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Mullen Scales of Early Learning (MSEL)
Availability
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Classification
Supplemental – Highly Recommended: Cerebral Palsy (CP)
 
Supplemental: Epilepsy, Neuromuscular Diseases (NMD), and Traumatic Brain Injury (TBI)
Short Description of Instrument
  
Description: The Mullen Scales of Early Learning (MSEL) includes five scales that provide information on cognitive and motor ability. The five scales include: Gross Motor (0-33 months only), Visual Reception, Fine Motor, Expressive Language and Receptive Language. In addition to assessing a child's strength and weaknesses, this measure is used to assess school readiness. Included in the questionnaire are three different forms depending on the age of the child: 15 minute test for a 1-year old, 25-35 minute test for 3 year old's and 40-60 minutes for 5 year old's. The report generated from this measure includes a list of tasks that parents can help their child learn at home (based on age).
 
Permissible Values: T-scores, percentiles, and age-equivalents are given for each scale, plus an Early Learning Composite score (M=100, SD=15).
 
Procedures: Administration time is 15 to 60 minutes, depending on the child's age. The younger the child the less time it takes to complete this measure. This instrument should be interpreted by individuals with a doctorate in psychology, education, or a related field.
Comments/Special Instructions
The MSEL assesses learning abilities and patterns in several developmental domains in children aged 2 to 5.5 years. Measurement of unevenness in learning is assessed through an emphasis on differentiation of visual and auditory learning. The MSEL AGS Edition combines the infant MSEL (Mullen, 1989) and Preschool MSEL (Mullen, 1995) and is applicable to children from birth to 68 months.
Scoring and Psychometric Properties
Scoring: The MSEL results are reported using T scores to interpret the results.(Mullen, 1995)
 
Psychometric Properties: The standardization for the MSEL included 1849 children aged 2 days to 69 months. (Mullen, 1995)
Rationale/Justification
Strengths:  As a test of cognitive function, strengths include separate standard scores for expressive and receptive language and fine and gross motor skills. (Stein & Lukasik, 2009)
 
Weaknesses: The normative sample is outdated. The standardization of this test did not include studies of children with specific conditions, such as children with language delay or cerebral palsy. (Stein & Lukasik, 2009)
 
TBI Rationale: The test "has strong psychometric properties and has been used with a variety of populations including children with TBI." - McCauley et al. 2012.
References
Key Reference(s):
Mullen EM. Mullen Scales of Early Learning. Circle Pines, MN: American Guidance Service, 1984.
 
Mullen EM. Infant Mullen Scales of Early Learning. Bloomington, MN: Pearson Assessments, 1989.
 
Mullen EM. (1995). Mullen Scales of early learning. American Guidance Service, Inc.: Circle Pines, MN. Available from: http://www.pearsonclinical.com/childhood/products/100000306/mullen-scales-of-early-learning.html?Pid=PAa11150&Mode=summary.
 
Additional References:
Alward GP & Stancin T. Screening and Assessment Tools. In: Developmental-Behavioral Pediatrics. 2008, pp. 123-201.
 
Stein MT & Lukasik MK. Developmental Screening and Assessment: Infants, Toddlers, and Preschoolers. In: Developmental-Behavioral Pediatrics, 4th edition. 2009, pp. 785-96.
 
TBI-Specific:
Keenan H, Hooper S, Wetherington C, Nocera M, Runyan D. Neurodevelopmental consequences of early traumatic brain injury in 3-year-old children. Pediatrics. 2007;119:e616-e623.
 
McCauley SR, Wilde EA, Anderson VA, Bedell G, Beers SR, Campbell TF, Chapman SB, Ewing-Cobbs L, Gerring JP, Gioia GA, Levin HS, Michaud LJ, Prasad MR, Swaine BR, Turkstra LS, Wade SL, Yeates KO. Recommendations for the use of common outcome measures in pediatric traumatic brain injury research. J Neurotrauma. 2012;29(4):678-705.
 
Document last updated October 2024