Global Scales for Early Development v1.0 Long Form (directly administered) Images ©WHO Design and layout: büro svenja Global Scales for Early Development v1.0 Long Form (directly administered) WHO/MSD/GSED package v1.0/2023.5 Global Scales for Early Development v1.0 Technical report – Global Scales for Early Development v1.0 Short Form (caregiver-reported) – Global Scales for Early Development v1.0 Short Form (caregiver-reported). Item guide – Global Scales for Early Development v1.0 Short Form (caregiver-reported). User manual – Global Scales for Early Development v 1.0 Long Form (directly administered) – Global Scales for Early Development v 1.0 Long Form (directly administered). Item guide – Global Scales for Early Development v1.0 Long Form (directly administered). User manual – Global Scales for Early Development v1.0 Scoring guide – Global Scales for Early Development v1.0 Adaptation and translation guide © World Health Organization 2023. Some rights reserved. This work is available under the CC BY-NC-SA 3.0 IGO licence. Selected questions and descriptions have been reproduced or adapted from the following tools/assessments: Bayley Scales of Infant Development (Bayley); Bayley Scales of Infant Development, second edition (Bayley II); Denver Developmental Screening Test (DDST); Denver Developmental Screening Test, second edition (DDST II); Developmental Milestones Checklist (DMC); Developmental Milestones Checklist II (DMC II); Dutch Development Instrument (DDI); Griffiths Mental Development Scales (GMDS); Griffiths Mental Development Scales – South African version (GMDS-SA); Malawi Developmental Assessment Tool (MDAT); Stanford-Binet Intelligence Scales, fifth edition (SBIS-5); and Test de Desarrollo Psicomotor [Psychomotor Development Test] (TEPSI) (see Bibliography for details). iii Contents Acknowledgements iv About the GSED Long Form (LF) 1 Administration Instructions 2 Stream A 3 Stream B 4 Stream C 5 Bibliography 6 Annex 7 Acknowledgements Vision and conceptualization The Global Scales for Early Development (GSED) package v1.0 was developed under the overall guidance of and conceptualization by Tarun Dua and Dévora Kestel of the Department of Mental Health and Substance Use of the World Health Organization (WHO). Project coordination The development of the GSED package was coordinated by Vanessa Cavallera, Brain Health Unit, Department of Mental Health and Substance Use, WHO. Writing of the Technical Report The writing team included (in alphabetical order): Salahuddin Ahmed (Projahnmo Research Foundation, Bangladesh ), Romuald Kouadio E Anago (Innovations for Poverty Action [IPA], Côte d’Ivoire), Abdullah H Baqui (Johns Hopkins University, United States of America [USA]), Maureen Black (RTI International and University of Maryland School of Medicine, USA), Alexandra Brentani (University of São Paulo Medical School, Brazil), Kieran Bromley (Keele University, United Kingdom), Stef van Buuren (Netherlands Organisation for Applied Scientific Research [TNO] and Utrecht University, Netherlands), Vanessa Cavallera (WHO headquarters, Switzerland), Symone Detmar (TNO, Netherlands), Tarun Dua (WHO headquarters, Switzerland), Arup Dutta (Center for Public Health Kinetics [CPHK], United Republic of Tanzania), Iris Eekhout (TNO, Netherlands), Melissa Gladstone (University of Liverpool, United Kingdom), Katelyn Hepworth (University of Nebraska, USA), Andreas Holzinger (IPA, Côte d’Ivoire), Magdalena Janus (McMaster University, Canada), Fyezah Jehan (Aga Khan University [AKU], Pakistan), Fan Jiang (Shanghai Jiao Tong University School of Medicine, China), Patricia Kariger (Independent Consultant, USA), Raghbir Kaur (WHO headquarters, Switzerland), Rasheda Khanam (Johns Hopkins University, USA), Gillian Lancaster (Keele University, United Kingdom), Dana McCoy (Harvard Graduate School of Education, USA), Gareth McCray (Keele University, United Kingdom), Imran Nisar (AKU, Pakistan), Ambreen Nizar ( AKU, Pakistan), Mariana Pacifico Mercadante (University of São Paulo Medical School, Brazil), Michelle Pérez Maillard (WHO headquarters, Switzerland), Abbie Raikes (University of Nebraska Medical Center, USA), Arunangshu Dutta Roy (Projahnmo Research Foundation, Bangladesh), Marta Rubio-Codina (Inter-American Development Bank, USA), Sunil Sazawal (CPHK, United Republic of Tanzania), Yvonne Schönbeck (TNO, Netherlands), Jonathan Seiden (Harvard Graduate School of Education, USA), Fahmida Tofail (International Centre for Diarrhoeal Disease Research, Bangladesh), Marcus Waldman (University of Nebraska Medical Center, USA), Ann M Weber (University of Nevada, USA), Yunting Zhang (Shanghai Jiao Tong University School of Medicine, China), Arsène Zongo (IPA, Côte d’Ivoire). Technical contribution and review Valuable input was received from WHO staff at headquarters and in regional and country offices, as well as from many international experts and programme implementers. These technical and/or data contributions were central to the development of the GSED package. Those who provided input include (in alphabetical order): Amina Abubakar (AKU, Kenya), Fahad Aftab (Center for Public Health Kinetics, United Republic of Tanzania ), Claudia Regina Lindgren Alves (Universidade Federal de Minas Gerais, Brazil), Omar Ali Ali (WHO Country Office, United Republic of Tanzania), Elisa Altafim (Universidade de São Paulo, Brazil), Maria Caridad Araujo (Inter-American Development Bank, USA), Orazio Attanasio (Institute for Fiscal Studies, United Kingdom), Farzana Begum (AKU, Pakistan), Florence Baingana (WHO Regional Office for Africa, Congo), Molly Biel (WHO headquarters, Switzerland), Geoffrey Bisoborwa (WHO Regional Office for Africa, Congo), Andrea Bruni (WHO Regional Office for South-East Asia, India), Betzabe Butron Riveros (WHO Regional Office for the Americas, USA), Claudia Cappa (UNICEF, USA), Andreana Castellanos (Afinidata, Guatemala), Susan M Chang (University of the West Indies, Jamaica), Alexandra Chen (Harvard University, USA), Anne Marie Chomat (McGill University, Canada), Marie-Helene Cloutier (The World Bank, USA), Bernadette Daelmans (WHO GSED v1.0 Long Form iv headquarters, Switzerland), Sandra Dao (WHO Country Office, Côte d’Ivoire), Teshome Desta Woldehanna (WHO Country Office, Kenya), Erinna Dia (UNICEF, USA), Bernice M Doove (Maastricht University, Netherlands), Dan Fang (WHO Country Office, China), Wafaie Fawzi (Harvard University, USA), Lia CH Fernald (University of California, USA), Emanuela Galasso (The World Bank, USA), Sally M Grantham-McGregor (Emeritus Professor of International Child Health at University College London, United Kingdom), Shuchita Gupta (WHO Regional Office for South-East Asia, India), Cristina Gutierrez de Piñeres (United Way, Colombia), Jena Derakhshani Hamadani (International Centre for Diarrheal Disease Research, Bangladesh), Charlotte Hanlon (Addis Ababa University, Ethiopia), Natalia Henao (Genesis Foundation, Colombia), Alaka Holla (The World Bank, USA), Sidra Inayat (AKU, Pakistan), Matias Irarrazaval (WHO Regional Office for the Americas, USA), Nemes Joseph Iriya (WHO Country Office, United Republic of Tanzania), Charles Newton (Kenya Medical Research Institute, Kenya), Ledia Lazeri (WHO Regional Office for Europe, Denmark), Zhao Li (WHO Regional Office for the Western Pacific, Philippines), Pamela Jervis (Universidad de Chile, Chile), Codie Kane (Temple University, USA), Simone M Karam (Federal University of Rio Grande Brazil), Janet Kayita (WHO Regional Office for Africa, Congo), Jamila Khalfan (Public Health Laboratory-IdC, United Republic of Tanzania), Neema Kileo (WHO Country Office, United Republic of Tanzania), Betsy Lozoff (University of Michigan, USA), Diego Luna (The World Bank, USA), Raquel Dulce Maguele (WHO Country Office, Mozambique), Limbika Agatha Maliwichi (University of Malawi, Malawi), Sheila Manji (WHO headquarters, Switzerland), Susanne Martin Herz (University of California San Francisco, USA), Jeffrey Measelle (University of Oregon, USA), Girmay Medhin (Aklilu Lemma Institute of Pathobiology, Ethiopia), Patricia Medrano (University of Chile, Chile), Junaid Mehmood (AKU, Pakistan), Rajesh Mehta (WHO Consultant, India), Ana MB Menezes (Universidade Federal de Pelotas, Brazil), Assumpta Muriithi (WHO Regional Office for Africa, Congo), Néllia Mutisse (WHO Country Office, Mozambique), Alphoncina Nanai (WHO Country Office, United Republic of Tanzania), Renato Oliveira e Souza (WHO Regional Office for the Americas, USA), Nicole Petrowski (UNICEF, USA), Lauren Pisani (Save the Children, United Kingdom), Helen Pitchik (University of California at Berkeley School of Public Health, USA), Chemba Raghavan (UNICEF, USA), Muneera Rasheed (AKU, Pakistan), Lisy Ratsifandrihamanana (Centre Médico-Educatif, Madagascar), Sarah Reynolds (University of California at Berkeley School of Public Health, USA), Linda Richter (University of the Witwatersrand, South Africa), Peter C Rockers (Boston University School of Public Health, USA), Marta Rubio-Codina (Inter-American Development Bank, USA), Norbert Schady (The World Bank, Washington), Khalid Saeed (WHO Regional Office for the Eastern Mediterranean, Egypt), Makeba Shiroya (WHO Country Office, Kenya), Kathleen Louise Strong (WHO headquarters, Switzerland), Christopher R Sudfeld (Harvard University, USA), Edwin Exaud Swai (WHO Country Office, United Republic of Tanzania), Safila Telatela (WHO Country Office, United Republic of Tanzania), Daisy Trovada (WHO Country Office, Mozambique), Martin Vandendyck (WHO Regional Office for the Western Pacific, Philippines), Paul H Verkerk (TNO, Netherlands), Susan P Walker (Caribbean Institute for Health Research, Jamaica), Christine Wong (Hong Kong University, China), Dorianne Wright (Oregon Health & Science University, USA) and Aisha K Yousafzai (Harvard University, USA). Information technology programming We acknowledge UniversalDoctors (Jordi Serrano Pons, Fernando Vaquero, Jeannine Lemaire and Montse Garcia) for conceptualization and initial information technology support to the GSED application creation, and the CPHK (Arup Dutta, Vishi Saxena, Waseem Ali, Poonam Rathore) for further conceptual development and operationalization of the GSED App as well as data management throughout implementation of the project. Financial support Support for this work was received from (in alphabetical order): the Bernard van Leer Foundation, Bill & Melinda Gates Foundation, Children’s Investment Fund Foundation, Jacobs Foundation, King Baudouin Foundation United States and the United States Agency for International Development. GSED v1.0 Long Form v The GSED measures have been shown to be valid and reliable for measurement of child development up to 36 months at the population level. The GSED package aims to provide a feasible and reliable means of collecting population-level data on early development that could be used to monitor progress and policy-level changes, and evaluate programmes and interventions.” “ © W H O / M ar th a Ta de ss e These streams were created to ease administration and help maintain the interest of the child. There is flexibility in the order of administration of the streams and items, and incidental observations of items can be scored throughout the administration. Between the ages of 0 and 3 years, developmental domains are more integrated and less distinct from each other. Measurable behaviours and activities may engage more than one domain. Therefore, all streams should be administered as multiple domains are assessed within, as well as across the three streams. About the GSED Long Form (LF) The GSED Long Form (LF) is structured into three different streams. These streams are primarily organized by materials used, but also are grouped together so that items that are linked to each other are included in succession (e.g. walking and running; building towers of blocks of various heights; identifying and naming pictures). Stream A Stream B Stream C includes items that use materials or engage children in activities that are physical; includes items focused on communicative abilities; employs materials and items that engage children in fine motor or problem- solving tasks. GSED v1.0 Long Form 1 “Thank you very much for meeting with me today. I would like to see how your child is developing by interacting, playing with and observing your child today. By this, I mean I would like to understand all the things your child can do. I will use some games and materials while I play with your child. Usually, children enjoy playing these games as well as the time we spend together. Some of the games I will ask your child to do may be very easy for him/her, and some others may be too difficult. Including these different games allows me to see how your child is developing. Please understand that children develop and learn at different rates and each child is different. For example, some children learn to walk earlier than others - this is normal and expected. You can ask me to stop and take a break if you need to. Just let me know. If you decide at any point that you’d like to stop, or that you don’t want to do one particular game, that’s OK, too. Do you understand? If you are happy with this, let me know and I will proceed.” 3. When you are ready to begin, have assembled your kit, and have decided in which stream you would like to start the GSED LF administration, read out the following script to the caregiver before starting the assessment: Child ID: LF administration date (MM/DD/YYYY): Child's birthday (MM/DD/YYYY): Child age (in months): 2. You must complete all three Streams (A, B and C), to finalize the GSED LF Age band First item STREAM A First item STREAM B First item STREAM C 0 < 3 months A1 B1 C1 3 < 6 months A3 B3 C2 6 < 9 months A16 B6 C5 9 < 12 months A23 B8 C9 12 < 15 months A28 B9 C13 15 < 18 months A33 B12 C24 18 < 21 months A34 B17 C27 21 < 24 months A35 B20 C28 24 < 27 months A36 B23 C29 27 < 30 months A37 B28 C32 30 < 33 months A38 B30 C36 33 < 36 months A39 B33 C37 Administration Instructions 1. Complete the following information about the child. Start rule: begin with the first item in the age band that corresponds to the child’s age in months for each Stream (A, B or C) (see Table). If the child is able to do the first item in the age band, the assessor should move to the next one. Keep going until the child is not able to do four items in a row. If the child is able to do one item but then fails to do the next one, but then can do another, keep going until there are four items in a row that the child cannot do. Go-back rule: if the child cannot do the first item, move to the previous item and attempt that item. Keep going back until the child can do four items in a row. Stop rule: you can stop when you have completed all streams, and in each stream you have found four items in a row that the child can do (left bookend), followed by any combination of passed/no-pass items, and then another four items in a row that the child is not able to do (right bookend). GSED v1.0 Long Form 2 Child ID: GSED v1.0 Long Form 3 A1 0<3m A2 A3 3<6m A4 A5 A6 A7 A8 A9 A10 Moves body in reaction to caregiver Moves body, kicking legs and moving arms equally on his/ her own Pulls to sit – no head lag Lifts head in prone 45 degrees Lifts head, shoulders, chest when prone Puts hands together in front of face Carries object to mouth to explore Reaches for an object Grasps hold of large object Balances head while supported A2 A1 A10 (2X) A5 (2X) A4 (2X) (2X) A9.12.16 (2X) A8.12.16 A3 A11 A12 A13 A14 A15 A16 6<9m A17 A18 A19 A20 Sits supported (with help) Resists object being taken away Sees a small object Sits momentarily (on his/her own) Sits without help (short time) Picks object from ground Rolls from back to stomach Sits by self well Rakes (grasps with 3 or 4 fingers) a small object Turns on floor (2X) A14.15.18 (2X) A8.9.16 (2X) A19.27 (2X) A11.15.18 (2X) A11.14.18 (2X) A8.9.12 (2X) A20 (2X) A11.14.15 (2X) A13.27 (2X) A17 A21 A22 A23 9<12m A24 A25 A26 A27 A28 12<15m A29 A30 Moves from lying to sitting Stands with support Reaches for a second object Crawls Pulls up to standing position Shifts object from 1 hand to the other Picks up small object between thumb and finger Walks when 1 hand held Stands alone for 5 seconds or more if put in standing position Plays ”give-and- take” A 22.25.29 (2X) A 21.25.29 (2X) A26 (2X) (2X) A 21.22.29 (2X) A23 (2X) A13.19 (2X) A31.32.33.34.36 (2X) A21.22.25 (3X) A31 A32 A33 15<18m A34 18<21m A35 21<24m A36 24<27m A37 27<33m A38 30<33m A39 33<36m A40 Takes few steps alone Walks Runs (basic), may fall over Stoops and recovers Releases ball purposefully Runs well Kicks a ball from stationary position Runs and kicks a ball well Kneels and then stands, without using hands Hops forward on 1 foot 3 steps (2X) A28.32.33.34.36 A 28.31.33.34.36 (2X) A28.31.32.34.36 (2X) A28.31.32.33.36 (2X) (2X) A28.31.32.33.34 (2X) A38 (2X) A37 (2X) A47 (2X) A45.48 A41 A42 A43 A44 A45 A46 A47 A48 A49 Jumps with 2 feet together Jumps over a piece of paper (widthways) Walks along line heel-to-toe Throws beanbag on to a cloth Stands on 1 foot ≤ 5 seconds Walks on tiptoes 6 or more steps Moves from sitting to standing without using hands Stands on 1 foot > 5 seconds Throws ball up into the air and catches it (2X) A42 (2X) A41 (2X) (3X) (2X) A40.48 A39 (2X) A40.45 (3X) Stream A KEY: 00.00 Linked items that are allowed to be administered in a sequence different from the order in the grid are indicated in red boxed font at the bottom right of each item box. Please circle the boxes at the top-right of each item to record the responses: for positive answer for a negative answer Child ID: 4 B1 0<3m B2 B3 3<6 m B4 B5 B6 6<9m B7 B8 9<12m B9 12<15m B10 Makes sounds or vocalizes Reacts when spoken to Smiles in response Laughs Calms and quiets with caregiver Vocalizes when spoken to Turns to voice Babbles while playing Repeats syllables Uses gestures to communicate (2X) B8.11 (2X) B6.7 (2X) B4 (2X) B3 B2.7 (2X) B2.6 B1.11 B13.15 B11 B12 15<18m B13 B14 B15 B16 B17 18<21m B18 B19 B20 21<24m Uses 2 - 4 syllable babble Responds to verbal request Uses 1 definite word Understands when being cautioned Imitates simple words Follows simple commands (1 step) Points to 2 pictures Identifies 2 objects you name Identifies 5 objects you name Identifies 1 item of clothing B1.8 (2X) B14.16.25 B9.15 (2X) B12.16.25 (2X) B9.13 (2X) B12.14.25 B23.24 (2X) B19.20.21.22 (2X) B18.20.21.22 B18.19.21.22 B21 B22 B23 24<27m B24 B25 B26 B27 B28 27<30m B29 B30 30<33m Identifies 3 items of clothing Points to 1 or more body parts Points at 5 pictures in book Shows interest in story Follows 2-step commands Says sentences with 2 words together Names 4 pictures Uses 5 clear words Matches pictures Names 5 objects B18.19.20.22 (2X) B18.19.20.21 B17.24 B17.23 (2X) B12.14.16 B28.31.32.35 B29 B26.31.32.35 B27 (2X) B36 B31 B32 B33 33<36m B34 B35 B36 B37 B38 B39 B40 Uses multiple-word utterances Speaks clearly in sentences Knows actions or functions of 3 or more objects Points to parts of whole objects Says first name Names 10 objects Understands "more” Identifies 2 or more colours Knows use of objects Names at least 2 colours B26.28.32.35 B26.28.31.35 B39 (2X) B26.28.31.32 (2X) B30 (2X) (2X) B40.47 (2X) B33 B38.47 B41 B42 B43 B44 B45 B46 B47 B48 B49 B50 Identifies 5 action pictures Identifies at least 2 shapes Talks easily about daily events Describes picture Gives logical response to a question Categorizes things Matches 3 colours Understands adjective "faster" Names actions (5) Taps with 2 blocks B49 (2X) (2X) (2X) (2X) B38.40 (2X) B41 B51.52 PICTURES Set A STORYBOOK Set B STORYBOOK Set B OBJECTS Set A PICTURES Set A PICTURES Set A PICTURES Set C PICTURES Set H COLOURS Set E COLOURS Set E OBJECTS Set A COLOURS Set E ACTION PICTURES Set I ACTION PICTURES Set I PICTURES Set G SHAPES Set F Stream B B51 B52 Taps with 4 blocks Taps with 8 blocks B50.52 B50.51 KEY: 00.00 Linked items that are allowed to be administered in a sequence different from the order in the grid are indicated in red boxed font at the bottom right of each item box. Please circle the boxes at the top-right of each item to record the responses: for positive answer for a negative answer GSED v1.0 Long Form Child ID:Stream C 5 C1 0<3m C2 3<6m C3 C4 C5 6<9m C6 C7 C8 C9 9<12m C10 Fixates eyes Responds to sound Fixes and follows - 180 degrees Manipulates cup OR spoon in play Shows interest in making a sound Turns head towards fallen object Discriminates strangers Picks up cup to get block Finds toy under cloth Pulls string to get object (2X) C3 (2X) C6 C1 (2X) (2X) C2 C11 (2X) (2X) C11 C12 C13 12<15m C14 C15 C16 C17 C18 C19 C20 Lifts cup by the handle Puts block in cup Bangs 2 objects together Pats toy to make noise Makes marks with crayon Puts 3 or more blocks in cup Puts blocks in jar Puts 1 peg in again Scribbles in any way Accepts third block without dropping (2X) C8 (2X) C16 C20 (2X) (2X) C19.23.33 C12 C25 (2X) C27.42 (2X) C15.23.33 (2X) C13 C21 C22 C23 C24 15<18m C25 C26 C27 18<21m C28 21<24m C29 24<27m C30 Uses objects in play by him-/herself Manages a cup well Holds crayon with fingers not fist Repeats something when encouraged Dumps blocks out of jar purposefully Builds tower of 2 blocks Puts pegs in board ≤ 2 minutes Builds tower of 3 blocks Finds object under 2 alternating cups Inserts 2 shapes in board (2X) C22.32.39 C21.32.39 (2X) C15.19.33 (2X) (2X) C17 (2X) C28.34 (2X) C18.42 (2X) C26.34 (3X) (2X) C31.36.40 C31 C32 27<30m C33 C34 C35 C36 30<33m C37 33<36m C38 C39 C40 Inserts 3 shapes in board in 2 minutes Uses objects in play with someone Scribbles on paper (circular scribble) Builds tower of 6 blocks Understands concept of “1” Inserts 3 shapes in rotated board in 2 minutes Builds truck/lorry of blocks Unscrews and screws lid of jar Engages in representational play Inserts 3 shapes in 15 seconds (2X) C30.36.40 (2X) C21.22.39 C15.19.23 (2X) C26.37.38.45.48 (2X) C52 (2X) C30.31.40 (2X) C34.45.48 (2X) C21.22.32 (2X) C30.31.36 C41 C42 C43 C44 C45 C46 C47 C48 C49 C50 Copies 2-part activity Puts pegs in board in ≤ 30 seconds) Draws horizontal line Understands "more" Imitates building bridge Picks longest stick 3 of 3 Copies a circle Builds wall of blocks Understands concept of size Understands prepositions (3X) (2X) C18.27 (2X) C47.51.53.54 (3X-5X) (2X) C34.37.48 (3X–5X) C43.51.53.54 (2X) C34.37.45 (2X) (2X) 2 3 6 C51 C52 C53 C54 Copies a cross or plus sign Counts 3 or more objects Copies a square Draws 3 or more body parts (2X) C43.47.53.54 C35 (2X) C43.47.51.54 C43.47.51.53 KEY: 00.00 Linked items that are allowed to be administered in a sequence different from the order in the grid are indicated in red boxed font at the bottom right of each item box. Please circle the boxes at the top-right of each item to record the responses: for positive answer for a negative answer GSED v1.0 Long Form Bibliography GSED v1.0 Long Form Bayley Scales of Infant Development (Bayley) Bayley N. Bayley Scales of Infant Development. San Antonio (TX): The Psychological Corporation; 1969. Bayley Scales of Infant Development, second edition (Bayley-II) Bayley N. Bayley Scales of Infant Development, second edition. San Antonio (TX): The Psychological Corporation; 1993. Denver Developmental Screening Test (DDST) Frankenburg WK. The Denver Developmental Screening Test. J Pediatr. 1967;71(2):181–91. doi:10.1016/S0022-3476(67)80070-2. Denver Developmental Screening Test, second edition (DDST II) Frankenburg WK, Dodds J, Archer P, Shapiro H, Bresnick B. The Denver II: a major revision and restandardization of the Denver Developmental Screening Test. Pediatrics. 1992;89(1):91–7. PMID: 1370185. Developmental Milestones Checklist (DMC) Abubakar A, Holding P, van de Vijver FJ, Bomu G, Van Baar A. Developmental monitoring using caregiver reports in a resource-limited setting: the case of Kilifi, Kenya. Acta Paediatr. 2010;99(2):291–7. doi.org/10.1111/j.1651-2227.2009.01561.x. Developmental Milestones Checklist II (DMC II) Prado EL, Abubakar AA, Abbeddou S, Jimenez EY, Somé JW, Ouédraogo JB. Extending the Developmental Milestones Checklist for use in a different context in sub-Saharan Africa. Acta Paediatr. 2014;103(4):447–54. doi: 10.1111/apa.12540. Dutch Development Instrument (DDI) Laurent de Angulo MS, Brouwers-de JEA, Bijlsma-Schlösser JFM, Bulk-Bunschoten AMW, Pauwels JH, Steinbuch-Linstra I. Ontwikkelingsonderzoek in de Jeugdgezondheidszorg. Het Van Wiechenonderzoek. De Baecke-FassaertMotoriektest. Assen: Van Gorcum; 2008. Griffiths Mental Development Scales (GMDS) Huntley M. Griffiths Mental Development Scales from birth to 2 years – manual. Oxford: Association for Research in Infant & Child Development; 1996. doi.org/10.1037/t03301-000. Griffiths Mental Development Scales – South African Version (GMDS-SA) Luiz DM, Kotras N, Barnard A, Knoesen N. Technical manual of the Griffiths Mental Development Scales – Extended Revised (GMDS-ER). Amersham: Association for Research in Infant & Child Development; 2004. Malawi Developmental Assessment Tool (MDAT) Gladstone M, Lancaster GA, Umar E, Nyirenda M, Kayira E, Van Den Broek NR et al. The Malawi Developmental Assessment Tool (MDAT): the creation, validation, and reliability of a tool to assess child development in rural African settings. PLoS Med. 2010;7:e1000273. doi:10.1371/journal.pmed.1000273. Stanford-Binet Intelligence Scales, fifth edition (SBIS-5) Roid GH. Stanford-Binet Intelligence Scales, fifth edition. Itasca (IL): Riverside Publishing; 2003. Test de Desarrollo Psicomotor [Psychomotor Development Test] (TEPSI) Haeussler IM, Marchant T. Elaboración y estandarización del Test de Desarrollo Psicomotor 2-5 años TEPSI [Development and standardization of the Psychomotor Development Test 2-5 years]. Rev Educ. 1989. 6 When using the GSED LF paper format, the following pictures (matching the props included in the GSED app) should be printed out and included as part of the GSED LF Kit for administration. Annex GSED v1.0 Long Form 7 GS ED v 1. 0 L on g Fo rm Im ag e SE T A- 1 Im ag e se t A p ag e1 GS ED v 1. 0 L on g Fo rm Im ag e se t A p ag e 2 Im ag e SE T A- 2 GS ED v 1. 0 L on g Fo rm Im ag e se t A p ag e 3 Im ag e SE T A- 3 GS ED v 1. 0 L on g Fo rm Im ag e se t A p ag e 4 Im ag e SE T A- 4 GS ED v 1. 0 L on g Fo rm Im ag e se t A p ag e 5 Im ag e SE T A- 5 GS ED v 1. 0 L on g Fo rm I m ag e S et B S to ry bo ok M y Fr ie nd a nd M e Im ag e SE T B GS ED v 1. 0 L on g Fo rm I m ag e S et B S to ry bo ok M y Fr ie nd a nd M e G et tin g U p Im ag e SE T B GS ED v 1. 0 L on g Fo rm I m ag e S et B S to ry bo ok M y Fr ie nd a nd M e P la yi ng Im ag e SE T B GS ED v 1. 0 L on g Fo rm I m ag e S et B S to ry bo ok M y Fr ie nd a nd M e E at in g Im ag e SE T B GS ED v 1. 0 L on g Fo rm I m ag e S et B S to ry bo ok M y Fr ie nd a nd M e Im ag e SE T B GS ED v 1. 0 L on g Fo rm Im ag e se t C p ag e1 Im ag e SE T C- 1 GS ED v 1. 0 L on g Fo rm Im ag e se t C p ag e 2 Im ag e SE T C- 2 GS ED v 1. 0 L on g Fo rm Im ag e se t C p ag e 3 Im ag e SE T C- 3 GS ED v 1. 0 L on g Fo rm Im ag e se t C p ag e 4 Im ag e SE T C- 4 GS ED v 1. 0 L on g Fo rm Im ag e se t E Im ag e SE T E GS ED v 1. 0 L on g Fo rm Im ag e se t F Im ag e SE T F GS ED v 1. 0 L on g Fo rm Im ag e se t G Im ag e SE T G GS ED v 1. 0 L on g Fo rm Im ag e se t H p ag e1 Im ag e SE T H -1 GS ED v 1. 0 L on g Fo rm Im ag e se t H p ag e 2 Im ag e SE T H -2 GS ED v 1. 0 L on g Fo rm Im ag e se t H p ag e 3 Im ag e SE T H -3 GS ED v 1. 0 L on g Fo rm Im ag e se t H p ag e 4 Im ag e SE T H -4 GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es • B at hi ng Im ag e SE T I Ac tio n im ag es Ba th in g GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● C ry in g Cr yi ng Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● D rin ki ng Dr in ki ng Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● G et tin g dr es se d Ge tt in g dr es se d Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● La ug hi ng La ug hi ng La ug hi ng Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● P la yi ng P la yi ng Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● R ea di ng Re ad in g Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● R un ni ng Ru nn in g Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● S le ep in g Sl ee pi ng Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e se t I A ct io n im ag es ● E at in g Ea tin g Im ag e SE T I Ac tio n im ag es GS ED v 1. 0 L on g Fo rm Im ag e S et J- J1 La m in at ed S he et B 50 1 2 3 4 8 7 6 5 Im ag e SE T J- J1 La m in at ed S he et B 50 ch ild as se ss or GS ED v 1. 0 L on g Fo rm Im ag e S et J- J2 La m in at ed S he et B 51 1 2 3 4 8 7 6 5 Im ag e SE T J- J2 ch ild as se ss or La m in at ed S he et B 51 GS ED v 1. 0 L on g Fo rm Im ag e S et J- J2 La m in at ed S he et B 52 1 2 3 4 8 7 6 5 Im ag e SE T J- J3 ch ild as se ss or La m in at ed S he et B 52
4FOR MORE INFORMATION PLEASE CONTACT: Brain Health Unit Department of Mental Health and Substance Use World Health Organization Avenue Appia 20 CH-1211 Geneva 27 Switzerland Email: GSED@who.int Website: https://www.who.int/teams/mental-health- and-substance-use/data-research/global-scale-for- early-development