
Can name most familiar things
Understands words like “in,” “on,” and “under”
Says first name, age, and sex
Names a friend
Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)
Talks well enough for strangers to understand most of the time
Carries on a conversation using 2 to 3 sentences
Cognitive (learning, thinking, problem-solving)
Can work toys with buttons, levers, and moving parts
Plays make-believe with dolls, animals, and people
Does puzzles with 3 or 4 pieces
Understands what “two” means
Copies a circle with pencil or crayon
Turns book pages one at a time
Builds towers of more than 6 blocks
Screws and unscrews jar lids or turns door handle
Can work toys with buttons, levers, and moving parts
Plays make-believe with dolls, animals, and people
Does puzzles with 3 or 4 pieces
Understands what “two” means
Copies a circle with pencil or crayon
Turns book pages one at a time
Builds towers of more than 6 blocks
Screws and unscrews jar lids or turns door handle
Movement/Physical Development
Climbs well
Runs easily
Pedals a tricycle (3-wheel bike)
Walks up and down stairs, one foot on each step
Climbs well
Runs easily
Pedals a tricycle (3-wheel bike)
Walks up and down stairs, one foot on each step
4 YEARS
Social and Emotional
Enjoys doing new things
Plays “Mom” and “Dad”
Is more and more creative with make-believe play
Would rather play with other children than by himself
Cooperates with other children
Often can’t tell what’s real and what’s make-believe
Talks about what she likes and what she is interested in
Enjoys doing new things
Plays “Mom” and “Dad”
Is more and more creative with make-believe play
Would rather play with other children than by himself
Cooperates with other children
Often can’t tell what’s real and what’s make-believe
Talks about what she likes and what she is interested in
Language/Communication
Knows some basic rules of grammar, such as correctly using “he” and “she”
Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus”
Tells stories
Can say first and last name
Child throwing ball
Knows some basic rules of grammar, such as correctly using “he” and “she”
Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus”
Tells stories
Can say first and last name
Child throwing ball
Cognitive (learning, thinking, problem-solving)
Names some colors and some numbers
Understands the idea of counting
Starts to understand time
Remembers parts of a story
Understands the idea of “same” and “different”
Draws a person with 2 to 4 body parts
Uses scissors
Starts to copy some capital letters
Plays board or card games
Tells you what he thinks is going to happen next in a book
Names some colors and some numbers
Understands the idea of counting
Starts to understand time
Remembers parts of a story
Understands the idea of “same” and “different”
Draws a person with 2 to 4 body parts
Uses scissors
Starts to copy some capital letters
Plays board or card games
Tells you what he thinks is going to happen next in a book
Movement/Physical Development
Hops and stands on one foot up to 2 seconds
Catches a bounced ball most of the time
Pours, cuts with supervision, and mashes own food
Hops and stands on one foot up to 2 seconds
Catches a bounced ball most of the time
Pours, cuts with supervision, and mashes own food
5 YEARS
Social and Emotional
Wants to please friends
Wants to be like friends
More likely to agree with rules
Likes to sing, dance, and act
Shows concern and sympathy for others
Is aware of gender
Can tell what’s real and what’s make-believe
Shows more independence (for example, may visit a next-door neighbor by himself [adult supervision is still needed])
Is sometimes demanding and sometimes very cooperative
5 year old playing guitar
Wants to please friends
Wants to be like friends
More likely to agree with rules
Likes to sing, dance, and act
Shows concern and sympathy for others
Is aware of gender
Can tell what’s real and what’s make-believe
Shows more independence (for example, may visit a next-door neighbor by himself [adult supervision is still needed])
Is sometimes demanding and sometimes very cooperative
5 year old playing guitar
Language/Communication
Speaks very clearly
Tells a simple story using full sentences
Uses future tense; for example, “Grandma will be here.”
Says name and address
Speaks very clearly
Tells a simple story using full sentences
Uses future tense; for example, “Grandma will be here.”
Says name and address
Cognitive (learning, thinking, problem-solving)
Counts 10 or more things
Can draw a person with at least 6 body parts
Can print some letters or numbers
Copies a triangle and other geometric shapes
Knows about things used every day, like money and food
Counts 10 or more things
Can draw a person with at least 6 body parts
Can print some letters or numbers
Copies a triangle and other geometric shapes
Knows about things used every day, like money and food
Movement/Physical Development
Stands on one foot for 10 seconds or longer
Hops; may be able to skip
Can do a somersault
Uses a fork and spoon and sometimes a table knife
Can use the toilet on her own
Swings and climbs
Stands on one foot for 10 seconds or longer
Hops; may be able to skip
Can do a somersault
Uses a fork and spoon and sometimes a table knife
Can use the toilet on her own
Swings and climbs
DENVER II SCALE:
REFERENCES & FURTHER READING:
Scale / Validated Instrument Instrument where scale is used Creator Publication Date Source Provenance Copyright Alcohol Use Disorders Identification Test (AUDIT) ALSPAC Life of a 16+ Teenager Thomas Babor and the World Health Organization (1992). Public Domain. ALSPAC Teen Focus 2 ALSPAC Teen Focus 3 ALSPAC You and Your Life NCDS Cohort Member Biomedical and Paper Self Completions Alcohol Use Disorders Identification Test Primary Care (AUDIT-PC) NCDS CAI Questionnaire 2008 Babor T.F., De la Fuente J.R., Saunders J., Grant, M.
On my Lenovo 64 bit Thinkcentre M52 after installing w8.1 all I had was 'High Definition Audio' installed and got no sound at all from the speakers. The speakers now work perfectly and have good sound. It said in the sound options the speakers 'were not plugged in' but HDA was working fine, which was incorrect of course as no sound came from the speakers. After a lot of searching I found the answer (on this forum I think but the post was five years old and can't seem to locate it now) I installed Sound Max system and it immediately changed everything and HDA was gone and replaced by soundmax. Mp3 songs of ramayan serial online.
The Bayley-III Cognitive and Language scales are good predictors of preschool mental test performance. These scores are largely used for screening, helping to identify the need for further observation and intervention, as infants who score very low are at risk for future developmental problems. Intel widi driver for windows 10 64 bit.
1989 AUDIT: the alcohol use disorders identification test—guidelines for use in primary health care. Geneva, World Health Organization. The World Health Organization ALSPAC Marital Relationship Scale based Quinton and Rutter (1988) and Stanley (1994) ALSPAC About Yourself Arnett Inventory of Sensation Seeking (AISS) ALSPAC Life of a 16+ Teenager Arnett, J.
Otpusti menya 3. Pamyati Karuzo. Russkie narodnye pesni. Narodnaya artistka Rossii Nadezhda Kadysheva prigotovila dlya vseh slushateley spetsialnyy. Noti pesni otpusti i zabudj dlya fortepiano lyrics.
1994 Sensation seeking: A new conceptualization and a new scale. Personality and Individual Differences, 16(2), 289-296. Arnett (1994). Public Domain ALSPAC Your Changing Life Bachman Self-Esteem Scale ALSPAC Partner's Health Events and Feelings Bachman, J. 1970 Youth in Transition: Volume II. The Impact of Family Background and Intelligence on Tenth-Grade Boys.
Bachman (1970). Public Domain. Bracken Basic Concept Scale MCS Child Measurements Questionnaire 2003 Bracker, B.A.
1998, 1984 Bracken Basic Concept Scale-Revised. San Antonio, TX: The Psychological Corporation, Harcourt Brace and Company. Bristol Social Adjustment Guide (BSAG) NCDS The Child in School questionnaire 1965 Stott, D.H. 1963 The social adjustment of children: Manual of the Bristol Social-Adjustment Guides, University of London Press. Center for Longitudinal Studies (2013) NCDS The Child in School questionnaire 1969 CAGE Assessment for Alcohol Abuse (CAGE) NCDS CAI Questionnaire 2000 Ewing, J.A. 1905-1907, 1984 Detecting Alcoholism: The CAGE Questionnaire. Canadian Problem Gambling Index (CPGI) ALSPAC You and Your Life CARALOC (Locus of control) BCS70 Pupil Question Form 1980 Gammage, P.
1975 Socialisation, schooling and locus of control. Bristol University: PhD Thesis. Philip Gammage (1982) ALSPAC You and Your Life Rotter JB. 1966 Generalized expectancies for internal versus external control of reinforcement. Psychol Monogr (80) 1-28.
Carey Infant Temperament Scale ALSPAC My Son/Daughter Fullard, W., McDevitt, S., and Carey, W. 1968 The Carey Temperament Scales. Behavioral-Development Initiatives. Carey Toddler Temperament Scale ALSPAC My Little Boy/Girl Critical Appraisal Skills Programme Quality of Life Measure (CASP-14/19) NCDS Self Completion Questionnaire 2008 Wiggins R.D., Higgs P. And Blane D.B. 2003 A measure of quality of life in early old age: the theory, development and properties of a needs satisfaction model [CASP-19], Ageing and Mental Health. Chalder Fatigue scale (CFQ) ALSPAC Life of a 16+ Teenager Cella, M.
And Chalder T. 2010 Measuring fatigue in clinical and community settings. J Psychosom Res 69(1): 17-22.
Child Social Behaviour Questionnaire (CSBQ) MCS Main and Partner Respondent Questionnaire 2003 Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B, Elliott, K., & Marsh, A. 2004 UCL, Institute of Education MCS Main and Partner Respondent Questionnaire 2005 MCS Main and Partner Respondent Questionnaire 2006 Children's Communication Checklist (CCC) ALSPAC 2001 (MS/Da9) Bishop 1998 Parent and Teacher Report of Pragmatic Aspects of Communication: Use of the Children's Communication Checklist in a Clinical Setting. Dorothy Bishop (2001) Clinical Interview Schedule (CIS-R) NCDS Biomedical Goldberg, D. P., Cooper, B., Eastwood, M. R., Kedward, H.
And Shepherd, M. 1970 A standardized psychiatric interview for use in community surveys British Journal of Preventive and Social Medicine 24, 18-23. Condon Maternal Attachment Questionnaire MCS Questionnaire 2001 Condon, J.T. And Corkindale, C.J. 1996 The Assessment of Parent-to-Infant Attachment: Development of a Self-Report Questionnaire Instrument. Confusion, Order and Hubbub scale (CHAOS) ALSPAC You and Your Life Matheny, A.P., Washs, T.