Mullen Scales of Early Learning Stephen R Hooper

Mullen Scales of Early Learning Stephen R. Hooper, Ph. D. University of North Carolina School of Medicine

Advanced Organizer • • • Mullen characteristics and features Materials needed Administration guidelines Record form completion Scoring considerations Individual scales

Characteristics of the Mullen • A revision of the Mullen Scales of Early Learning • Individually administered • Age ranges from birth through 68 months • The Mullen is untimed, but administration time varies depending on age and other child characteristics (typically 15 minutes for 1 -year olds, 30 minutes for 3 -year olds, and 60 minutes for 5 -year olds.

Characteristics of the Mullen • Taps five key domains: – Gross Motor – Visual Reception – Fine Motor – Receptive Language – Expressive Language • Provides standard scores (M = 50, SD = 10), percentile ranks, and age equivalents for each of the five domains and the single composite (M = 100, SD = 15).

Characteristics of the Mullen • Must obtain a basal (a criterion in which all items below it are assumed to be passed) and a ceiling (a criterion in which all items above it are assumed to be failed) on each scale. • A basal level of 3 consecutive items with at least a 1 -point score. • A ceiling level of 3 consecutive items with scores of 0.

Features of the Mullen Scales • • • High interest materials Provides a profile of cognitive abilities Provides a wide range of scores Based on developmental theory Can be used for special education eligibility placement as well as individualized program planning.

Materials You Need to Supply • • 3 or 4 Cherrios Crayon Several sheets of 81/2” x 11” white paper Several sheets of 51/2” x 81/2” white paper Several sheets of 8” x 8” paper Several strips of 1” x 4” construction paper Several strips of 2” x 6” construction paper 10 -foot colored tape or white chalk line

Materials You Need to Supply • • • 1 nickel 1 dime 1 quarter 10” to 12” ball 6” high bench Staircase or portable stair unit of at least 4 to 6 steps • Additional toy or toys

Administration of the Mullen: General Guidelines • Gather information as quickly as possible on how the child learns--level of attention and ability to imitate help in this regard • Observe the infant for their receptive and expressive capabilities • Provide positive reinforcement and encouragement, but don’t give hints • Do not over verbalize • Try to control the pace of the testing

Administration of the Mullen: General Guidelines • The testing room should be appropriate to the age of the child (e. g. , a table for an infant, small table/chair for preschoolers) • Have all necessary testing materials • Positioning is critical (listed on record form) • Follow standardized procedures

Administration of the Mullen • You will need the Item Administration Book, the Stimulus Book, a Record Form, and the other noted materials. • Be sure your kit is in order prior to each administration (e. g. , Appendix B of the Manual contains blackline masters of stencils that the examiner can use to create some of the needed materials • Explicit directions for administration are provided in the Item Administration Book

Administration of the Mullen SAFETY FIRST! • Examiners should be careful to keep small manipulatives out of the mouths of the children • Generally, if you are not working with specific materials, then they should be put back into the kit and away from the child • NEVER leave a baby/child unattended

Mullen Scales: Administration Considerations • Administer scales and items in order since they are presented in order of difficulty • HOWEVER, flexibility is permissible and should be liberally used to obtain responses • Try to pick a good starting point for each child • Many items include a demonstration of the task

Mullen Scales: Completing the Record Form • The inside pages include five sections--one for each Mullen Scale • 8 bands of alternating color appear on the Gross Motor Scale, with a developmental stage noted to the left • The item column shows the item number and a brief description of its content • For early items, a cue at the end of the descriptions shows the required position of the child

Mullen Scales: Completing the Record Form • Record study identification #, gender, examiner, gestational age, site, vision or hearing problem, test date, birth date, and chronological age – Outside of birth date, enter no other identifying information. • Unlike other tests, do not round 15 or more days to the next higher month

Mullen Scales: Completing the Record Form • If the child was premature, an adjusted age should be calculated • Adjusted Age = CA - (40 -GA) • This should be recorded under the Adjusted Age line on the record form • Completely correct only until 12 months of age; 1/2 correction from 13 -23 months; then no correction from 24 months and older

Mullen Scales: Completing the Record Form • Blue flags show suggested starting points for children within a normal range of development (use for adjusted ages too) • If there any developmental concerns, then a lower starting point can be used • Several items on the Receptive Language and Visual Reception scales are marked A/V, indicating that they require auditoryvisual integration

Mullen Scales: Scoring Considerations • Administer the starting item followed by the next two items • If the child scores at least 1 point on each of the 3 items, the basal level has been established • If the child does not score at least 1 point on each of the first three items, move back to the next lower starting point (black flags) and continue.

Mullen Scales: Scoring Considerations • Go back as far as is necessary to establish a basal level • Once established, credit the child with maximum points for all items below the basal item • Continue testing until the child obtains zero points on 3 consecutive items (ceiling level) • Add all items passed, including items below basal, and place in box at bottom of form

Mullen Scales: Item Completion • Record item responses and scores on the record form, paying attention to whether a 0, 1, or 2 level response is required • For some items, a small number appears in parentheses just below each score point as a reminder of the necessary performance • Other items include brief statements • “Sum Tasks” requires adding the tasks passed to obtain the item score

Mullen Scales: Special Scoring Considerations • Multiple responses - Provide child with all of the presented responses and ask which one it was • Refusal to respond - switch tasks or, if it is clear that the child will not respond, record a 0 and write the letter R next to it to denote a refusal

Characteristics of the Mullen: Gross Motor Scale • Administered from birth through 33 months – This should take into account chronological age as well as adjustments for prematurity • 35 items measures: – Central motor control – Mobility in supine, prone, sitting, and upright • At about 30 months, a distinction is made between unilateral and bilateral control.

Characteristics of the Mullen: Visual Reception Scale • Administered from birth through 68 months • 33 items • Primary abilities tapped include: – Visual discrimination – Visual memory – Visual organization – Visual sequencing – Visual spatial awareness

Characteristics of the Mullen: Fine Motor Scale • • Administered from birth through 68 months 30 items Primarily concerned with output Items measure: – Motor planning and control – Unilateral and bilateral manipulation – Writing readiness

Characteristics of the Mullen: Receptive Language Scale • Administered from birth through 68 months • 33 items • Measures a child’s ability to process linguistic input. • Taps: – Auditory comprehension – Auditory memory – Auditory sequencing

Characteristics of the Mullen: Expressive Language Scale • Administered from birth through 68 months • 28 items • Measures a child’s ability to use language productively • Primary abilities tapped include: – Speaking – Language formation – Verbal conceptualization

Characteristics of the Mullen: Early Learning Composite • Provides a measure of general intellectual functioning • It is derived from four of the cognitive scales (Visual Reception, Fine Motor, Receptive Language, Expressive Language)

Odds and Ends • Send along COMPLETED forms – Be sure to check them for completion before the family leaves • If there are ESL issues, you will need an interpreter to administer the Mullen – Not currently administered to non-English speaking subjects. • Questions? ? Contact me directly via email (Stephen_hooper@med. unc. edu) or phone (919 -966 -9040)