Developmental Screening and Assessment — MCQs
Which of the following attributes are essential for an ideal screening test?
All of the following are classified under Pervasive Developmental Disorders except?
A 3-year-old child with delayed speech development, prefers to play alone and is not making friends. The likely diagnosis is
Absence of which of the given milestones in a 3 year old child should be called delayed development?
A 6 years old child with development delay, can ride a tricycle, can climb upstairs with alternate feet, but downstairs with 2 feet per step, can tell his name, knows his own sex, but cannot narrate a story. What is his development age?
A child with pervasive developmental disorder will have all of the following except:
At what age do most children reach a height of 100 cm?
A child is able to build a tower of 5 cubes. The developmental age is:
What is the average weight gain per day for infants from 6 weeks to 12 weeks of age?
Bilateral grasp is seen at what age?
Developmental Screening and Assessment Indian Medical PG Practice Questions and MCQs
Question 1: Which of the following attributes are essential for an ideal screening test?
- A. Safe
- B. Reliable
- C. Valid
- D. All of the options (Correct Answer)
Explanation: ***All of the options*** - An ideal screening test must possess **all three essential attributes**: safety, reliability, and validity. - **Safe**: Minimizes harm to participants and ensures ethical implementation - **Reliable**: Produces consistent, reproducible results with minimal random error - **Valid**: Accurately measures what it intends to measure (high sensitivity and specificity) - These three attributes work together as fundamental requirements for any effective screening program, ensuring that early detection benefits outweigh potential risks. *Safe (alone)* - While safety is absolutely essential, it is **not sufficient by itself** to make an ideal screening test. - A test that is safe but unreliable or invalid would produce inconsistent or inaccurate results, rendering it ineffective for screening purposes. *Reliable (alone)* - Reliability ensures consistent results, which is crucial, but **reliability alone is insufficient**. - A test can be highly reliable (consistently giving the same result) yet completely invalid if it measures the wrong thing or is unsafe. *Valid (alone)* - Validity is critical for accurate measurement, but **validity alone does not make a test ideal**. - Even a valid test must be safe to protect participants and reliable to ensure consistency across different settings and times.
Question 2: All of the following are classified under Pervasive Developmental Disorders except?
- A. Childhood Disintegrative Disorder
- B. Down Syndrome (Correct Answer)
- C. Asperger Syndrome
- D. Rett Syndrome
Explanation: ***Down Syndrome*** - **Down syndrome** is a **chromosomal disorder** (Trisomy 21) causing intellectual disability and distinctive physical features, not a pervasive developmental disorder. - Pervasive developmental disorders (PDDs) are characterized by difficulties in **social interaction**, **communication**, and repetitive behaviors, which are distinct from the genetic origin of Down syndrome. *Childhood Disintegrative Disorder* - **Childhood disintegrative disorder** (CDD) is a rare PDD characterized by a significant loss of previously acquired skills in multiple developmental areas after at least two years of normal development. - It involves severe regression in social, communication, and motor skills, aligning with the criteria for a PDD. *Asperger Syndrome* - **Asperger syndrome** was previously classified as a PDD, characterized by difficulties in social interaction and nonverbal communication, alongside restricted and repetitive patterns of behavior and interests. - Individuals with Asperger syndrome typically have average or above-average intelligence and no significant delay in language development. *Rett Syndrome* - **Rett syndrome** is a neurodevelopmental disorder classified as a PDD, almost exclusively affecting females, characterized by normal early development followed by a period of regression. - It involves the loss of purposeful hand movements, development of stereotypical hand movements, and severe impairments in language and motor skills.
Question 3: A 3-year-old child with delayed speech development, prefers to play alone and is not making friends. The likely diagnosis is
- A. Autism (Correct Answer)
- B. Specific learning disability
- C. Rett's syndrome
- D. ADHD
Explanation: ***Autism*** - **Delayed speech development**, a preference for playing alone, and difficulty making friends are classic diagnostic criteria for **Autism Spectrum Disorder (ASD)**. - ASD is characterized by persistent deficits in **social communication and social interaction** across multiple contexts, along with restricted, repetitive patterns of behavior, interests, or activities. *Specific learning disability* - A specific learning disability primarily affects academic skills (e.g., **reading, writing, arithmetic**) in individuals with otherwise average intelligence. - While it can impact social interactions due to frustration or self-esteem issues, its core features are not primarily related to delayed speech or intrinsic difficulties in social engagement. *Rett's syndrome* - Rett's syndrome is a rare **neurodevelopmental disorder** that almost exclusively affects females and is caused by mutations in the MECP2 gene. - It is characterized by initial normal development followed by a regression of skills, including **purposeful hand movements**, speech, and gait, often presenting with stereotypic hand-wringing. - The clinical presentation here shows early developmental concerns without regression, making ASD more likely. *ADHD* - **Attention-deficit/hyperactivity disorder (ADHD)** is characterized by symptoms of **inattention, hyperactivity, and impulsivity**. - While children with ADHD may have difficulty with social interactions due to impulsivity or inattention, delayed speech development and a consistent preference for solitary play are not primary diagnostic features.
Question 4: Absence of which of the given milestones in a 3 year old child should be called delayed development?
- A. Hopping on one leg
- B. Catching a ball reliably
- C. Drawing a square
- D. Feeding by spoon (Correct Answer)
Explanation: ***Feeding by spoon*** - The ability to **feed oneself with a spoon** is typically achieved by **15 to 18 months of age**, making its absence in a 3-year-old a sign of delayed development. - This milestone reflects both **fine motor coordination** and **self-help skills**. *Hopping on one leg* - **Hopping on one leg** is a gross motor skill usually developed between **4 and 5 years of age**, so a 3-year-old not yet doing this is within the normal developmental range. - This skill requires advanced **balance** and **coordination**. *Catching a ball reliably* - **Catching a ball reliably** typically emerges around **4 to 5 years of age**, as it requires good **hand-eye coordination** and **anticipation skills**. - A 3-year-old's inability to catch a ball reliably is not considered delayed. *Drawing a square* - The ability to **draw a square** is usually achieved by **4 to 5 years of age**, requiring fine motor precision and visuomotor integration. - At 3 years, children are more likely to be able to copy a **circle** or **vertical line**.
Question 5: A 6 years old child with development delay, can ride a tricycle, can climb upstairs with alternate feet, but downstairs with 2 feet per step, can tell his name, knows his own sex, but cannot narrate a story. What is his development age?
- A. 5 years
- B. 4 years
- C. 2 years
- D. 3 years (Correct Answer)
Explanation: ***3 years*** - The child can **ride a tricycle**, a hallmark motor skill typically achieved around **3 years of age**. - **Climbing stairs with alternate feet going up but 2 feet per step coming down** is the classic stair-climbing pattern for a 3-year-old. - Knowing their **name** and **sex** are cognitive and language milestones usually reached by **3 years**. - While story-telling emerges around 3 years, it's variable—some 3-year-olds tell simple stories while others don't yet. The **preponderance of clear 3-year milestones** (especially motor skills) establishes this as the developmental age. *5 years* - A 5-year-old child would typically be able to **narrate a story** with a clear beginning, middle, and end, which this child cannot do. - They can usually **skip**, **hop on one foot**, and **ride a bicycle with training wheels**—more advanced motor skills than demonstrated here. *4 years* - A 4-year-old child should be able to **hop on one foot**, **throw ball overhand**, and **narrate simple stories**, which this child cannot fully demonstrate. - They typically **go down stairs with alternate feet**, not 2 feet per step as described. *2 years* - A 2-year-old child typically **walks and runs well**, but cannot **ride a tricycle** or **climb stairs with alternate feet** consistently. - Their language skills are more limited, usually consisting of **two-to-three-word phrases**, rather than knowing their full name and sex.
Question 6: A child with pervasive developmental disorder will have all of the following except:
- A. Stereotyped behaviour
- B. Reduced social interaction
- C. Poor language skills
- D. Impaired cognition (Correct Answer)
Explanation: ***Impaired cognition*** - While some individuals with **pervasive developmental disorders (PDDs)** may have comorbid intellectual disability, **impaired cognition is not a universal or defining characteristic** of PDDs. - Many individuals with PDDs, particularly those with **Asperger's syndrome**, have **average or above-average intelligence**. - Intelligence quotient (IQ) varies widely across the autism spectrum, making cognitive impairment a non-essential feature. *Stereotyped behaviour* - **Stereotyped and repetitive behaviors** (e.g., hand flapping, rocking, rigid adherence to routines) are a **core diagnostic criterion** for PDDs, including autism spectrum disorder. - These behaviors are part of the **restricted, repetitive patterns of behavior, interests, or activities** domain in diagnostic criteria. *Reduced social interaction* - Significant **deficits in social interaction and communication** are a **hallmark feature** of PDDs. - This manifests as difficulty with reciprocal social communication, impaired ability to interpret social cues, and challenges in forming age-appropriate peer relationships. *Poor language skills* - **Communication impairments**, including poor language skills, are a **common feature** of PDDs, especially in classical autism. - This can include delayed speech development, unusual language patterns (e.g., **echolalia**, pronoun reversal), or complete absence of verbal communication in severe cases.
Question 7: At what age do most children reach a height of 100 cm?
- A. 3 years
- B. 2 years
- C. 5 years
- D. 4 years (Correct Answer)
Explanation: **4 years** - Most children reach approximately **100 cm** in height around their fourth birthday. - This represents a doubling of their birth length, as the average birth length is around 50 cm. *2 years* - A child's height at 2 years is typically around **86-89 cm**. - While they have often doubled their birth weight by then, they haven't typically reached 100 cm in height. *3 years* - By 3 years of age, the average height for a child is usually between **94-96 cm**. - This is close, but still generally less than the 100 cm mark. *5 years* - Children aged 5 years are generally taller than **100 cm**, typically averaging around **108-110 cm**. - Reaching 100 cm would occur well before this age.
Question 8: A child is able to build a tower of 5 cubes. The developmental age is:
- A. 12 months
- B. 15 months
- C. 18 months
- D. 24 months (Correct Answer)
Explanation: ***24 months*** - A child typically develops the fine motor skill to build a tower of **5-6 cubes** by the age of **24 months (2 years)**. - This milestone reflects increasing control over hand-eye coordination and manipulation. *12 months* - At **12 months**, a child can usually **bang two cubes together** and may attempt to build a tower of **2 cubes** but rarely 5. - Their primary fine motor skills involve pincer grasp and exploring objects. *15 months* - A child at **15 months** can typically build a tower of **2-3 cubes**. - They are starting to refine their building skills but usually haven't reached 5 cubes. *18 months* - By **18 months**, a child can often build a tower of **3-4 cubes**. - While showing significant progress, building a tower of 5 cubes is usually just beyond this age.
Question 9: What is the average weight gain per day for infants from 6 weeks to 12 weeks of age?
- A. 30 g/d (Correct Answer)
- B. 40 g/d
- C. 50 g/d
- D. 60 g/d
Explanation: ***30 g/d*** - From **6 to 12 weeks** of age, infants typically experience a rapid growth phase, with an average daily weight gain of approximately **30 grams** (or about 1 ounce per day). - This rate of gain is crucial for monitoring proper nutrition and overall development during this early stage of infancy. *40 g/d* - A daily weight gain of **40 g/d** is higher than the typical average for infants between 6 and 12 weeks of age. - While individual growth rates can vary, sustained gains at this level might raise questions about overfeeding or unusually rapid growth, although it is not usually a cause for concern. *50 g/d* - A weight gain of **50 g/d** is significantly above the expected average for infants in the 6- to 12-week age range. - Such rapid weight gain, if sustained, could indicate excessive caloric intake or potentially signal underlying metabolic issues that need evaluation. *60 g/d* - A daily weight gain of **60 g/d** is an exceptionally high rate for infants between 6 and 12 weeks, far exceeding the average. - This level of growth would be a strong indicator for further investigation into feeding practices and the infant's health to rule out any potential concerns.
Question 10: Bilateral grasp is seen at what age?
- A. 6 months
- B. 3 months
- C. 9 months
- D. 5 months (Correct Answer)
Explanation: ***5 months*** - At **5 months**, infants typically develop the ability to **reach for and grasp objects with both hands**, demonstrating improved coordination and control. - This age marks a transition from reflexive grasping to more intentional and bilateral manipulation of objects. *6 months* - While fine motor skills continue to develop at 6 months, **bilateral grasp** is usually well-established by this age, having emerged earlier. - At 6 months, infants are often progressing towards **unilateral grasp** and transferring objects between hands. *3 months* - At **3 months**, infants are typically still developing head control and beginning to reach, but their grasp is often still a **reflexive palmar grasp** rather than intentional bilateral grasping. - Reaching at this age is usually more swiping or batting at objects rather than a coordinated grasp. *9 months* - By **9 months**, infants have developed more refined pincer grasp and are capable of complex manipulation of objects with a single hand. - **Bilateral grasp** is a much earlier developmental milestone than the advanced skills seen at 9 months.
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