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46 LAYING THE FOUNDATION
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TABLE 2.1 continued>>
AGE GROSS MOTOR FINE MOTOR LANGUAGE SENSORY
UNIT 1
4 to 6 months
6 to 8 months
8 to 10 months
10 to 12 months
> Turns from back to
stomach
> When pulled to sitting,
almost no head lag
> By 6 months, can sit on
oor with hands forward
for support
> Puts full weight on legs
when held in standing
position
> Can sit without support
> Bounces when held in a
standing position
> Creeping on tummy
> Crawls on all fours or
uses arms to pull body
along oor
> Can pull self to sitting
> Can pull self to standing
> Cruising furniture (9
months)
> Can sit down from
standing
> Can stand alone and
steps forward
> Protective reex actions
to prevent falling
> Can hold feet and put in
mouth
> Puts objects in mouth
> Can feed self a biscuit
> Can bang two objects
together
> Pincer grip thumb–nger
grasp
> Symmetrical hand use
> Has good hand–mouth
coordination
> Transfers objects from
one hand to the other
> Copies gestures
> Picks up and drops
objects
> Can put small objects
into toys or containers
through holes
> Turns many pages in a
book at one time
> Picks up small objects
> Squeals
> Laughs out loud
> Takes turns in ‘talking’
> Babbles vowel-like
sounds, ‘ooh’ or ‘aah’
> Imitation of speech
sounds (‘mummy’,
‘daddy’) beginning
> Laughs aloud
> Responds to verbal
commands
> May say one word in
addition to ‘mumum’ and
‘dadad’
> Understands ‘no’ and
other simple commands
> Says 3 words
> Imitates speech sounds
> Babbles loudly
> Shakes head for no and
nod for yes
> Watches a falling object
> Object permanence; will look
for the object when it is taken
away
> Responds by looking and
smiling
> Recognises own name
> Knows people
> Recognises sounds
> Withdraws from strangers
> Raises arms to be picked up
> Follows fast-moving objects
> Indicates wants
> Likes to play imitative games
such as patty cake and peeka-boo
> Knows their own name
SHUTTERSTOCK.COM/ OKSANA KUZMINA
FIGURE 2.12 This stage 2 toddler
demonstrates one of the abilities of a child
around this development level of creating
a block tower.
Nutrition in the rst year
Nutrition in the rst year of life moves from the infant being totally dependent
on liquid feeds of breast milk and/or replacement milk products, to soft foods
taken from a spoon at around 6 months of age (e.g. rice cereal, pureed vegetables)
and water from a cup. Finger foods at 9 months of age allow independent eating,
and then by 12 months of age the toddler will have at least 8 teeth and will enjoy
joining in with the social activities of family meals (Australian Government
Department of Health, 2022; American Academy of Pediatrics, 2020).
REFLECTION IN PRACTICE
Helping parents understand developmental milestones
Caregivers are often nervous about their infants and have many questions. Consider how
you would respond to each of these questions:
> ‘My sister’s baby is already walking around the furniture at 9 months of age, but my son is
10 months old and still only crawling.’
> ‘My little boy has just started in a new school. He is 6 years old and he has started
wetting the bed over the last 3 weeks. He has not wet the bed since he was 4 years old.
Should I put him back into a nappy until he settles down?’
THE HEALTH CONSUMER INTERVIEW APPROACHES INCORPORATING DEVELOPMENTAL CONSIDERATIONS 47
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Conducting a comprehensive health assessment of an infant requires an
evaluation of the degree to which the infant has achieved the developmental tasks
of infancy. It is important to remember that although individuals experience similar
sequential physical, cognitive, psychosocial and moral changes during the same
age periods, there is still a degree of normal variability from one child to another.
Developmental tasks that are expected to be achieved during the infancy stage
areto:
1. develop a basic, relative sense of trust
2. develop a sense of self as dependent on, but separate from, others,
particularly the mother
3. develop and desire affection for and response from others, particularly
themother
4. develop a preverbal communication system, including emotional expression,
to communicate needs and desires
5. begin to develop conceptual abilities and a language system
6. begin to learn purposeful ne and gross motor skills, particularly eye–hand
coordination and balance (
Figure 2.12)
7. begin to explore and recognise the immediate environment
8. develop object permanence.
Developmental tasks of toddlers (1 to 3 years)
The toddler period is one of steadily increasing growth, ne and gross motor
development (
Figure 2.13), intense activity and discovery, rapid language development,
increasingly independent behaviours, and marked personality development. Key gross
and ne motor, language and sensory milestones associated with the toddler period
can be found in Table 2.2.
FIGURE 2.13 Renement of skills and a
growing sense of independence are most
noted in toddlers.
ALAMY STOCK PHOTO/ZOONAR GMBH
CHAPTER 2
TABLE 2.2 Growth and development during toddlerhood
AGE GROSS MOTOR FINE MOTOR LANGUAGE SENSORY
12 to 15 months
18 months > Runs, falling often
24 months
36 months > Starting to catch a ball (3
> Can walk alone well
> Walks holding a hand or
the rail
> Can jump in place
> Can walk up stairs holding on
> Plays with push and pull toys
> Can walk up and down
stairs
> Can kick a ball
> Can ride a tricycle
years)
> Jumps with both feet
> Can stand on one foot for a
few seconds
> Can feed self with cup and
spoon
> Puts raisins into a bottle
> May hold crayon or pencil
and scribble
> Builds a tower of two cubes
> Can build a tower of three
to four cubes
> Starting to throw a ball with
whole arm
> Can draw a circle
> Tries to dress self
> Can stack six blocks
> Can build a tower of eight
blocks and create a threeblock structure
> Can use crayons
> Learning to use scissors
> Says four to six words
> Simple words and
incomplete
> Says 10 or more words
> Points to objects or body
parts when asked
> Talks a lot
> Approximately 150–300-
word vocabulary
> Use two word combination
> Understands commands
> Knows rst name, refers
to self
> Verbalises toilet needs
> Knows rst and last name
> Knows the name of one
colour
> Can sing
> Expresses needs
> Uses pronouns
appropriately
> Simple sentences
> Can follow simple
instructions
Binocular vision is developed
Visual acuity 6/6
48 LAYING THE FOUNDATION
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UNIT 1
One of the major developmental tasks for toddlers is toilet training.
Readiness for toilet training is usually evident in children between the ages
of 18 and 36 months. Girls tend to be ready to toilet train earlier than boys,
but for independent toileting to occur, the following developmental changes
are necessary. Voluntary control of the anal and urethral sphincters must be
present including motor skills of sitting, walking and squatting. Fine motor skills
recognising the urge to defecate or urinate, being able to verbalise the urge to do
so as well as the willingness and ability to sit on the toilet for 5 to 10 minutes.
Parental recognition of the child’s level of readiness and willingness to invest
the necessary time for toilet training are also essential for the toddler’s successful
mastery of this task.
REFLECTION IN PRACTICE
Understanding toilet training
Parents often have difculty with toilet training their child and become frustrated when their
rst attempts are not successful. What suggestions could you give a mother who has been
trying unsuccessfully for the past 2 months with her 2.5-year-old son? The mother says that
she had absolutely no problems with her rst child, a daughter, at the same age and cannot
understand what the problem is this time.
A variety of life events and transitions may produce stress in the toddler. Among
the most stressful is personal injury or illness, death of a parent, or loss through
separation or divorce.
Children who have been successful in accomplishing the developmental tasks
of infancy enter the toddler period with the basic relative trust needed for the
achievement of the next tasks. The principal developmental tasks that must be
mastered during the toddler stage are to:
1. interact with others less egocentrically
2. acquire socially acceptable behaviours
3. differentiate self from others
4. tolerate separation from key socialising agents (mother or parents)
5. develop increasing verbal communication skills
6. tolerate delayed gratication of wants and desires
7. control bodily functions (toilet training) and begin self-care (feed and dress
self almost completely).
REFLECTION IN PRACTICE
Identifying a pre-preps’ readiness for school
You are performing a health assessment and physical examination on 5-year-old Jamie for
his annual check-up. After the examination, you ask the parents whether they have any
questions. Jamie’s father expresses concern that the other children in his son’s pre-prep
class are printing their names, but Jamie appears to have difculty holding a pencil or
crayon. How would you respond to this concern?
THE HEALTH CONSUMER INTERVIEW APPROACHES INCORPORATING DEVELOPMENTAL CONSIDERATIONS 49
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HEALTH EDUCATION
The Triple P Parenting Program
A widely recognised parenting and family support resource, available in over 30 countries,
is the Triple P Parenting Program (Positive Parenting Program). This program aims to limit
severe behavioural, emotional and developmental problems in children, and supports
positive parenting techniques to achieve this. The program is based on internationally
relevant evidence and can be tailored to individual needs. Further, the Triple P program is
evidenced to benet different cultures and socioeconomic groups. In both Australia and
New Zealand, the Triple P program is well established and can be located via online links,
child health programs/resources and government-based organisations. The program is a
useful resource for healthcare and other professionals who work with children and families.
http://www.triplep.net/
Developmental tasks of preschoolers (3 to 6 years)
During the preschooler period, children are focused on developing initiative and
purpose. Play provides the means for physical, mental and social development, and
becomes the ‘work’ of children as they use it to understand, adjust to and work out
experiences with their environment (Figure 2.14). Preschoolers demonstrate an active
imagination and an ability to invent and imitate. They constantly seek to discover
the why, what and how of objects and events around them. They are literal in
their thinking, are increasingly sociable with other children and adults other than
their parents, and are increasingly aware of their places and roles in their families.
Key gross and ne motor, language and sensory milestones associated with the
preschooler period can be found in Table 2.3.
TABLE 2.3 Growth and development during preschool years
FIGURE 2.14 Play provides these
preschoolers with the ability to interact
with one another and develop their
physical, mental and social skills.
SHUTTERSTOCK.COM/JULIYA SHANGAREY
CHAPTER 2
AGE GROSS MOTOR FINE MOTOR LANGUAGE SENSORY
3 to 6 years
> Can ride a bike with
training wheels
> Can throw a ball
overhand
> Skips and hops on one
foot
> Can climb well
> Can skip rope
> Can draw a six-part
person
> Can use scissors
> Can draw circle, square
or cross
> Likes art projects, likes to
paste and string beads
> Can button
> Learns to tie and buckle
shoes
> Can brush teeth
> Language skills are well
developed, with the child
able to understand and
speak clearly
> Vocabulary grows to over
2000 words
> Talks endlessly and asks
questions
> Visual acuity is well
developed
> Focused on learning
letters and numbers
The preschooler stage of development is characterised by the renement
of many of the tasks that were achieved during the toddler stage and by the
development of the skills and abilities that prepare children for the signicant
lifestyle change of starting school. Readiness for school is demonstrated by increased
attention span and memory, ability to interact cooperatively, ability to tolerate
prolonged periods of separation from family, and independence in performing basic
self-care activities. Among the principal developmental tasks that must be mastered
during the preschooler stage are to:
1. develop a sense of separateness as an individual
2. develop a sense of initiative
3. use language for increasing social interaction
4. interact in socially acceptable ways with others
5. develop a conscience
6. identify gender role and function
7. develop readiness for school.
50 LAYING THE FOUNDATION
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Developmental tasks of school-age children (6 to 12 years)
With a well-developed sense of trust, autonomy and initiative, school-age children
increasingly reduce their dependency on the family as their primary socialising
UNIT 1
TABLE 2.4 Growth and development during school-age years
AGE GROSS MOTOR FINE MOTOR LANGUAGE SENSORY
agents and move to the broader world of peers (primarily same-sex peers) in
their neighbourhoods and schools, as well as to teachers and adult leaders of
social, sports and religious groups. They are increasingly exposed to others’ views
and seek approval from people outside the home. School-age children become
industrious workers as they develop the signicant physical, social and intellectual
skills needed to operate in the broader and more diverse environment. They strive
to be a part of a peer group and to achieve a variety of skills that are approved by
others; in so doing, they become competent and condent in their own eyes. Key
gross and ne motor, language and sensory milestones associated with this period
can be found in
Table 2.4.
6 to 12 years
> Can ride a skateboard or
rip stick
> Able to ride two-wheeler
bicycle
> Plays netball, football
The principal developmental tasks that must be mastered during the school-age
stage are to:
1. become a more active, cooperative and responsible family member
2. learn the rules and norms of a widening social, religious and cultural
environment
3. increase psychomotor and cognitive skills needed for participation in games
and working with others
4. master concepts of time, conservation and reversibility, as well as oral
and written communication skills
5. win approval from peers and adults
6. obtain a place in a peer group
7. build a sense of industry, accomplishment, self-assurance and self-esteem
8. develop a positive self-concept
9. exchange affection with family and friends without seeking an
immediatepayback
10. adopt moral standards for behaviour.
REFLECTION IN PRACTICE
> Can put models together
> Likes crafts
> Enjoys board games,
plays cards
> Vocabulary increases
> Language abilities
continue to develop
> Reading
> Able to concentrate
on activities for longer
periods
Friendship in school-age children
Ten-year-old Pahia, who immigrated to Australia from Papua New Guinea 6 months ago,
only speaks New Guinea Pidgin. Pahia’s English expression has developed quickly, but she
still requires support in understanding others and to be understood clearly. Pahia presents
to you, the school nurse, with a sore throat. As you are assessing her, she bursts into tears
and cries, ‘I want to go home [to Papua New Guinea], I don’t have any friends.’ What is your
response to Pahia?
THE HEALTH CONSUMER INTERVIEW APPROACHES INCORPORATING DEVELOPMENTAL CONSIDERATIONS 51
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Developmental tasks of adolescents (12 to 18 years)
The adolescent period is one of struggle and sometimes turmoil as the adolescent
strives to develop a personal identity and achieve a successful transition from
childhood to adulthood. For example, physical and sexual maturity is reached
during adolescence, with girls tending to experience both puberty and a growth
spurt earlier than boys. In addition, adolescents develop increasingly sophisticated
cognitive and interpersonal skills, test out adult roles and behaviours, and begin to
explore educational and occupational opportunities that will signicantly inuence
future adult work life and socioeconomic status. Key gross and ne motor, language
and sensory milestones associated with this period can be found in
TABLE 2.5 Growth and development during adolescence
AGE GROSS MOTOR FINE MOTOR LANGUAGE SENSORY
Table 2.5.
CHAPTER 2
12 to 18 years
> Muscles
continue to
develop
> At times
awkward,
with lack of
coordination
Well-developed
skills
Vocabulary is fully
developed
Development is
complete
REFLECTION IN PRACTICE
Adolescents’ reactions to physical changes
As the school nurse, you are presenting sexual education classes to all students in Year 6
at school. While you are explaining sexually transmitted infections, a few of the girls begin
to giggle. You overhear one girl saying, ‘Ruby doesn’t have to worry about getting that, she’s
got no boobs, so no guy will even look at her.’ How would you handle this situation?
Adolescents who have the support and trust of their families as they tackle
the developmental tasks of this period are more likely to have a smoother and
successful transition from the dependency of childhood to the independence of
adulthood. If, however, their parents are too controlling, too permissive or too
confrontational during this period, adolescents will experience difculty in judging
the appropriateness of their behaviour and in forming self-identity as competent,
worthwhile individuals. If adolescents are able to nd sufcient acceptance in a
desired peer group or receive more positive than negative responses from the objects
of their growing sexual or friendship interests, they will be able to work through
feelings of inadequacy and insecurity, and become increasingly self-assured and
competent in forming and maintaining adult relationships.
The principal developmental tasks that must be mastered during the adolescent
stage are to:
1. develop self-identity and appreciate own achievements and worth
2. form close relationships with peers
3. gradually grow independent from parents
4. evolve own value system and integrate self-concept and values with those of
peers and society
5. develop academic and vocational skills and related social, work and civic
sensitivities
52 LAYING THE FOUNDATION
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UNIT 1
ISTOCK.COM/PIXDELUXE
FIGURE 2.15 These young adults look
forward to a life together as they
celebrate their commitment to one
another.
6. develop analytic thinking
7. adjust to rapid physical and sexual changes
8. develop a sexual identity and role
9. develop skill in relating to people from different backgrounds
10. consider and possibly choose a career.
Developmental tasks of young adults (18 to 30 years)
Young adulthood is a time of separation from family and commencement of
independence of life development, including new commitments, responsibilities,
and accountability in social, work and personal relationships (
also a period when individuals are exposed to more diverse people, situations
and values than ever before. For example, the trend for women, particularly in
the Western world but more recently in many Asian countries also, is to choose
to extend education and career development over establishing households with
children. Another trend is the reduction in focus and choice of young people to
establish agricultural and rural lifestyles that support their personal and ongoing
family needs. For many countries this may include international immigration, not
just migration from rural to metropolitan regions.
When parents and young adult offspring are able to resolve normal generational
differences in philosophy and lifestyles, mastery of the young adult developmental
tasks is greatly facilitated. Among the developmental tasks that the young adult
must achieve are to:
1. establish friendships and a social group
2. grow independent of parental care and home
3. set up and manage one’s own household
4. form an intimate afliation with another and choose a mate or partner
5. learn to love, cooperate with, and commit to a life partner
6. develop a personal style of living (e.g. shared or single)
7. choose and begin to establish a career or vocation
8. assume social, work and civic responsibility and roles in social, professional,
political, religious and civic organisations
9. learn to manage life stresses accompanying change
10. develop a realistic outlook and acceptance of cultural, religious, social and
political diversity
11. form a meaningful philosophy of life and implement it in home,
employment and community settings
12. begin a parental role for own or life partner’s children or for young
people in a broader social framework; for example, teaching, health care,
volunteer work.
Figure 2.15). It is
ISTOCK.COM/MONK EYBUSINESSIMAGES
FIGURE 2.16 Young families enjoy their
newfound parental roles.
Developmental tasks of early middle adulthood
(30 to 50 years)
Middle age, ranging from 30 to 70 years, is the longest stage of the life cycle, and
is now often divided into early and late middle adulthood. During early middle
adulthood, individuals experience relatively good physical and mental health. They
settle into careers, lifestyles, patterns of relationships (married, parental, partnered
and single) (Figure 2.16), political, civic, social, professional and religious afliations
and activities. During this stage, maximum productivity in work and inuence over
themselves and their environments is achieved. It is also a period when individuals
experience a need to contribute to the next generation (can be referred to as a
legacy or personal contribution to life).
THE HEALTH CONSUMER INTERVIEW APPROACHES INCORPORATING DEVELOPMENTAL CONSIDERATIONS 53
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Many who choose to express their generativity through the parental role may, during
this period, achieve both the successful launching of their children into responsible
adult roles and the associated increase in leisure time and nancial resources needed
to pursue enjoyable, non-parental goals and activities. Others, following divorce and
remarriage/repartnering, may see a merging of offspring into new family groupings
and the return to previous parental cycles. An increasing number of others, during or
shortly after launching their young adult children into adult roles, may nd themselves
having to take on the responsibility of chronically ill, ageing parents. Each such life
event can generate stress and disruption in individuals’ lives with which they must
cope. Developing effective coping strategies to manage the stress of life events or role
transitions is a developmental task facing individuals in all life stages.
REFLECTION IN PRACTICE
Assessing development of early middle adulthood
During your assessment of adults in this developmental group, you need to consider
whether they have achieved the following tasks:
1. attains a desired level of achievement and status in career
2. reviews, evaluates, renes and redirects career goals consistent with one’s personal
value system
3. continues to learn and rene competencies in areas of personal and career interests
4. manages life stresses accompanying change
5. continues to develop mature relationships with life partner and signicant others
6. participates in social, professional, political, religious and community activities
7. copes with an empty nest and possibly a relled nest
8. adjusts to ageing parents and helps plan support as required
9. continues enjoyable hobbies and leisure activities and begins to develop ones for their
post-retirement
10. begins to plan for personal, nancial and social aspects of retirement.
Consider the tasks aligned with this age group and apply these to a 35-year-old male who
has just been diagnosed with advanced lung cancer. How might this make him feel in
relation to achieving these developmental tasks?
CHAPTER 2
Developmental tasks of late middle adulthood (50 to 70 years)
Many individuals during late middle adulthood may be diagnosed for the rst
time with a chronic health problem, such as arthritis, cardiovascular disease,
cancer, diabetes or asthma. In addition, women generally experience a decrease in
oestrogen and progesterone production, and undergo
40s or early 50s.
Changes also occur during late middle adulthood in work, family, social
and community areas. For example, as the family structures change, parents
rediscover being a couple and acquire new roles such as becoming grandparents.
In addition, the gender developmental differences related to intimacy and
autonomy seen in early adulthood begin to converge during late middle
adulthood as men and women tend to take on similar life roles (Saxon, Etten &
Perkins, 2015).
A variety of development tasks must be achieved by individuals during late
middle adulthood. Among these tasks are to:
1. manage life stresses accompanying change
2. maintain interest in current political, cultural and scientic advances, trends
and issues
menopause during their late
54 LAYING THE FOUNDATION
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UNIT 1
GETTY IMAGES/ST EVE MASON
FIGURE 2.17 Adults in late middle
adulthood frequently look forward to
spending more time with their partner.
3. maintain afliation with selected social, religious, professional, civic and
political organisations
4. adapt to physical and mental changes and health status accompanying
ageing
5. continue current activities and develop new interests and leisure activities
that can be pursued consistent with changing abilities
6. adjust to more interaction and time spent with life partner without the
presence of children (
7. develop supportive, interdependent relationships with adult children
8. help older parents and relatives cope with lifestyle changes (may include
providing a home for them)
9. adjust to possible or actual loss of parents, life partner, older family
members, and friends through death or their decreasing abilities to maintain
independent living and self-care
10. prepare for and adjust to role changes, changing nances and changing
lifestyle resulting from retirement.
Figure 2.17)
Developmental tasks of late adulthood (70 years to death)
How individuals during late adulthood physically and emotionally age and
how they confront and adjust to the changes associated with this stage are
widely divergent. For those who have achieved the developmental tasks of
middle adulthood and are comfortable with the life goals they have achieved,
independence from the workplace and time to pursue more leisure activities are
welcomed. A loss of work-related status and social outlets, reduced income, a
decline in physical and some cognitive capabilities, and decreased resistance to and
recovery from illness are often linked to late adulthood. How individuals adapt and
cope with these changes is dependent on a number of factors, such as health status,
poverty, family relationships, isolation and experiences of abuse or neglect (Saxon,
Etten & Perkinsl, 2015).
Among the developmental tasks that must be achieved during late adulthood
are to:
1. maintain and develop new activities that help retain functional capacities
2. accept and adjust to changes in mental and physical strength and agility and
health status
3. maintain and develop activities that contribute to a continuing sense of
usefulness, self-worth and enhanced self-image
4. develop new roles in the family as the oldest member
5. establish afliation with own age group
6. accept and adjust to changing, possibly restricted, circumstances – social,
nancial and lifestyle
7. adapt to loss of life partner, family members and friends
8. prepare for the inevitability of own death.
Developmental assessment tools
A variety of developmental assessment tools are available for the nurse to use. Some
of the most common tools assess mental, physical, emotional and social functional
status of individuals and families. It should be noted that using some of these tools
often require specialised training. Table 2.6 summarises some of the tools that are
frequently used.
THE HEALTH CONSUMER INTERVIEW APPROACHES INCORPORATING DEVELOPMENTAL CONSIDERATIONS 55
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TABLE 2.6 Examples of developmental assessment tools
TOOL TARGET POPULATION ASSESSMENT PARAMETERS SPECIAL CONSIDERATIONS
1
Dubowitz
Denver II
Scale of Gestational Age
2
Newborns Assessment of gestational age Useful if no dating or scans available
1 month to 6 years old Personal/social, ne motor/adaptive,
Standardised for minority populations
language, gross motor skills
CHAPTER 2
Prechtl’s General Movements
Assessment (for Cerebral Palsy)
HEAD
SS (Home, Education,
Activities, Drugs, Sex, and Suicide)
Adolescent Risk Prole
Life Experiences
Functional Activities Questionnaire
6
(FAQ)
Folstein Mini-Mental State
Examination (MMSE)
Survey
7
3
4
5
Minimum Data Set (MDS)
for Nursing Facility Resident
Assessment and Care Screening
8
Birth to 5 months corrected age Assessing for dgety movements Fidgety movements are within the
normal parameters
Adolescents Home, education, activities, drugs, sex,
suicide
Identies high-risk adolescents, and
provides a guide for anticipatory
guidance
Young and middle-aged adults Events that have occurred within the
past year, and the type and extent of
impact the events have had
Self-administered; identies
respondents at high risk for high
stress and in need of stress and
coping counselling
Older adults Level of independence demonstrated
in the performance of activities of daily
Can be completed by signicant other
or caregiver
living
Older adults Cognitive function Can be easily administered in any
clinical setting. A telephone version is
also available. Assists in determining
the need for a more denitive
neurological examination
Nursing home residents Cognitive patterns, communication
and hearing patterns, vision patterns,
Required by federal law for all
patients residing in nursing homes
physical functioning and structural
problems, psychosocial wellbeing, mood
and behaviour patterns, activity pursuit
patterns, bowel and bladder status,
disease diagnoses, health conditions, oral
nutritional status, oral and dental status,
skin condition, medication use, treatments
and procedures, customary activities of
daily living routines
Functional Assessment Screening
in the Elderly (FASE)
9
Beck Depression Inventory (BDI)
1
Dubowitz, Dubowitz & Golderberg, 1970; 2Glascoe, Foster, & Wolraich, 1997; 3Einspieler & Prechtl, 2005; 4Neinstein, Gordon, Katzman, Rosen & Woods, 2007; 5Sarason, Johnson & Siegal, 1978;
6
McDowell & Newell, 1996; 7Folstein, Folstein & McHugh, 1975; 8Carnevali & Patrick, 1993 + United States of America and InterRAI version 3, 2011; 9Resnick, 1994; 10Gallagher, 1986
EXAMINATION IN BRIEF
Developmental assessment considerations
Note the consumer’s stated chronological age.
> Tailor your questions to the consumer’s expected level of
ability according to developmental parameters until you can
accurately assess the actual developmental level.
Older adults Functional disability Suggests interventions when
abnormal results are present
10
Adults Mood, pessimism, sense of failure,
dissatisfaction, guilt, sense of punishment,
Score indicating depression warrants
referral to a mental health specialist
disappointment in oneself, selfaccusations, self-punitive wishes, crying
spells, irritability, social withdrawal,
indecisiveness, body image, function at
work, sleep disturbance, fatigue, appetite
disturbance, weight loss, preoccupation
with health, loss of libido
> When assessing small children, verify information with the
caregiver.
> If a third party is assisting in the interview (for an older
person or a consumer with special needs), address all
questions to the consumer, not the intermediary.
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