Understanding BDI Eligibility for Young Learners: A Simple Guide
As a Special Education Director, one of my key responsibilities is ensuring that our youngest learners receive the support they need through proper eligibility assessments. This guide will help you understand the BDI (Battelle Developmental Inventory) eligibility requirements for children aged 3-5 in South Dakota. The process can seem complex, but with the right information, it becomes much more manageable.
Eligibility Assessment for Ages 3-5
When determining eligibility for special education services for children aged 3-5, two standardized evaluation tools must be administered. The first tool should address the area of concern, while the second should cover another area identified during the referral process and review of existing data. Additionally, skill-based assessments must be conducted in each area of suspected disability.
Consideration of Disability Categories
It's essential for the evaluation team to consider all categories of suspected disability, not just developmental delay. For example, if the team is considering Speech/Language and Developmental Delay, the evaluation areas on the prior notice/consent form would include:
- Developmental (cognitive, adaptive, motor, communication, personal/social)
- Language
Similarly, for Developmental Delay and Cognitive concerns, the evaluation areas would include:
- Developmental Delay (cognitive, adaptive, motor, communication, personal/social)
- Ability
- Achievement
- Adaptive
Developmental Delay Eligibility
If developmental evaluation results do not support eligibility, the IEP team can consider scores from the second standardized test, but this is generally an exception. Skill-based assessments must support eligibility. The category of developmental delay is intended for children aged 3 through 8 who need special education services. Re-evaluation is not automatically required at age 6 if evaluations are current. However, by age 9, students must be re-evaluated to determine eligibility under a different category.
Standard Deviation Measures
A student can meet the criteria for developmental delay in two ways:
- Functioning at a developmental level of 2 or more standard deviations below the mean in any one area of development.
- Functioning at a developmental level of 1.5 standard deviations below the mean in any two areas of development.
BDI Specific Eligibility
Evaluator qualifications for administering the BDI should be referenced in the BDI examiners manual. The BDI serves dual purposes: determining eligibility and reporting early childhood progress (Indicator 7). It is crucial to administer the BDI for all students receiving special education services aged 3-5 to meet state reporting requirements.
Using BDI for State Reporting
If the BDI is used solely for progress monitoring, do not check "Developmental" on the Consent for Evaluation form. Instead, document it under letter "D" for progress monitoring purposes only. If "Developmental" is marked, testing in all areas and completing skill-based assessments in all areas is necessary.
Sub-domain Scores and Eligibility
Sub-domain scores from the BDI can be used to determine eligibility under the developmental delay category if the reliability is 0.80 or higher. However, total domain scores must be used for adaptive, social or emotional, and cognitive areas.
BDI as an Achievement Measure
The BDI is not a standardized academic achievement test and should not be used as such. Appropriate assessments for children aged 3-5 include the Woodcock Johnson IV and the Test of Early Reading Ability, among others.
Conclusion
Understanding BDI eligibility is crucial for ensuring that young learners receive the appropriate support they need. By following the guidelines and using the right tools, educators and evaluators can make informed decisions that benefit the children they serve.
For more information, please follow this link.
