PERSONAL-SOCIAL

Procedure Score Analysis Interpretation

• Imitates Failed The examiner JAM was not able to
housework checked with the imitate house work; he
parents if the child just looked as the
can imitate examiner demonstrated
housework like it. And according to her
wiping, dusting off, grandmother, J.A.M.
etc. cannot do this because he
still cannot walk. The
Pass if the child cognitive abilities of the
copies any type of client were not yet that
housework. fully developed as he
cannot coordinate yet his
memory and imitation.

• Uses spoon, Passed The examiner J.A.M. was able to use a

spilling little observed and asked spoon while eating and
the parents if the according to his
child can use spoon grandmother, some-
and if he spills a times, he spills a little bit.
little while using it. The eye-hand
coordination is present
Pass if the child can results to abilities of
use spoon or fork to manipulation, as he able
get food to his to self-fed himself
mouth without
spilling much.

• Puts on Failed The examiner His grandmother said

clothing explored with the that she usually assists
parents if the child J.A.M. to put on his
can put on his/her clothes because if he let
clothes. J.A.M. to do that, he
wouldn’t finish it.
Pass if the child can Autonomy is not yet
put any of his own established to the
clothing. Shoes do client. He is not yet
not have to be tied capable of using his
or on the correct memory and imitation
foot. to act.

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• Helps in house Failed The examiner asked According to his
– simple tasks the parents if the grandmother, he just
child was able to do stayed in one place and
simple task like play. He is not yet
keeping his stuff concerned in helping
neatly arranged in house tasks. Autonomy
one place. is not yet established

Pass if the child

actually helps in the
house in anyway.

• Removes Failed The examiner J.A.M. cannot remove it

Garments check with the by himself. He still needs
parents if the child assistance. His
can remove his grandmother said that he
garments. wasn’t capable of doing it
yet. The client is not yet
Pass if the child capable of using his
can remove memory and imitation to
clothing other than do the item. His
his hat, socks, or autonomy is not yet
diaper on purpose. established

• Plays ball with Passed The examiner JAM was able to get the
examiner passes the ball to tossed ball and tossed it
the child and the back towards the
child must pass it examiner. The hand
back to the coordination is present
examiner. results to manipulation
of objects. Increasingly
Pass if the child enthusiastic about the
rolls or tosses the introduction of toy
ball toward the
tester.

• Indicates wants Passed The examiner asked According to her

(not cry) the parents grandmother, J.M.A. is
regarding to how pointing to some-thing
the child acts when that he wanted. The
he wanted client is still
something Pass if developing gross

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 the child lets discrimination by
someone know distinguishing
what he wants by dissimilar sounds. The
pointing, pulling or client uses gestures
saying a word. and other cues in
indications

Passed The examiner His grandmother

• Drinks from
checked with the verbalized that the
cup
parents if the child infant usually drinks on
is able to drink on a a cup when he is
cup without spilling thirsty. The eye-hand
some. coordination is
Pass if the child can developed resulting to
drinks from cup. mobility and
manipulation of objects

• Separates
Passed The examiner asked JAM did not become
from mother
the parents to leave upset when his
easily
for a while. And see grandmother left for a
if the child will while.
follow. Pass if the Object permanence
child does not becomes complete.
become upset
easily.

INTERPRETATION

JAM failed a lot of items. He failed somewhat difficult tasks like imitation of

house woks and in helping some simple tasks in the house. He also failed in putting on

his clothes and removing his garments.

On the other hand, he passed simple tasks like using spoon with little spill. He

also played a ball with the examiner. He can tell or indicate what he wants and also, he

can drink from a cup.

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 Based on the scores at the different test items administered to the child and at his

age, it indicates that J.A.M. has a delay. He is not yet developing some of his personal

abilities and is needed to be assisted by a caregiver.

FINE-MOTOR ADAPTIVE

Procedure Score Analysis Interpretation

• Tower of 4 cubes Failed The examiner J.A.M. wasn’t able to

introduces blocks to build tower blocks.
the child. And Instead of putting it
allow the child to together to form a tower
form a tower of 4 he just held it and
blocks. The child is scrambled it The
given more blocks cognitive abilities of the
than necessary. client was not yet that
Then the child is fully developed. And
given chances if he balancing of objects is
failed to do it at not well coordinated.
first.
Pass if the child
balances 4 blocks
on top of one
another so that they
do not fall.
• Dumps cheese
curl from bottle Failed The examiner puts The child wasn’t able to
– spontaneously the cheese curls on follow the instruction
the bottle. And the given to him. He just held
examiner instructed it and didn’t let go of it.
the child to get it He ate some of the
out without giving cheese curls while doing
any hint how to do the task. The cognitive
it abilities of the client was
.Pass if the child not yet that fully
dumps the cheese developed resulting to
curl out of the inability to perform the
bottle without being item. he has hand-mouth
shown how to do it coordination

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• Dumps cheese Passed The examiner J.A.M. was able to do it
curl from bottle demonstrated to the after the examiner
– demonstrated child how to do it showed how the item is
for 2-3 times before done. The eye-hand
the child can coordination is
perform the item developed resulting
Pass if the child manipulation of objects
dumps the cheese
curl out of the
bottle either i9t on
his own , or after he
is shown how to do
it

• Tower of 2 Passed The examiner gave J.A.M. was able to put

cubes blocks to the child a block over the other
and instructed him and it did not fall.
to build 2-block
tower. The child is
given the number of
needed blocks to
minimize
distractions Pass if
the child puts one
block on top of
another so that it
does not fall when
he removes his
hands.

• Scribbles Passed The examiner J.A.M. was able to draw

spontaneously showed the paper lines not straight, and he
and pen to the is not stabbing. The
child. The hand-finger control of
examiner handed the client is starting to
the pencil over the develop
child. The
examiner did not
assist the child to
what to write in the
paper
Pass if the child
makes two or more
purposeful marking
on the paper.

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 • Neat pincer Passed The examiner asked Without any difficulty,
grasp of cheese the mother to hold the child was able to pick
cur the child, place a up the cheese curl using
cheese curl in front his index finger and
of the child. thumb. The eye-hand
Observe how the coordination manual
child grasps the dexterity is present.
cheese curl Pass if
the child picks up
the cheese curl
using the ends of
thumb and index
finger with an
overhand approach.

INTERPRETATION

J.A.M. failed the two out of the six tasks in this sector. He failed to build a tower

made up of 4 cubes. He also failed to dump cheese curl from a bottle with just the

instruction of the examiner.

The client passed most of the simple tasks like he was able to dump the cheese

curl to the bottle with the demonstration of the examiner. He also passed the task of

building a tower of 2 cubes. He was also able to draw a line with a pencil and scribble.

He also can do a neat pincer grasp with picking up cheese curl using index finger and

thumb.

Although the child failed the two tasks, it doesn't mean that the child is delayed in

this sector. His cognitive development is in the normal rate of progress regarding his age.

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LANGUAGE

Procedure Score Analysis Interpretation

• 3 words other Failed The examiner According to her

than ma-ma, checked with the grandmother, J.A.M.
da-da parents if the child only verbalizes 3
can verbalize words mama, papa and
other words boom-boom. And as
Pass if parent the examiner
reports child uses encourages the child to
at least 3 specific speak he wasn’t able to
words other than express the words that
“da-da” or “ma- his grandmother told.
ma”. The client is still
developing gross
discrimination by
distinguishing
dissimilar sounds. He
lacks imitation

• Combines two Failed The examiner

different words asked the mother if JAM can only say 3
the child can words (mama, papa,
formulate two and boom-boom), he
different words still cannot formulate
Pass if the child two different words.
says a meaningful And at the time of the
phrase of two or test, he was not saying
more words such any word. The client is
as “play ball”, still developing gross
thank you”, and discrimination by
“peek-a-boo”. distinguishing
dissimilar sounds.
• Points to one Passed
named body The examiner says JAM was able to point a
part a body part like named body part,
nose, eyes, ears, specifically the nose.
etc. then she ask The client recognizes
the child to point familiar objects
that specific body
part.
Pass if the child
point’s one named
body part that is
being asked by the

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 examiner.
• Follows Passed
directions The examiner JAM was able to follow
instructed the child the directions given to
to do something, him. The client is
like place the block developing his
to the table, then to comprehension skills
the chair, then to
the floor. The
examiner did not
allow the parents to
help or assist the
child in doing the
item. It may affect
the result of this
item.

Pass if the child

follows two of the
three directions
correctly.

• Da-da, ma- Passed He did not say it but

ma, specific The examiner according to JAM’s
asked the parent if grandmother, every
the child can say morning he called her
mama, papa mama and papa. His
during the exam grandmother said
maybe he is just a little
Pass if the child bit shy. The client is
uses either “ma- still developing gross
ma” or “da-da” discrimination by
correctly for his distinguishing
mother or father. dissimilar sounds.

INTERPRETATION

JAM failed two out of three tasks in the language sector. He failed to speak 3

words aside from “ma-ma” and “da-da”. He also failed to combine two different words.

But for his age, he can name a part of his body, his nose specifically. He can also follow

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the directions instructed by the examiner. His grandmother reported that he can already

say “mama” and “papa”, usually every morning.

In this sector, the child is not yet indicated as delayed. His language ability is still

developing just right with his age.

GROSS MOTOR

Procedure Score Analysis Interpretation

• Kicks ball Failed The examiner put Since J.A.M. was not
forward the ball in front of able to stand on his own
the child. The he wasn’t able to kick
examiner instructed the ball. He is interested
the child to kick the but he cannot do it. The
ball. The examiner client lacks autonomy to
demonstrated how stand and do the item
it is done.
Pass if the child
kicks the ball
forward without
holding on to any
support.

• Throws ball Passed The examiner J.A.M. was able to pass

overhand instructed the child the ball but he was
to throw the ball sitting. At first, he was
over her. in doubt of doing it. But
Pass if the child is as the examiner
standing at least encourages him to do it,
three feet from he was able to throw
tester and throws back the ball. Tertiary
the ball within circular reaction is
arm’s length of present.
tester between his
knees and face.

• Jumps in (one) Failed The examiner asked J.A.M. still cannot stand
place the child to jump. so he cannot also jump.
The examiner The client lacks
demonstrated it for autonomy to stand and
the child do the item
Pass if the child

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 raises both feet off
the floor at the
same time for any
measurable
distance.

• Walks up steps Failed The examiner He needs assistance in

checked to the taking steps. He was not
parents how the in stable position and
child gets up steps then he fell when the
Pass if the child can assistance was lost.
walk up steps (not Balance is not yet
crawl). established. Weak
musculo-skeletal
coordination. And there
is lack of autonomy

Failed The examiner The child tried to do it

• Walks instructed the child but he has a weak
backward to walk backwards. strength in his legs.
She demonstrated it Weak musculo-skeletal
for the child to coordination
know what to do.
Pass if the child
walks backwards
two or more steps.

• Walks well Failed The examiner He got out of balanced

encouraged the when his grandmother
child to stand and let go of him. He needs
walk but he cannot assistance in doing it.
stand on his own. Weak musculo-skeletal
Pass if the child coordination
does not have any
difficulty walking
and does not tip.

• Stoops and Failed The examiner places The child tried to pick
recovers a block on the floor up the block and then he
and instructed the almost fell on his knees
child to reach for it while still having

15
 and stand assistance. Balance is
afterwards.Pass if not yet established
the child is able to
bend over, pick up
toy and return to
standing without
holding on or
touching floor.

INTERPRETATION

In this sector, of the seven tasks administered to J.A.M., he failed the six tasks.

The only task that he was able to perform was to throw the ball overhand. He can't do

tasks related to the use of his lower extremities like kicking the ball forward. He also

can't do the jump in place, walks up steps and walks backward as well as stooping and

recovering afterwards.

With these results, the child is considered delayed. His can't perform gross motor

activities without the assistance of his caregiver.

OVER-ALL INTERPRETATION OF MMDST

JAM performed the MMDST. He quite did a great job in doing his best just to

perform any of the items. In the personal-social sector, he was able to have 1 passed and

3 failed in the items crossing the age line. Then on the left side of that sector he was able

to have 3 passes. In the fine motor adaptive sector, he was able to have 1 passed and 2

failed in the items crossing the age line. Then on the left side of the age line 3 passed. In

the language sector, he has 2 passed and 2 failed on the items crossing the age line. Then

1 failed on the left side of the age line. In the gross motor, he has 1 passed and 3 failed in

the items crossing the age line. The 3 failed in the left side of the age line.

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Client’s status

He is delayed and considered abnormal compared to his age of development in

terms of gross motor and language development. He should have done the things that a

one year and ten months old could do, but he is not yet capable of doing it. As seen in the

tasks that he performed in different sectors of the MMDST, he was not yet that stable or

confident in what he is doing.

Personal-Social
-Items crossing the age line
1 passed, 2 failed and 2 no opportunity
-items on the left side of the age line
4 passed

Fine Motor Adaptive

-Items crossing the age line
1 passed and 2 failed
- items on the left side of the age line
3 passed

Language
-Items crossing the age line
2 passed and 2 failed
- items on the left side of the age line
1 failed

Gross Motor
-Items crossing the age line
1 passed and 2 failed
- items on the left side of the age line
3 failed and 1 no opportunity

Observational child study

J.A.M. welcomed the examiner with a smile as they entered the house. He seemed

to enjoy everything that they are doing. He just thought of it as a game. But there were

also instances that he became irritated because they’ve been doing the task over and over

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again. J.A.M. is a very cooperative child and he wanted to impress the examiner with his

responses to the tests.

VIII. Developmental History

Freud’s Psychosexual theory

Anal stage

Freud describe the toddler period as the ‘anal phase” because during this time ,

children’s interests focus on the anal region as they begin toilet training. Eliminations

takes on new importance for them. Children find pleasure in both the retention of feces

and defecation. This anal interest is part of toddler’s self discovery, a way of exerting

independence , and probably accounts for some of the difficulties parents may experience

in toilet training children of this age.

JAM hasn’t reach this stage yet. He is still on oral phase, he suck for his

enjoyment and pleasure.

Erikson’ s Psychosocial theory

Autonomy vs Shame

Erickson defines the developmental task of the toddler age as learning

autonomy versus shame or doubt .Autonomy builds on children’s new motor and mental

abilities. Children take pride in new accomplishments and want to do everything

independently.

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 JAM, since he still cannot walk, he needs assistance in most of his activities. He

wasn’t able to do things independently. He seemed confidence in attempting to achieve

something.

Piaget’s Theory of Cognitive Development

Sensorimotor 6

Invention of new means through mental combinations

Transitional phase to the preoperational thought period. Uses memory and

imitation to act .Can solve basic problems ,foresee maneuvers that will succeed or fail.

Good toys for this period: those with several uses, such as blocks, colored plastic rings.

JAM was able to think through actions or mentally project the solution to a

problem. Like the way he place the cheese curl to the bottle. And how he followed the

ball that has rolled far from him.

Kohlberg’s Moral development

Punishment Obedience Orientation

Toddlers begin to formulate a sense of right and wrong, but their reason for doing

right is centered most strongly in “ Mother or father say so” rather than in any spiritual or

societal motivation. Kohlberg referred to this as a “ punishment obedience orientation”.

JAM able to obey his parents without their reinforcement. He does this because his

parents told so. He follows to prevent punishment from his parents.

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VIII. PLAY BEHAVIOR

Toddlers’ play is called parallel play. In this kind of play, two toddlers are playing

beside each other by him or her alone and not together. Parallel play is evidently seen on

JAM. He tends to play on his own without being distracted with other child playing

beside him. There were times that he wanted the other toddler’s toy. This is considered as

a normal developmental sequence at his age.

IX. GORDON'S FUNCTIONAL HEALTH ASSESSMENT

I. HEALTH PERCEPTION-HEATLH MANAGEMENT

The client has no past illness or surgery. He is complete with immunization such

as DPT, Polio and Hepatitis B. He has no present allergies and medications. His parents

have fair health perception about his health, they are aware of the client's condition but

they are not doing anything about it.

II. NUTRITIONAL-METABOLIC

The weight of the client is 12kg while his height is 78.74cm. His diet has no

restriction and regular. He has good appetite. But he can't eat alone; there should always

be an assistant.

The client usually intakes 3 bottles of milk (Bear Brand™), 2 cups of water and 4

tablespoon of rice a day. The client was reported to consume a variety of fruits such as

20
banana and apple in considerable amount. He also consumes vegetables like string beans

and kangkong. The client eats meats like pork, beef, fish and poultry, which are in small

amounts.

His mouth is pinkish and moist. His skin is pinkish, warm, moist, and intact. His

body temperature is 36.5ºC.

III. ELIMINATION

The client defecates once a day and have consistent stool. He urinates 5 times a

day. His urine is amber yellow and clear.

His abdomen is symmetrical and rounded. He has normal bowel sounds and soft

to palpate abdomen.

IV. ACTIVITY-EXERCISE

The client needs assistance while eating. He also needs assistance in bathing and

dressing. The client needs to be supervised during toileting. When transferring, the client

needs support from his caregiver.

The client always needs a walker. His range of motion is normal as well as his

posture and he has no deformities.

He has a pulse rate of 110 beats per minute apical. He has warm temperature. He

has brisk capillary refill and normal nails. He has normal distribution of hairs.

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V. SLEEP-REST

The client sleeps 9 hours continuously per night and has nap for 3 hours in the

afternoon. He sleeps in a rattan bed. He has no habits prior to going to bed.

VI. COGNITIVE-PERCEPTION

The client was alert, happy and joyful during the interview. He was able to show

reflexes normal at his age line. He has strong grasp on both hands as well as his

push/pulls. He has normal sense of hearing, touch and smell.

VII. SELF-PERCEPTION -- SELF-CONCEPT

The client is calm and zero level of anxiousness. He has no body language and

eye contact. He was unable to communicate.

VIII. ROLE-RELATIONSHIP

The client is living with his family. He is the first child of family. Because of his

young age, he also acts as the baby of the family who is totally dependent to the parents.

IX. COPING-STRESS TOLERANCE

Because of his age and condition, he just shows his stresses through crying and

tantrums. Whenever he does this, his parents will comfort the baby and try to provide

whatever he needs.

X. VALUES AND BELIEFS

The client is a Catholic. He has no religious restrictions. He is not yet affected of

the religious practices because of his young age.

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