COLLEGE OF NURSING

Silliman University
Dumaguete City


(Metro Manila Developmental Screening Test)
PAPER


Submitted to:
Asst. Prof. Barbara Lyn Galvez

Submitted by:

Labadan, Franz Angelo
Labrador, Klea
Laurenciana, Antonio III
Lebante, Cleto Jr.
Libo-on Ayanna Pauline
Lupisan, Nathalie
Molas, Jayvee Emmanuel
Morales, Abegail
Navarro, Patricia Camille
Remata, Kelsey Maryknoll
Rosales, Karla Karla
TABLE OF CONTENTS



Acknowledgement 1
Introduction 2
Demographic Data 3
MMDST
A. Overview 4-6
B. Materials 7
C. Methodology 8
D. Steps in Administration
E. Scoring 9-11
F. Analysis
G. Interpretation
Theories that Support Growth and Development
A. Personal- Social Development
B. Fine Motor Development
C. Language Development
D. Gross Motor Development
Synthesis and Conclusion
Bibliography
Appendix
A. The Actual Test Form
B. Output of the Childs Actual Test
C. Documentations





1 | MMD S T - B 2

ACKNOWLEDGEMENT

We would like to extend our heartfelt gratitude to the following, who in
way or another, have contributed to the success of this endeavor:

First, to our Almighty Father, for consistently keeping us safe, away from
harm during our travel to Brgy. Bagacay for our MMDST test;

To our teacher, Asst. Prof. Barbara Lyn Galvez, for the time, effort and
knowledge she has imparted to us, students;

To the Generoso family, for giving us their time and cooperation and for
allowing us to conduct the different tests on their child;

To Mr. Jil Emmanuel Varon, for helping us find our test subject, one of
the Generoso twins;

To our parents, for their unwavering patience and support in our school
affairs;

And lastly, to all those who have contributed to the success of this
endeavor.

Thank you and may God Bless you always!



2 | MMD S T - B 2

INTRODUCTION


As heath care providers, it is important to understand the developmental
stages of children. The MMDST (Metro Manila Developmental Screening Test) is
designed to screen a child whether that child has attained all the skills
intended for them to learn in their respective developmental stage.

This screening test is an early detection model that facilitates early
referral and treatment created for examining children with an age of 6 years
and below used to determine early serious developmental delays or problems.

It evaluates four (4) aspects/sectors of development: Personal-Social
which indicate the child ability to get along with people and to take care of
himself; Fine-Motor Adaptive which indicate the childs ability to see and use
his hands to pick up objects and to draw; Language which indicate the childs
ability to hear, to follow directions, and to speak; and Gross Motor which
indicate the childs ability to sit, walk, and jump.

During the actual exposure last September 13, 2014, the researchers
wanted to test the developmental attainments of a nine (9) months and twenty
three (23) days old infant. This tool the researchers utilized is developed by Dr.
Phoebe D. Williams. It is a modification and standardization of the original
Denver Development Screening Test (DDST) by Dr. William K. Frankberg and
his associates on 6, 006 Metro Manila Children.

It is important to understand that this is not an intelligence test. It is
only intended as a screening instrument to determine whether a childs
development is within normal range.

3 | MMD S T - B 2

DEMOGRAPHIC DATA

Name: Raymar Generoso
Nickname: Raymar
Age: 9 months and 23 days
Sex: Male
Weight: 6.7 kg
Birthday: November 20, 2013
Address: South Bagacay, Dumaguete City
Mother: Mariza Generoso
Mothers Occupation: Housewife
Father: Christ Ryan Generoso
Fathers Occupation: Construction Worker
No. of Siblings: Two



4 | MMD S T - B 2

MMDST

Overview
The MMDST (Metro Manila Developmental Screening Test) is a
presumptive identification of possibly unrecognized disease or developmental
defects through the application of test and procedures which can be done
quickly. It is designed to recognize developmental delays in children ages 2
weeks to 6 years old. In this test, four aspects of the child are evaluated:
personal-social, language, fine motor adaptive, and gross motor behavior.

Our test was conducted on one of the 9-month old twin boys from South
Bagacay, Dumaguete City. The infant lives with his parents, his twin brother
and his older brother who is only a few months older than them. Only the
mother was present with the children during testing since the father was at
work. Their house was extremely small with a dirt floor and a leaky roof,
making for very muddy floors. The space barely fit the eight examiners,
including the family. We arrived in their house at around 1PM as suggested by
the mother, because it is the time when they are still awake. Initially, the
infant was wary of the examiners but quickly warmed up to us after
establishing physical contact. Taking of demographic data and calculation of
the infants age were conducted first. The test was then administered using the
MMDST kit.
5 | MMD S T - B 2


One of the infants was tested. The infant was generally cooperative and
responsive to the examiners instructions. He was sometimes easily distracted,
and had to be guided by their mother to redirect his attention back to the task
at hand. Some tests were not conducted because the child was becoming
distracted and overwhelmed, so the results were based on the mothers reports
on his behavior. Data was recorded accordingly before the test was concluded.
Before termination of contract, a small gift of formula milk, bread, biscuits and
vitamins was given to the mother and the kids as a means of thanking them for
their cooperation.

From what we saw in during the test, the infants behavior can be
supported by different theories the Cognitive Theory by Jean Piaget, and the
Psychosocial Theory by Erik Erikson. Under the Cognitive Theory, the infant
was seen to have a strong sense of object permanence. When the examiners
played peek-a-boo, the infant did not show any distress that the examiner
disappeared, but rather looked excited for when she appeared again. Piaget
calls this the coordination of secondary schema.

Under the Psychosocial Theory, the infant exhibited behaviors of Trust
Versus Mistrust. This is shown by the infant and parents interaction, wherein
the parent has a set time of the day our routine for when the infant sleeps.
When the infant feels hungry, the mother will respond by feeding him right
6 | MMD S T - B 2

away. The infant has an established routine, and the care provided by their
mother is consistent. This is shown by the infant always turning towards his
mother when he feels in distress or upset because of the testing.




























7 | MMD S T - B 2

Materials

MMDST Kit which includes:
The Manual
Sample Test Form
MMDST Bag
o Test Materials:
A bright red yarn pom-pom
A rattle with a narrow handle
Eight 1-inch colored wooden blocks (red, blue,
yellow, green)
A small clear glass/bottle with 5/8 inch opening
A small bell with 12 inches in circumference
Cheese curls
A pencil
Bond paper









8 | MMD S T - B 2

Methodology

1. Look for a child aging six (6) to ten (10) months.
2. Ask permission from the mother/caregiver to conduct the test with the
child.
3. Ask for the birth date of the child and calculate the exact age using the
formula: date of test minus birth date equals age of child.
4. Using the age scale, mark the calculated age of the child on the scale
and draw a line through the four sectors of the test form. Write the date
of the test at the top of the age line.
(NOTE: Ask the parent if the child was born prematurely. For children
born two or more weeks earlier than the expected date, subtract
the number of weeks of prematurity from the actual age of the
child. Draw the age line based on the adjusted age, not the
chronological age.)
5. Select the items wherein the childs age line passes.
6. Establish rapport with the mother/caregiver.
7. Administer the items selected in the age scale. If a failure occurs in any
of these items, proceed to administer the left of the age line until you
obtain three passes, then stop. In items passed, continue testing to the
right where the items become progressively more difficult until the child
fails three times in that sector.
8. Record the results. Four kinds of scores may be given for each test
item:
Pass
Fail
Refused
No opportunity
9. Interpret the results from the test administered on the child.
10. Thank the mother/caregiver of the child and give something to the
child for a job well done.