Registration form

PDMS - 2 of the exam

Peabody Motor Development Scale

Section I. Identification Information

Nombre del niño: Female Male

First Administration Year Month Day Third Administration Year Month Day

Test Day ____ ____ ____ Test Day ____ ____ ____
Date of birth ____ ____ ____ Date of birth ____ ____ ____
Chronological age ____ ____ ____ Chronological age ____ ____ ____
Adjustment for prematurity - ____ ______ Adjustment for prematurity - ____ -
Corrected age ____ ____ ____ Corrected age ____ ____ ____
Edad en meses ____ Age in months ____

Nombre del examinador _________________________ Nombre del examinador _________________________

Examiner's profession _________________________ Profession of the examiner _________________________

Subtest results Subtest results

Total score Total score Total score Total score
Reflections ____ Object manipulation ____ Reflections ____ Object manipulation ____
Stability ____ Pressure ____ Stability ____ Pressure ____
Locomotion ____ Visuomotor integration ____ Locomotion ____ Visuomotor integration ____
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SECTION II. PERFORMANCE RECORD.

Item SCALE
Name, position FOR GROSS MOTOR SKILLS
and Criterion of Results
item description score
1 2 3 4
REFLECTIONS
1. 2 WALKING REFLECTION. With the hands 2 Lift one foot, then the other in a
around the trunk, keep the child in forward marching movement
biped position (with back to you) Lean in 3 seconds.
Tilt the child slightly forward. Touch the 1 Lift one foot for 3 seconds.
Start
1 a the child's toe against the edge of the 0 The feet and legs remain still.
11 m table, then hold it until the feet
lean on the table.

2 4 Cervical Tonic Reflex Does not move the arms or legs.

ASYMMETRIC (integrated). On supine with as a result of having been turned
the head turned towards the examiner. Turn his head.
the child's face up to the cheek 1 The arms and legs respond like
left remained parallel to the surface. described below, but they can move
Hold your hand for 3 seconds and observe it. the legs and arms out of the
child's reaction. Repeat the procedure position while turning the head.
to the right. 0 The reflection is still present (When the
head is turned to the left, the MSI
and the MII are extended while
the MSD and the MID are flexed.
When the head is turned to the right
the opposite pattern occurs. The reflection is
integrates at 6 months.

3 6 LANDAU REACTION. Hold the 2 Raise the head from the horizontal plane,
child suspended horizontally (prone), extend trunk and lift
put both hands under your symmetrically the hips and the
stomach and chest. legs in full extension.
1 Raise the head from the horizontal plane,
extend torso but the hips and the
legs remain below the plane
horizontal.
0 The head and the hips remain
below the horizontal plane.

4 6 REACCIÓNDEPROTECCIÓNANTERIOR2 Extiende MMSS, con codos

(parachutist) Kneeling on the floor or extended and load the weight on the
standing still looking at the table, in such a way that palms of the hands.
when the child leans forward 1 Extend the upper limbs, or place the hands
can reach the table). Keep the at the table, with elbows bent,
child suspended in a horizontal position, but without carrying weight.
with the stomach parallel to the floor, and glutes 0 cannot extend upper limbs or place
towards you, then quickly lean the the hands on the table.
child's head towards the surface.

5 6 LATERAL PROTECTION REACTION. 2 Prevent the fall by extending the MS and

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(sitting with my back to you). With the keeping with an open hand
hands on your hips, hold the child for 2 sec.
in a seated position, and then tilt it 45º 1 Avoid falling by supporting yourself on your
to one side. forearm
0 falls to one side.

6 6 PREVIOUS PROTECTION REACTION 2 Prevents the fall by extending one or

(sitting with their back to you). With the both MMSS and is maintained with a
hands on your hips, hold the child o dos manos abiertas por 2 seg.
in a seated position, and then tilt it 45º 1 Extend one or two SS and fall towards
forward. in front.
0 Cannot extend MMSS.

7 9 ALIGNMENT REACTION- 2 Extend MMSS and the head towards

ANterior. (sitting with their back to you). forward to regain balance and
Place your hands on the shoulders of the return to the initial position of
child and push him back 20º of the sitting.
vertical. (Prepare to be grabbed by if 1 Extend MMSS forward and to the
the reaction does not appear. floor to regain balance and
return to the initial position.
0 Cannot extend the MMSS or the
head forward.

8 10 POSTERIOR PROTECTIVE REACTION. 2 Prevents falling by extending one or 2

(sitting looking at you). Locate your MMSS backwards and loading weight
hands on the child's chest and push him with open hands.
quickly and smoothly backward 45º. (Rotate the torso to one side and extend
someone who is prepared to the MS but it falls.
catch it from behind if it doesn't appear 0 does not extend MMSS.
reaction).

Item Name, position and Criterion of Results

descripción del ítem score
1 2 3 4
STABILITY
1. 0 HEAD ROTATION. (prone, head 2 Lift and turn the head in such a way
turned to one side with the cheeks on that the other cheek touches the surface of
the surface, the examiner outside of the both sides.
view of the child). Shake the rattle 3 times 1 Lift and turn your head in a way
Start behind the child's head. Repeat the that the other cheek touches the surface of
1 a 2 procedure towards the opposite side. both sides of a single side.
m 0 The head remains as it was
positioned.
2 0 TRUNK ALIGNMENT. (sitting Keeps the back rounded for 3
looking at you.) Keep the child sec.
sitting holding his wrists and It keeps the rounded back of 1
arms. Observe the position of the back. a 2 sec.
Arch your back immediately.
3 1 HEAD ALIGNMENT - towards 2 Keeps the head so that
in front. (sitting, with the head hanging leave an angle of 45º (or more) between
forward, and you behind). With the the chin and the chest.
hands around the trunk, hold the 1 Keeps the head slightly by
child in sedation. Observe the on top of the thorax.
alignment of the head during cycle 0. The head touches the chest.

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movement and the position of the head when
end of the cycle.

4 1 HEAD ALIGNMENT - backward. 2 Keeps the head in such a way that

Take the child's hands and the dolls and I stayed at an angle of 45º (or more) between
gently pull towards the position the back of the head and the
sitting. Observe the alignment of the back.
head during the movement cycle and the 1. Keeps the head slightly above
head position at the end of the cycle. on top of the back.
The head touches the back.

5 2 HEAD ALIGNMENT (in supine, 2. Keeps the head in the midline of the
pulling towards the seated). Take the 75% to 100% of the movement cycle.
child's hands and the dolls and 1 Keeps the head in the midline of the
gently pull into position 50% to 100% of the movement cycle.
Start
3m sitting. Observe the alignment of the 0 Keeps the head in the midline
head during the movement cycle and less than 50% of the cycle.
head position at the end of the cycle.

6 2 HEAD EXTENSION. (hold it in 2 Lift the head in the midline and

vertical position with the head facing up it keeps it aligned for 3 seconds.
and the feet on the floor). Lift the child 1 Raise your head in the midline and
looking at it with his hands around the it keeps it aligned for 1 to 2 seconds.
trunk. Observe the alignment of the The head remains extended
head. backward and bent forward.

7 2 HEAD ALIGNMENT. (control a 2 Keeps the head in the midline or 2

shoulder level). Hold the child at level 3 rebounds.
from the shoulders of the examiner with a 1 Keeps the head in the midline in
Start hand under the buttocks and another on the 1 rebound.
4–5 back. (without supporting the head). 0 Cannot hold the head in line
m Gently make it bounce upwards media in no rebound.

8 3 HEAD ALIGNMENT. (head in Keeps head aligned from 75% to

vertical position with the head facing up 100% of the cycle.
and feet on the floor). Lift the child. 1 Keeps head aligned from 50% to
looking at you. With your hands 74% of the cycle.
around the trunk. Tilt it slowly Keeps head aligned less than
45º to the left of the midline. 50% of the cycle.
Without stopping, return to the middle line and
tilt it 45º to the right. Return to
midline. Observe the alignment of the
child's head through the cycle. (Count
4 sec. per segment of the cycle of
movimiento: izq., centro, der., centro).

9 3 TRUNK STABILIZATION. 2 Keeps the trunk separate from the

(SITTING). Hold the child with legs at a 30º angle for 5 seconds.
sitting (lateral towards you) at the level of 1 Keeps the trunk separated from the
hips. The child's hands can be legs less than 30º for 5 seconds.
placed on a surface for a 0 The trunk remains in contact with
additional support. the legs.

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10 4 HEAD ALIGNMENT. (sitting with 2 Keeps the head aligned for 8
cushions surrounding the while rotating the head following
hips). Hang a toy from a the object.
rope at 30 cm. in front of the child. Slowly 1 Keep the head aligned from 4 to 7
Start move the toy at an angle of 180º from as it turns the head following
6m the median line to the left, return to the the object.
front and move it to the right. 0 Keeps the head aligned less
(count 4 seconds per segment of the cycle of of 4 sec.
movimiento: izquierda, frente, derecha,
front).
11 5 SITTING. Sit the child with your hands. 2 Keeps the balance for 8 seconds.
about the surface behind the knees. Maintains balance for 3 to 7 seconds.
When the balance is secure, release the 0 Keeps the balance for less than 3 seconds.
child
12 6 SITTING /REACH. (sitting with 2 Maintains the balance for 8 seconds while
cushions on the hips). Bring the extend arms and hands to take
child's attention to the toy in the the
Start string suspended at the middle line at 30 toy
7-9 cm. in front of the child's chest. 1 Maintains balance for 5 to 7 seconds.
m while extending MMSS for
reach the toy.
0 Keeps the balance for less than 5 seconds.

13 6 Sitting Pull (lying on your back with 2 Pulls to sit up.

your feet towards you.) Extend the index finger, 1 Pulls to sit down and gets up
touching the child's hands, if it is from 45º to 90º of the surface.
necessary for the child to hold onto his It rises less than 45º or remains
fingers. Once you take the fingers, say: lying on the surface..
Get up. Take your hands back
for the SSMS to be extended.

14 6 SITTING. Place the child in position. Sits without support for 60 seconds.
sit and free him from the support of his 1 Sits without support for 30 to 59 seconds.
Start hands. Sits for less than 30 seconds.
10-11
m
15 7 Sitting with a toy 2 Take the toy, return to the seated person
the child in a sitting position and free him from the upright, and maintains balance for 30
support of your hands. Place the toy at sec.
30 cm. in front of the child. Say: "Take the 1 Take the toy, return to the seated position
toy upright, and maintains the balance of 15 to
29 sec.
0 Cannot take the toy, return to the
sitting upright, or maintaining the
balance for 15 seconds.

16 9 SITTING Place the child in position 2 Maintains balance for 60 seconds.

sitting and release it from the support of its while manipulating the toy.
hands. Give a toy to the child and say: 1 Maintains balance from 30 to 59 seconds.
Home
12-15 Play with the toy. while manipulating the toy.
m 0 Keeps the balance below 30
seg.
17 10 SITTING UP FROM SUPINE. Place on 2. Get up to sit using the
child lying supine on the floor. Call the chair as support.
child's attention with the toy and then 1 Get off the chair and rotate the body

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place it over the moon chair where the child as an attempt to get up.
You can see it. Say: 'Take the toy.' Stay lying on the floor.

18 10 SIT FROM PRONOUN He/she lifts up to sit down.

child in prone position on the floor. Take your 1 Tries to maneuver to sit down.
attention to the toy, then keep 0 Stay lying on the floor.
the toy out of the child's reach, to a
height of 60 cm from the floor. Say: 'Take the '
toy

19 13 ARRODILLADOColoque el niño en Holds the balance for 5 seconds while

kneeling position, the glutes do not turn your head.
descansan sobre los talones. Mantener el It maintains the balance of 2 to 4 seconds.
toy at the child's eye level and to Maintains the balance for less than 2 seconds.
60 cm distance, move it at an angle
to one side. Say: "Look at the toy."
Start
16-26 Return the toy to the initial position and
m then move it to the other side. (It takes 4
seg. for each segment of the cycle of
movement: from the front to the left, of the
left at the front, from the front to the right and from
the right in front.

20 31- Stand on one foot. Stand on one foot with hands on

32 with hands on the hips with the hips for 3 sec.
free leg bending the knee. Say: 1 Stand on one foot with your hands on
Start
27-48 Place your hands on your hips and hips from 1 to 2 seconds.
m Stand on one foot like I did. 0 Requires help to stand up in a
pie.

21 41 PARARSE EN UN [Link] en un pie 2 Se para en un pie con las manos en

42 with hands on the hips with the hips for 5 seconds.
free leg bending the knee. Say: 1 Stand on one foot with your hands on
Place your hands on your hips and hips from 2 to 4 sec.
Stand on one foot like I did. It stands on one foot for less than 2 seconds.

22 43- Stand on tiptoe. 1 Stand on tiptoe

44 Stand on the tips of your toes with with the arms held over the
m the hands above the head for 3 head without moving the feet for 3 seconds.
keep your hands over the 2 Stand on the tips of your toes
Start head and stand on your toes with the arms held over the
49-56 feet like I did. head without moving the feet from 1 to 2
m sec.
0 Move your feet or the heel doesn't
take off from the ground.

23 45- Stand on one foot. Stand on one foot 2 Stand on one foot with hands on
46 with hands on the hips with the hips and without swaying more than 20º
free leg flexing the knee, during in 5 sec.
5 sec. Say: "Place your hands on your 1 Stand on one foot with your hands on
hips and stand on one foot like I do hips and without wobbling more than 20º of
I did. 2 to 4 seconds.
He stands on one foot for less than 2 seconds, or
it sways more than 20º.

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24 51 Stand on tiptoes. Stand on the tips of your toes.
52 Standing on the tips of the toes with with arms held over the
hands above the head for 8 head without moving the feet and without
You say: 'Keep your hands on the' sway more than 20º, in 8 sec
head and stand on the tips of your 1 He stands on his tiptoes
Start feet like I did. with the arms kept over the
57– head without moving the feet and without
71 m to stumble more than 20º, for 5 to 7 seconds.
0 He/She stands on tiptoes
less than 5 seconds or it wobbles more
of 20º.

25 53- Stand on one foot He stands on one foot, then on the other foot,
54 with hands on hips for 10 with hands on hips and without
10 sec., then on the other foot for 10 sec. Say: tilt more than 20º, for 6
Place your hands on your hips and seg. on each foot.
stand on each foot as I did. 1 Stand on one foot, then on the other.
Count the seconds out loud for pie, with hands on hips and without
encourage the child to increase their balance. tilt more than 20º, for 1 to 5 seconds.
on each foot.
0 He stands on one foot (he does not change the
pie), or it sways more than 20º.

26 57- IMITATE MOVEMENTS (standing). Stand 2 Imitate 4 positions accurately.

58 90 cm from the child. Say: 'I am going to move my 1 Imitate from 1 to 3 positions with'
arms and I want you to copy my precision.
movements. 0 Cannot imitate any position with
movement that is not in the test to see precision.
yes understand. Do not use verbal cues.
Present 6 positions one at a time.
with a 1 second interval.

27 59- Stand on one foot. Stand on one foot, then on the other foot.
60 with hands on hips for 10 with hands on the hips and without
10 seconds on one foot, then on the other foot for 10 seconds. Say: to tilt more than 20º, for 10
Place your hands on your hips and sec. in each foot.
Stand on each foot like I did. He/she stands on one foot, then on the other foot,
Count the seconds out loud to with hands on the hips and without
encourage the child to increase his balance. to tilt more than 20º, from 5 to 9 seconds.
on each foot.
0 Stand on one foot (do not change the
less than 5 seconds, it sways
more than 20º, or it stands on one foot without
change.

28 59 SIT (Lying on a mat). 2 Complete 3 seated in 30 seconds.

60 Show how to sit on one Complete from 1 to 2 sitting in 30.
mattress. Place the child in the second position.
initial on the mat. Hold the foot 0 No one is seated.
of the child and say: "Sit down so many times
as you can" Stop it after 30
sec.

29 68- SIT (Lying on mat) Complete 5 seated in 30 seconds.

72 Show how to sit on a 1 Completa de 3 a 4 sentados en 30
mattress. Place the child in the position sec.

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initial on the mat. Hold the foot 0 Do not complete with less than 3 seated.
"Sit down so many times
as you can" Stop it after 30
section

30 72 Get up (in prone position on mat). Complete 8 pushes with upper limbs in 20
Demonstrate 3 pushes with upper limbs towards seg.
Up. Say: 'Get up as many times as 1 Complete from 4 to 7 pushes in 20 seconds.'
puedas". Diga: "Sentate tantas veces Complete less than 4 pushes.
"As you can" Stop it after 20
sec.

Item Name, position and Criterion of Results

item description score
1 2 3 4
Locomotion
1. 0 GOLPETEO CON PIERNAS(supino). 2 Bend and straighten the legs
Stimulate the thrust by holding the feet (alternating or together) 2 times.
bringing them towards the child's body, of 1 Bend and extend the legs
so that the legs and knees are (alternating-
flexions, and the heels almost contact with lie or joints) once or move a
Start
1 a 2 the glutes. Then push the feet of the leg.
m child out until the legs are 0 Does not move the legs.
completely extend. Repeat the
movement. Free the child's feet.
Observe for more than a minute.
2 0 Lateral roll to bench press 2 Roll backwards (from both sides)
lateral decubitus, with legs bent 1 Roll backward (from only one side)
to maintain the balance, the examiner 0 Remains lateral.
behind the child). Shake the rattle 3 times
behind the boy. Repeat the procedure
with the baby lying on the other side.
3 0 THRUSTING WITH ARMS (supine) Bend and extend the arms
Stimulate the MMS by moving the hands (alternately or together) 2 times.
together to the midline with elbows 1 Flex and extend the arms
bent. Then, extend your arms (alternately or together) 1 time or
out until the elbows are move only one MS.
extend and let the hands touch the 0 Does not move his upper limbs.

surface. Repeat it. Free your hands from the

child. Observe for one minute.
4 2 WEIGHT LOAD. (standing still). Hold at 2 Weight load with bent knees and
child standing looking at you with his feet flat feet for 3 seconds.
on the table or against the tip. Observe 1 Load weight with bent knees and
the position of the legs and if the child the toes touch the
can lift weight for 3 seconds. surface for 3 seconds or with knees
bent and flat feet for 1 to 2 seconds.
0 Cannot load weight or the legs
they remain straight and only the
fingers contact with the surface

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5 2 TRUNK EXTENSION (in prone, the 2 Raise the head and the upper trunk
head to one side, the forearms 45º loading weight on forearms or
on the surface). Draw attention to the hands for 3 seconds.
child shaking the rattle 2.5 cm. 1 Raise the head and upper torso
Start
3-4 above the surface. Continue moving 45º loading weight on forearms or
m the rattle and take it up 15 cm above hands from 1 to 2 seconds.
from the child's head. Raise your head less than 45º.
6 3 SYMMETRICAL POSTURE. (in supine with Bring both hands to midline in
the feet towards you.) Shake the rattle at 45 5 seconds, while keeping the head
cm. from the child's nose and then move it in line with the media and body posture.
within 30 cm. 1 Put one hand to the midline and
move the other one out of this while
keeps the head in the midline and
the body posture.
0 The hands remain outside of the
line mid-position.
7 4 SUPPORT ON FOREARMS (prone, Elevate the head and upper trunk 45º
with chin and forearms on and load weight on forearms for 5 seconds.
mattress). Get the child's attention Raise the head and upper trunk 45º
with the string toy and suspend it 30 and load weight on forearms from 3 to 4
Start
5m cm. seg.
Raise the head and upper trunk 45º
and weight load on forearms less than
3 sec. or cannot lift the trunk.
8 4 ROLLED (in supine position, with the feet towards) 2 Roll to one side with the opposite MS
Shake the rattle in the middle line 30 crossing the middle line (of both)
cm. above the child. Slowly sides).
move the rattle at an angle towards the 1 Roll to one side with the opposite MS
surface. Repeat the procedure towards the crossing the midline, from one side only.
other side. Remain supine.
9 4 EXTENSION OF UPPER AND LOWER LIMBS (in prone, 2 Extend upper and lower limbs (alternately or
(with your head towards you) Draw attention together) out of the surface for 3 seconds.
from the child towards the toy with a rope, which you 1 Extend upper and lower limbs (alternating or
Start balance in the midline at 30 cm from the ) together) outside the surface from 1 to 2
6m head of the child. Observe the movement or move only upper limbs or lower limbs by
from MMSS and MMII for 5 seconds. 3 sec.
The upper and lower limbs remain
inactive.
10 5 FLEXION OF LOWER LIMBS (supine, with feet 2 Bring your feet to your mouth to play or
discovered). Take both feet take the feet with the hands (both)
gently towards the child's face, feet must come together,
balance them and then let them go. alternating or simultaneously.
Elevate your feet 90º or less, or carry
a single one to the mouth.
0 The legs remain over the
surface.
11 5 EXTENSION OF LLMS AND LLII (supine) 2 Elevate upper and lower limbs (together or

with the head in the midline). Take the alternating) in a smooth and fluid manner
child's attention to the toy with within 5 seconds after
soga, that you balance in the middle line he presented the toy.
30 cm from the child's head. Observe the 1 Elevate upper and lower limbs (together or
movement of upper and lower limbs for 5 seconds. alternating) in a smooth and fluid manner
within 6-7 seconds after
having presented the toy.
0 MMSS and MMII remain inactive.

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12 6 EXTENSION OF MMSS (prone with 2 Elevate upper torso, transfer weight
chin and forearms on the surface. to one side, raise the free MS, and reach
Bring the child's attention to the toy. the toy.
with a rope just out of reach. Say: 1 Elevate upper trunk, transfer weight
Grab the toy. on one side, raise the free MS, without
reach the toy.
Both MMSS remain over the
surface.
13 6 FLEXION OF THE BODY (lying on your back, with 2 Take both feet and hold them for 3
exposed feet). Gently bend section.
both legs towards the head 3 times. 1 Take both feet and hold them from 1
Start
7m Do not place your feet in the child's hands, a 2 sec., or take only 1 and hold it for 3
but encourage him to take them by saying: "Grab sec.
your feet. The MMII remain on the surface.
14 6 PUSH UP Raise your head and stomach
prone, with head turned to one side, and pushing with upper and lower limbs, carrying weight

forearms on the surface). Carry the in the palms of the hands for 5 seconds.
attention of the child towards the rattle. 1 Raise your head and stomach
Move it 30 cm in front of the forehead. pushing with upper and lower limbs, loading weight

child and 15 cm above the head. on the palms of the hands from 3 to 4
sec.
0 Load weight less than 3 sec.
15 6 EXTENSION OF MMSS (supine). Shake a 2 Transfer weight to one side and
toy with a string and then hold it to maintains with an MS for 3 seconds.
30 cm to the right of the child's head while extending the other MS to
and 30 cm. above the surface. reach a toy (from both sides).
Repeat the procedure on the other side. 1 Transfer weight to one side and it
maintains with an MS of 1 to 2 seconds.
while extending the other MS for
to reach a toy (from one side).
0 Remain in supine.
16 7 ROLL (supine). Shake the rattle in the 2nd roll from supine to prone for both
middle line 30 cm. Above the child. sides.
Descend it to the surface towards the 1 Single prone bench press
left, out of the child's reach. side
Repeat the procedure to the other side. 0 Remain supine.
17 7 ROLLED (supine). Attract the attention of the 2 Roll from supine to prone with hips and
child towards the toy shaking it towards a thighs, followed by the stomach and
side. Repeat the procedure towards the other then the
Start
8m side. shoulders (to both sides).
1 Roll of supine to prone single
side
0 Remain supine
18 8 PREVIOUS DISPLACEMENT(in It moves forward 90 cm. With
supine) Place the toy 1.50m in front sus
Start to the child. Say: 'Grab the toy'. MMSS
9m 1 Moves forward to more than 60
cm.
but less than 90 cm. With its
MMSS.
It moves less than 60 cm.
19 9

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Start SHOULDER AND GLUTE ELEVATION 2 Raise and lift weight over hands and
10 m Sit 90 cm in front of the child. Knees.
Let go of the child's hands and say: 'Come for 5 seconds. And it swings back.
here. y
forward for 2 cycles.
1 Raise and carry weight over hands and
knees
from 1 to 5 sec.
0 Stay in prone.
20 9 REPTAR (hands and knees). Locate the 2 Reptiles forward on hands and
toy on the floor 1.80m in front of the child. knees, using a lateral pattern
Say: 'Grab the toy'. Move the toy crossed (opposite arms and legs)
hacia atrás para que tenga que acercarse. move together) for 1.50m.
1 Crawl forward on hands and
knees, using a lateral pattern
crossed
for 1.20m, or crawl without using the pattern
crossed lateral by 1.50m.
0 Stay still or move on
el
belly
21 9 SLIDING ON GLUTES 2 Maintains the sitting posture and uses
(sitting). Sitting next to the child, say: hands and legs to move
"Look at me." Show how to walk over towards
glutes using hands to in front of 90 cm.
propel itself forward to reach 1 Maintains the sitting position and
toy. Place it 1.50 m in front of the child. moves from 30 to 60 cm.
Say: "Delight yourself as I did and grab the It moves hands of 30 cm.
toy.
22 9 PIVOT (sitting). Sit the child on the 2 Turn on buttocks with legs or
floor. Draw their attention to a toy, arms
Start then place it at 60 cm. from its side to pivot 90° (on both sides).
11 m right. Say: 'Turn around and grab the' 1 Leg press on glutes with legs or
toy. Repeat the procedure towards him arms
other side. to pivot 90° from one side.
Pivot less than 90°.
23 9 STANDING (sitting near an object) 2 Gets up to stand using the
stable as a chair or table). Attract the table as support.
attention of the child to a toy, then 1 He tries to get up to stand, but
Place it on the edge of the table or chair, returns to the sitting.
out of the child's reach. Say: "Grab the 0. Do not try to stand up."
toy
24 10 REPTAR (sitting on the floor next to you). 2 Reptar completely over its
Sitting with legs extended and knees legs.
touching himself. Bring the child's attention He/she crawled towards his/her legs.
towards a toy, then place it on the other 0 It does not move or crawl to climb up to
side of his legs, so that the sus
the child has to climb and cross through his legs.
legs to grab it. Say 'Grab the
toy.
25 10 Bouncing (standing still). The child is holding on. Bounce 3 times while bending your knees.
from the index fingers of the examiner. 1 bounces 1 or 2 times bending
Stimulate the bounce by moving your hands. knees.
up and down twice. The legs are stiff or sit down.

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26 10 Bordering a table (standing near to) 2 steps sideways (holding on)
a low table). Stop the child at the end of the
Start table. Put a toy on the other one table).
12 m Say: 'Grab the toy'. 1 Take 1 or 3 lateral steps
(holding on to
the table).
0 It does not move
27 10 Crouch. Place the child in He crouches down to the position of
bipedal position with a side close to sitting without
a stable chair or a low table for to fall.
hold on. Place a toy on the floor He bends down but fails in the process.
frente al niño. Diga: “Sentáte y jugá con el 0 Permanece parado
toy
28 10 TAKING STEPS. With the child looking towards 2 Do 4 alternating steps in place or
you, hold it in a bipedal position with the towards
hands around the trunk. Say: "Let's go in front.
to walk. 1 Take 2 or 3 alternate steps in place
o
forward.
0 Cannot take alternate steps
29 11 SWIVEL Place the child in position 2 Pivot 180° (remaining straddled)
sitting with legs open ( to in
Start kicks) on a ribbon cross about the line in the opposite direction).
13 m adhesive of 90 x 90 cm. Attract the 1 Pivot from 90° to 179° (body in
child's attention to the toy, then line
place it over the line 60 cm. from the back media, but not on the line), it stays
of the child. sitting
0 Pivot less than 90°
30 11 STOP. Place it in this position. Free the hands and the body from
near a stable object (coffee table or support and
chair). Stand 1.20m in front of the child and with maintains the balance standing for 5 seconds.
outstretched arms. Say: 'Come here.' 1 Free the hands and the body from
support and
keeps the balance standing from 2 to 4
seg.
0 Cannot be freed from the support.
31 11 Keep the child away from everything 2 Keeps the balance for 3 seconds. Before
that which can be used for of
hold on. Release your support. Be ready demonstrate instability or fall off
to grab it if necessary. floor.
Maintains the balance of 1 to 2 seconds.
Before
demonstrate instability or fall off
floor.
0 Immediately shows signs of
instability or falls to the ground.
32 11 TAKE STEPS. From the front, hold the 2. Take 4 alternating steps in place or
child standing with one hand. Say: towards
Let's go for a walk in front.
1 Either 2 or 3 alternate steps in place
o
forward.
0 He/She cannot take alternate steps.
33 12

12
 PEABODY
Start PARASE. (sitting cross-legged) 2 To stop without turning the body more than
14 m about the floor). Show him how to stand at 20°.
from a seated position. Place the palms of the hands. Stand but turn the body 21°.
hands on the floor near the hips, 90°
extend MMSS and transfer the weight to the 0 Rotate the body more than 90° or it cannot
feet. Stand to rotate the body more than 20° to stand up.
on each side. Say: 'Stand up like I do'
I did.
34 12 WALKING. (standing). From one side, 2 Use the steps alternatively to
hold the child by one hand. Say: walk 2.40m.
Let's go for a walk 1 Use the steps alternately to
walk from 1.20m to 2.10m
Walks less than 1.20
35 12 WALK. (standing) Hold a toy Walk 5 steps unassisted.
60 cm in front of the child. Say: 'Come towards the child.' Walks 1 to 4 steps without help.
toy. Move back as necessary 0 Does not move or sit.
to keep the toy out of reach
of him.
36 13 BALANCE IN STANDING AND IN 2 Pick up the toy, resume the standing position,
MOVEMENT (stopped) Place a and from
Toy on the floor 60 cm. In front of the child. 3 steps without losing balance.
Say: 'Grab the toy and give it to me.' 1 Pick up the toy, resume the standing position,
and of
1 to 2 steps before losing the
balance.
0 Does not move or lose balance
when
lift the toy.
37 14 Crawl to climb 2 steps up
(sitting on the floor looking at the stairs). hands
Start Place the toy on the 3rd step. Say: on my knees.
15-16 Grab the toy. Move the toy 1 Step to climb a step over
m upwards as it approaches (be hands and
ready to grab the child if it is knees.
necessary). 0 Stay on the 1st step.

38 14 WALK. Standing 3 meters in front of the child, Walk 3 m. with a base of

keep your arms open. Say: 'Come support'
to me”. Record the time it takes you to narrow, with a heel-to-toe walk,
use it in item 41. using
_________Time to walk 3 m. a reciprocal pattern at least the
half
from the distance..
Walk from 1.20 to 2.70m with a base of
narrow support, with march
heel
fingers, using a reciprocal pattern
for the
less than half the distance.
0 Walks with a wide base of
sustentation
(feet aligned with shoulders) and/or the
arms are held parallel to the
surface (abducted)

13
 PEABODY
39 15- REPTAR TO LOWER ONE 2 Steps down 3 steps without
16 Ladder (on the stairs, knees) support
Start on the 4th step and hands on the 5th) Stand up of the adult or railing.
17-18 2 or 3 steps below the child. Say: 1 Step down 1 or 2 stairs without
m Come with me. Move backward if it is adult support or railing.
necessary. 0 Stay on the 4th step.
40 15- CLIMBING STAIRS (standing looking at the Climb 4 steps with support of the
16 staircase, near the railing or wall. railing or wall (you can place 1 or 2)
Place the toy on the 6th step and pies
stay behind the child. Say: 'Walk on each step).
climbing the stairs and grab the toy. 1 Go up 1 or 3 steps with support from
the
railing or wall.
0 Remains in place or falls on
hands
and knees to ascend.
41 17- WALK FAST. Run from the child and say: 2 Walk 3 m in half the time
18 Grab me. registered in item 38.
Start ________ Time to walk 3m. 1 Walk 3 m in more than half but
19-20 ________ Time recorded in item 38 less than ¾ of the recorded time in
m item
38.
Walk 3 m in ¾ or more of the time
registered in item 38.

42 17- WALK BACKWARD. Walk back 2 Walk back 5 steps (you can or
18 back while I push a toy no
(cart). Give the rope to the boy and say: push the toy while walking.
Push it like I did 1 Walk backward 2 or 4 steps.
Take less than 2 steps back.
43 17- DESCEND STAIRS (standing on the 4th 2 Descend 4 steps holding on)
18 step, near the wall or railing, only
Start looking down). Stand next to the of the examiner's index (can
21-22 child and offer your index finger. Say: support 1
m Let's go down the stairs or 2 feet.
Go down 1 to 3 steps holding on
only
of the examiner's index.
0 Falls stationary or bends down to
sit down and descend the
steps
44 17- WALKING BACKWARDS. Walk backward 5 steps.
18 Show it to him/her walking backwards. Walk backward 2 to 4 steps.
Start using a normal stride (the heels Walk less than 2 steps.
23-24 do not touch the fingers). Say: 'Walk towards'
m back like I did.
45 19- Stop 3.60m in front of the child. Run forward 3 m.
20 Run to me as fast as you can. Run forward from 1.50 to 2.70 m.
you can. 0 Walk or run less than 1.50 m.

14
 PEABODY
46 19- PARADOTo form a line on the floor with 2 You stand on the line with one foot
20 adhesive tape of 5 cm x 60 cm. Stand up in front
about the line with one foot in front of the other, from the other by 2 sec., the distance between
touching the heel of the front foot with the
the fingers of the one behind. Say: "Stop" toes of the foot and the heel of the other must
about the line as I did. to be
within 7.5 cm.
1 Place one foot on the line and try.
locate the
another one about the same.
0 Does not try to locate the 2nd leg on the
line
47 21- WALKING SIDEWAYS. In front of the child 2 Walk sideways 3 m, guiding with
22 Ask him to look at it. Take sideways steps. the
Start leading with the same foot for 3 m. Say: same foot.
25-26 "Walk like I did." 1 Walk sideways from 1.20 to 2.70,
m guiding with the same foot half of
the
steps.
0 Remain stationary or walk from
another
way.
48 21- WALKING ON A LINE. Form 2 Walk with one foot on the line for
22 on the floor a line with adhesive tape of 1.80m.
10 cm x 2.40m. Walk on the line with 1 Walk with one foot on the line of 1.20
one foot on her and the other beside. Say: a
Walk on the line like I did. 1.50m.
0 Walk less than 1.20 over the
line.
49 23- JUMP FORWARD. Train in Jump forward 5 cm.
24 the floor a line with adhesive tape of 5 maintaining the
cm. x 60 cm. Out of the line, jump balance.
forward with both together 30 cm of 1 Jump less than 5 cm. forward and
the starting line. Say: 'Jump like I did'. maintains the balance.
Yo. Measure the distance from the line to the. Take a step forward or fall.
closest ankle point.
50 23- JUMP UP. Prove it Jump up 5 cm with your feet
24 jumping with their feet together, knees together.
bent and the body propelled towards Jump up with slightly bent feet
up. Say: 'Jump like I did.' lifted from the floor, or jump 5 cm. Without
the
feet together.
Keep your toes in contact
with
the floor.
51 23- JUMP DOWN. Jump down without assistance, a
24 17 cm high step. Stand in front of the foot
Start to the child and say: "Jump down." can guide.
27-30 Step down without assistance.
m 0 Needs assistance to go down.

15
 PEABODY
52 23- CLIMBING STAIRS. (standing looking at the Climb 4 steps without holding on to the
24 staircase, in the middle of its width). Locate wall
the toy on the 6th step. Say: "I went up the the railing (you can place 1 or 2 feet)
ladder without holding on. in
each step).
Climb 4 steps using the support
in
wall or railing.
0 Stationary drop or armrest and
knees to climb.
53 25- DESCEND STAIRS. (standing on the 4th) Descend 4 steps without holding on.
26 step, looking down, near the locating 1 or
wall or railing). Stand on 2 steps 2 feet on each step.
Under the child, say: 'Come down to me.' Descend 1 or 3 steps without holding on.
Descend when the child comes down. Stay stationary or use the
or
railing as additional support.
54 25- WALKING BACKWARD. Demonstrate it 3 2 Walk backward 3 m without the
26 m. Usando una zancada hacia atrás sin ankles
that the heels touch the toes). Say: finger them.
Walk backward like I did. 1 Walks backward 30 cm at 2.70
m.
Walk backwards less than 30 cm.
55 25- JUMP UP. (standing nearby) 2 Jump up and touch the line or more
26 from a wall). Mark with a cross on above.
the wall the maximum range of the MS Jump up and touch between the cross
standing still and then I placed a line and the
5 cm. higher. Prove it by jumping line.
upwards and touching the wall as high as 0 Keep the fingers in contact with the floor
possible when it jumps. I marked the line that o
jump and touch the highest you can the fingers of the hand touch for
you can under
the cross.
56 27- WALKING ON A LINE. Forming 2 steps forward on the
28 on the floor a line with tape line
10 cm x 2.40 m. Using a normal step con manos sobre caderas y sin que
(heels not touching the toes), I walked towards the
Three steps forward on the line. Say: heels touch the toes.
Keep your hands on your hips and 1 Take 1 to 2 steps forward over
walk along the line like I did. the
line with hands on hips and without
what
the heels touch the toes of the
pies.
0 Walk with one foot outside the line.
57

16
 PEABODY
Start27- CLIMBING STAIRS. (Standing with feet 2 Climb 4 steps placing 1 foot on
31-3428 near the stairs) Position yourself behind the each
m child and say: 'I climbed the stairs.' one, using the wall or railing
how
support.
1 Climb from 1 to 3 steps placing 1
foot in
each one, using the wall or railing
how
support.
0 Fall in place or put two feet down
in
each step and use support.
58 29 JUMP DOWN. 2 Jump down without assistance, a
30 a stable surface from 40 to 52 cm of pie
Say: 'Jump down.' can guide.
1 Take a step down without
attendance.
0 He/She needs assistance to get down.
59 29- WALK ON TIPTOES. 2 Walks on tiptoes 5
30 Do it with your hands on hips 5 steps
steps. Say: "Keep your hands on your with hands on hips without and without that
hips and walk on your toes like the
I did. heels touch the floor.
1 Walks on tiptoes
from 1 to
steps with hands on hips without and
without
let the heels touch the floor.
0 Walk on your heels touching the floor.
60 29 RUNNING WITH SPEED. Form 2 2 Run 9 m in 6 seconds or less.
30 parallel lines with adhesive tape of 5 1 Run 9 m in 7 to 9 seconds.
Start cm x 60 cm, 9 m away from one of 0 Walk or run 9 m. In more than 9
35-38 another. Locate the child with the fingers of the sec.
m feet behind the starting line. Stand still
90 cm. behind the finish line and
Run towards me as fast as you can
you can”. Take the time from when the
the child starts to run until when
cross the finish line.
61 31 JUMP FORWARD. (standing with Jump forward 60 cm with both
32 fingers on the line). Form a line of feet together.
5 cm x 60 cm. Show it by jumping towards 1 Jump forward from 30 to 57 cm with
Stand with both feet together. Say: the
Jump like me. two feet together.
0 Jump forward less than 30 cm,
give a
step forward or fall.

17
 PEABODY
62 31- JUMP DOWN. (Standing on 2 Jump down without assistance
32 stable surface of 45 to 60 cm. two
height. Say: "Jump down with both feet together.
feet together. Jump down, with one foot and
falling
with both without assistance, or jump with
the
two and falls upon arrival.
0 Needs assistance to get down.
63 33- JUMP ROPE. You ate a rope between the 2 Jump the rope without falling with both
34 legs of two chairs, 5 cm. from the floor and with pies
a length of 90 cm. (tie it gently together.
to prevent it from falling). Stand at 15 Jump the rope without falling using a
cm. and look at the rope. Jump with your feet pie.
together over the rope. Say: 'Jump the rope' 0 Take a step up or jump but
like me. fall
on the same side.
64 33- WALK ON TIPTOES. Walk on tiptoes all the way through the
34 Form a line with tape measuring 10 cm x 2.40 m.
Start m) Walk on tiptoes, with hands with hands on hips without the
39-42 in the hips, along the entire line. Say: heels
m Keep your hands on your hips and touch the floor.
walk on tiptoes like me. Walk on tiptoes for 30 cm
2.10
with hands on hips without the
heels touch the floor.
0 Walk on tiptoes less than
30 cm.
from the line.
65 35- CLIMB STAIRS. (standing in the center 2 Go up 4 steps without holding on,
36 looking at the stairs). Locate a toy locating
Start on the 6th step. Stand behind the child and one foot on each step.
43-45 Say: 'I went up the stairs and grab the' 1 Climb from 1 to 3 steps holding on
m toy of the
wall or railing and placing a foot on
each
step, or climb 4 steps without
to submit
but supporting both feet on each
step.
0 Stay still or place the two
feet in
each step and holds on.
66 37- RUN WITH SPEED. Hit 2 2 Run 13 m in 6 seconds or less.
38 lines of 5 cm x 60 cm parallel to 13m 1 Run 13 m in 7 - 9 seconds.
of distance. Place the child within the 0 Walk or run 13 m in more than 9
15 cm. behind the starting line and then sec.
stand 90 cm after the line of
arrival. Say: "Run towards me as fast as you can"
as fast as you can without stopping.

18
 PEABODY
67 39- JUMP FORWARD. Stick a Jump forward 65 cm with both
40 line of 5 x 60 cm. Show it by jumping pies
forward with feet together. Say: together at takeoff and landing.
Jump like me. Jump forward from 30 to 62 cm with
the
two feet together when taking off and landing.
Jump forward less than 30 cm.
or falls.
68 41- WALK ON A LINE. Stick 2 Walk forward 2.40 m without stopping.
42 a line of 10cm x 2.40m. Using a a
Start normal step (heels not touching the toes step outside the line, with hands on
46-50 (from the feet) I walk forward on the hips and without the heels touching
m line. Say: "Keep your hands on the
hips and walk on the line. Tartá of fingers.
do not walk outside of the line. 1 Walk forward 2.40 m on the
line, taking 1 step outside of it,
with
hands on hips and without the
heels
touch the fingers.
0 Take more than 1 step outside the line.
69 41- RUN AND STOP. Say: 'When 2 runs with upper limbs moving towards
42 I say now, run fast until I say stop.” behind
Stop it after 10 seconds. and in front of the body and at a level or
beneath
the waist, use forefoot to
to propel oneself
forward and the toes
they position themselves ahead
1 Run with your arms bent, or
the
feet remain flat while
run.
0 Run at any time during
a
10 second period.
70 41- WALK FORWARD ON Walk forward 2.40 m on the
42 LINEA Form a line of 10 cm x 2.40 line without stepping outside, with
m. Using a normal step (the heels not hands in
they touch with two of the feet) and with hands hips, without the heels touching
about hips, walk forward those of
on the line. Say: 'Place your hands two, and without bending more than 20°.
over your hips and walk along the line 1 Walk forward 2.40 m on the
like I did. Try not to take a step. line and take 1 step outside of the
out of line. line,
con manos en caderas, sin que los
heels
play them in pairs, and without stumbling
more
of 20°.
0 Take more than 1 step outside or it
stagger
> 20°.

19
 PEABODY
71 41- GO DOWN STAIRS. (standing on the 4th) Go down 4 steps, placing one foot on
42 step looking down the stairs each
Stand 2 or more steps below the child step without holding on.
And say: 'Go down the steps without holding on.'1 Step down 4 stairs, placing one foot on
I come down as the child does. 1 or 2
steps without holding on.
0 Do not lower or place both feet on each.
step
for 3 or more steps.
72 43- JUMP FORWARD ON ONE FOOT. 2 Jump forward 15 cm with a
44 Form a line of 5 cm x 60 cm. Jump pie without
Start forward on one foot without allowing the that the other touches the ground.
51-54 another foot touched the floor. Say: "Jump to 1 Jump forward by 5 to 12 cm
m Go ahead as I did. Measure from the line to the envelope.
point where the back of the heel foot without the other touching the floor
touched the floor. 0 Jump less than 5 cm or the other foot
touch the
floor.
73 45- JUMP UP (standing nearby) 2 Salta hacia arriba y toca la línea o por
46 from the wall). Mark with a cross on on top of her.
the wall the maximum range of the MS Jump up and touch between the cross
standing still and then I placed a line and the
(5 cm x 30 cm) 7.5 cm higher. line
Prove it by jumping up and The toes remain in
touching the wall as high as possible contact with the floor or the fingers of the
when it jumps. I marked the line it made and I touch the cross or underneath it.
She says, 'Jump and touch as high as you can.'
74 45- COORDINATION AND BALANCE AT Run and stop by taking 2 steps without
46 RUN. Prove it by running and to fall.
stopping at a command. Say: 'When 1 Runs and stops taking 3 or more steps without
say yes, run until I say stop. Then to fall.
stop as quickly as you can. Stay 0 Do not run, or it takes you more than 3 steps.
so until I say so. Then, run power
until I say stop. Stop the child stop.
after 3 cycles.
75 45- WALKING ON A LINE TOWARDS Walks backwards 1.20m without taking a step
46 BACK. Form a line of 10 cm x 2.40 step
Start m. Using a normal step (the heels do not off the line more than once, with
55-58 they touch with the two of the feet) and with hands the
m about hips, I walked backward on hands on the hips, and without the
the line. Say: "Place your hands on heels
your hips and walk backwards like I do touch your fingers.
I did. 1 Walk backwards 1.20m on the
line and
take steps outside 2 to 5 times with
hands
on the hips and without the heels
touch them
toes.
0 You step outside the line more than 5
times.

20
 PEABODY
76 47- JUMP FORWARD. Form a Jump forward 75 cm with both.
48 line of 5 cm x 60 cm. Demonstrate it. pies
jumping forward using a jump together at all times.
with both feet together when taking off and when 1 Jump forward 50 to 72 cm
support both feet on the floor. Say: 'Jump with the
"as I did." Measure the distance between the feet together.
line and the point where the back part 0 Jump forward less than 50 cm.
the nearest heel touches the floor. o
falls.
77 47- HOP WITH ONE FOOT. Jump forward 5 times on one foot, and
48 Jump forward on one foot 5 times, then
then in the other 5 times. Say: 'Jump' from 3 to 5 with the other.
as I did. 1 Jump 1 to 4 times in a
pie, and
then from 1 to 2 with the other.
0 Jump in place, or your feet won't
they can
to detach from the floor.
78 51- WALKING ON A LINE TOWARDS Walk back 5 steps without taking a
52 BACK. Form a line of 10 cm x 2.40 step outside the line and with hands
With the toes touching in
heels and hands on hips, walk hips and fingers touching heels.
back on the line. Say. "Put Walk backwards 2 to 4 steps without
your hands on your hips and walk to give
backwards touching your heels with the a step out of line and with
toes like I did. Try to hands on
don't step out of line hips and fingers touching heels.
0 Take less than 2 steps backwards.
79 51- ROLL FORWARD. (in a squat) 2 Complete the role ahead without
52 on the edge of the mat). diverge
Prove it by rolling forward. more than 15º on each side.
Place the child on the edge of the 1 Complete the role ahead but be
squatting mat. Say: "Roll towards diverts
in front as I did. more than 15º on each side.
0 No completa el rol adelante.
80 51- GALLOP. Gallop from 2.40 to 3 m 2 Galopa 3 m with transfer of
52 (guiding with the same foot) Say: "Gallop" weight
Start like I did. smoothly and evenly, the arms are
59-62 move freely in the opposite direction
m to the
legs.
1 Galloping from 1.50 m to 2.70 m with
transfer
soft and evenly weighted, the
arms move freely in
form
opposite to the legs.
0 Gallops less than 1.50 m

21
 PEABODY
81 53- JUMP FORWARD. Form a Jump forward 90 cm with both
54 line of 5 cm x 60 cm. From the line of pies
start, prove it by jumping towards together.
forward with both feet together (to Jump forward 50 to 87 cm with
take off and support your feet). Say: 'Jump the
"as I did the farthest you can." two feet together.
0 Jump forward less than 50 cm or
himself
falls.
82 53- TO TURN WHEN JUMPING. (standing 2 Jump and do a turn in the air such that
54 with hands on hips, feet 5 to 10 cm apart
on each side of the line). Form a line feet remain in the opposite direction to the
of 5 cm x 60 cm. With the body without of
deviate more than 20º from the vertical, jump and match with hands on hips and
turn 180º. Land with your feet opposite to your body without
the original position. Say: "Jump and take a ". deviate more than 20º from the vertical.
turn in the air like I did Jump and turn more than 90º but less than
180º
with hands on hips and body without
deviate more than 20º from the vertical.
Turn less than 90º.
83 53- JUMP FORWARD ON ONE FOOT. 2 Jump on one foot from a line to
54 Draw two parallel lines of 5 cm x 60. the
Start cm., 90 cm apart from each other. another, change the foot, and jump backward
63-71 Jump on one foot from one line to the other, up to the 1st line.
m I changed my foot and jumped back until the 1 Jump on one foot from a line to
1st line. Say: 'Jump like me'. If it were the
necessary, remind him to change the foot another, change the foot, and jump backwards
when he jumps backwards. 1o
2 times to the 1st line.
0 Jump in place or cannot jump
until the
line.
84 57- JUMPING A ROPE. Tie a rope between 2 Jump the rope without falling with both
58 the legs of two chairs, at 25 cm. from the floor and feet
with a distance of 90 cm. (tie it together.
gently to prevent it from falling. 1 Jump the rope without falling using a
Stand 15 cm away and look at the rope. Jump with pie.
the feet together on the rope. Say: "Jump" 0 Take a step up or jump but
the rope like me. fall
on the same side.
85 57 SPEED IN RUNNING AND AGILITY. Complete the cycle in 5 seconds or less.
58 Create two parallel lines of 5 cm x 60. without that
cm., 3 m apart from each other, with if the can trips or falls.
an empty soda can Locate the can 1 Complete the cycle from 6 to 10 seconds without
in a line. Stop the child behind the other one what is
Line. Say: "When I say go, run as fast as you can." Drop the piece or let the can fall.
quick as you can, lift the can, and It takes him more than 10 seconds to return to the
take her behind the starting line. line of
(Allow to rest for 30 seconds between each) departure.
prueba).

22
 PEABODY
86 57- [Link] it by jumping 10 2 Saltica 8 steps maintaining the
58 Jump like I did. balance
using opposite movements of
arms and
legs, and using a foot in shape
alternated.
1 Jump from 4 to 7 steps while maintaining the
balance, using movements
opposites of
arms and legs, and using a foot on
alternating form.
0 Jump less than 4 steps or the
arms
remain fixed on the sides of the
body.
87 59- LATERAL JUMP. (standing, 2 Jump back and forth 3 cycles
60 hands on hips, from the side to the with
line). Make a line of 5 cm x 60 cm. hands on hips, feet together, and without
With your feet together and without pause, jump
to touch
backward and forward parallel to the line the line does not stop between the jumps.
for 3 cycles of right-left. Say: Jump back and forth from 1 to 2
Jump crossing the line like I did. cycles
with hands on hips, feet together, and
sin
touch the line or stop between the
jumps.
0 Land on the line or take breaks
between
a jump and the other.
88 61- SALTICADO. Prove it by hopping 3m. 2 Hops 3m while maintaining balance
62 Say: 'Jump like me.' rhythm
using opposing movements between
arms
and legs, and using the feet in shape
alternating.
1 Jumping from 1.50 to 2.70 m maintaining
balance and rhythm, using movements
opposites between arms and legs, and
using
the feet in an alternating manner.
0 Saltica less than 1.20 or maintains the
fixed arms at the sides of the
body.
89 63- Jumping on one foot with speed. Jump 6 m in 6 seconds or less without
64 Draw two parallel lines of 5 cm x 60. lose the
cm., 6 m apart from each other. balance or letting the feet touch
Locate the child behind the line of the
jump with one foot to the other side floor.
from the line as fast as you can. Jump 6 m from 7 to 10 seconds or less without
to lose
the balance or letting the feet
token
the floor.
0 Jump less than 6 m or requires more.
of 10
sec.

23
 PEABODY

Item Name, position and Criterion of Results

item description score
1 2 3 4
MANIPULATION OF OBJECTS
1. 12CATCH THE BALL(sitting, 2 Agarra la pelota con los brazos o
legs apart and facing each other). Roll the hands
Start ball towards the child. "Catch the ball." without losing balance.
12 a He grabs the ball but loses balance
16m 0 Does not catch the ball
2 ROLLING THE BALL (sitting, legs Roll the ball forward 90 cm
separated and facing each other) Roll the ball with
towards the child, and position it at the level of their arm or hand.
knees. "Roll the ball towards me" Roll the ball from 60 to 90 cm.
arm or hand.
Roll the ball 60 cm or less
3 THROW THE BALL. (standing in a Throw the ball in any direction.
spacious area). A ball is given to him. extending MS at shoulder level or
tennis and stand at 1.50 m. Extend the elbows.
hands towards the boy and say to him: "Throw me1 Release the ball without extending the MS to
the ball level of elbows.
0 He holds the ball or rests it on the
floor
4. 15-KICKING THE BALL (standing on a Lift one foot and contact the
16 wide space). Kicking a ball ball.
stationary to move 90 cm. Lift one foot and try to kick it
Start
forward. Place the ball 15 cm away. ball.
17-20 in front of the child and ask him: 'Kick the ' 0 He/She cannot lift the foot.
m
ball like I did
5 15-THROW THE BALL (standing on a 2 Throw the ball by extending the MS to
16 spacious space) Give him a tennis ball shoulder or elbow level
to the child and stand 1.50 m away. maintaining the balance.
Throw me the ball Throw the ball with the MS extended,
but it loses balance.
The ball falls from him/her.
6. 19-KICKING THE BALL (standing on a) 2 Hit the ball forward 90 cm
20 spacious space). Kicking a ball without deviating more than 45º from the line
stationary for it to move 90 cm. media.
Start
forward. Place the ball 6 in. Hit the ball 90 cm but it deviates.
21-28
in front of the boy and tell him 'Kick the ball' more than 45º from the midline.
m
as I did it. 0 The ball is displaced less than 90
cm.
7 19-THROW THE BALL - From Above Throw the ball forward 90 cm.
20 (stopped in a wide space) Prove it in the air.
throwing a tennis ball over the Throw the ball forward by 30 to

24
 PEABODY
hand at least 90 cm. forward and 60 cm. in the air.
give it to the child saying: 'Throw the ball' 0 It falls the ball or throws it in another one
as far as I can. direction and not forward.
8 23-THROW THE BALL - FROM BELOW 2 Throw the ball forward 90 cm.
24 (standing in a spacious area). Carry out the in the air.
demonstration throwing the tennis ball 1 Throw the ball forward from 30 to
from bottom to front at least 90 60 cm in the air.
cm. Give the ball to the child and tell him: 'Throw it' 0 He/She drops the ball or throws it elsewhere.
the ball as far as you can. direction and not forward.
9 23-KICK THE BALL (standing in a 2 Kick the ball forward 90 cm
24 wide space). Kick a ball without deviating more than 20º from the line
stationary to move 90 cm. media.
Start Forward. Place the ball 15 cm. In 1 kick the ball 90 cm but it deviates.
29-38 in front of the child and say to him: 'Kick the ball' > 20º from the mean line
m as I did it. The ball is displaced less than 90
cm. and deviates more than 20 from the line
media.

10 25-CATCH THE BALL (standing in a Extend the MMSS forward, palms

26 wide area). Stand 1.50 m in front of the upwards or looking at it, try
child and tell him: "Get the ball". Throw secure the ball by bending the
the ball so that it reaches the height of the MMSS on the chest (may or may not)
chest, contacting with the arms grab the ball.
extended. 1 Extend the MMSS forward, palms
upward or looking, the arms
they are extended when they contact
with the ball.
0 Moves away from the thrown ball.
11 27-THROW THE BALL - FROM 2 Start the shot by moving the MS up and
28 UP (standing in a spacious area). behind, the ball moves through the air
Demonstrate by throwing a tennis ball 2.10 m. Forward.
from above at least 1.10 m. Give it the 1 Start the shot by moving the MS from
ball to the child, stand at 1.40 m and say: down and back, from the side and back,
Throw me the ball or from above or from below,, the
the ball must move 1.80 or less
in the air.
0 The ball falls or throws it anywhere
direction and not forward.

12 29-THROW THE BALL-FROM BELOW 2 Start the shot by moving the MS down and
30 (standing in a wide space). back, and the ball moves 2.10 m
Prove it by throwing a ball of in the air.
tennis from below to move 1 Start the shot by moving the MS from the
At least 2.10 forward. Give it the lateral, from above or from the front,
Start
ball to the child. Stand 2.40 m away. and the ball moves less than 2.10
39-46
distance and say: 'Throw me the ball'. m in the air.
m
0 The ball falls or is thrown anywhere
direction and not forward.
13 29-KICK THE BALL. (standing on a 2 Kick the ball forward 1.80 m
30 spacious) Kick a ball using opposite movements of the MS
stationary so that it can move to the and the MI, starting the kick
less than 1.80 m. Place the ball at 15 cm extending the leg backward with

25
 PEABODY
In front of the child say: 'Kick the ball' the bent knee.
strong like I did. 1 Kick the ball from 60 cm to 1.80 m,
opposing the movements of the MS and
the MI and starting the kick with the
leg extended back and knee
bent.
0 Failure in the use of the opposition of
movement between MS and the MI, or the
the ball moves less than 60 cm.
14 33 - CATCH THE BALL (standing on a) 2 Grab the ball with your hands and
34 wide area). Stand 1.50 m in front outstretched arms.
take the ball. 1 Bring the MMSS towards the chest to
Throw the ball so that it reaches the height. grab the ball after
from the chest, contacting with the arms contact with the hands and arms.
extended. 0 He moves away from the ball or the upper limbs.
remain stationary.
15 39-THROW THE BALL - FROM 2 Throws the ball forward 3 m,
40 UP (standing in a large space). moving the MS from above and behind
Demonstrate by throwing a tennis ball using upper trunk rotation, and
From above at least 3 m. Give him the ball. opposite movements of MS and MI.
To the child, stand 3.30 m away and say: 'Throw me 1 Throw the ball forward by 90'
the ball as far as you can cm at 2.70 m moving the MS from
Start up and down, or from one side and
47-52 backwards, using trunk rotation
m superior, and opposing movements of
MS and MI.
Throw the ball forward less
from 90 cm., or throw the ball by moving the
MS down and back with the trunk
stationary.

16 39-TAKE AIM - FROM BELOW. 2 Hit the target 2 out of 3 times

40 (Stopped 1.50m from the wall) From there, attempts throwing the ball with the hand
throw a tennis ball from below to from below.
a target glued to the wall at 60 cm. from 1 Hit the target 1 time out of 3
floor. Say: 'Throw the ball and touch the ' attempts, throwing the ball with the hand
white like I did it. from below.
0 Does not hit the target, using the shot
with the hand from below.
17 41-CATCHING THE BALL (standing in a 2 Grab the ball with your hands
42 wide area). Stand 1.50 m in front they hold it against the chest if it is
from the child and tell him: 'Grab the ball'. necessary) with elbows bent at 45º-
Throw the ball to reach the height 90º and palms up or
from the chest. looking at each other.
1 Grab the ball by enclosing it with the
arms and hands, and push the ball
against the chest (MSHS may be
bent without the extension
preparatory to catch the ball.
0 Cannot catch the ball
18 43-TO HIT THE TARGET – FROM ABOVE. 2 Hits the target 2 times out of 3
44 (Standing 1.50m from the wall) From there, attempts throwing the ball with the hand
throw a tennis ball twice from above.
from above to a white stuck on the Hit the target 1 time out of 3
60 cm from the floor. Say: 'Throw the attempts, throwing the ball with the hand

26
 PEABODY
ball and hit the target like I did. from above.
0 Does not hit the target, using the shot
with the hand from above.

19 45-THROWING THE BALL - FROM BELOW 2 Throw the ball 3 m, with rotation of
46 (standing in a wide space). upper trunk, opposing movements
Prove it by throwing a ball of from MS and MI, and starts the shot by moving the
tennis from below so that it moves MS down and back.
at least 3m forward. Throw the ball 1 Throw the ball from 90 cm to 2.70 m,
to the child. Stand 3.60 m away and with upper trunk rotation,
Start Say: 'Throw the ball to me as far as you can.' opposite movements of MS and MI, e
53-64 you can. start the shot by moving the MS down and
m back, or a side and back.
0 Throw the ball by moving the MS up
and back (without trunk rotation) or the
the ball moves less than 90 cm.
20 51-HIT THE TARGET- FROM ABOVE. Hit the target 2 times out of 3 attempts
52 (Stopped at 3.60 m from the wall) From taking there,the ball with the hand from
throw a tennis ball from above to above.
Start a white target attached to the wall at 60 cm. from the 1 Hit the target 1 time out of 3
65-71 floor. Say: "Throw the ball and touch the attempts, throwing the ball with the hand
m white like I did. from above.
0 Failure to throw the ball with the shot
from above, or it does not hit the target.
21 51-BOUNCE THE BALL (standing at 1.50 m 2 It falls once on the floor and then bounces.
52 from the wall) Using one hand, pull on the wall.
the tennis ball to bounce once 1 Bounces off the wall, but hits more
on the floor and then I knocked on the wall. Give it sealing the floor before arriving at the
the ball to the boy and say: "Bounce the ball" pared.
as I did it. 0 Throws the ball and strikes first in the
wall, or does not touch the wall after
that bounces on the floor.
22 51- GRAB THE BALL (standing in a 2 grabs the ball 2 times out of 3 attempts
52 wide area). Stand 1.50 m in front with the arms bent using
grab the ball. only the hands.
Throw the ball at an angle of 45º to 1 Grab the ball 1 time out of 3 attempts
that it reaches the hands of the child. with the arms bent using
only the hands.
He/She doesn't catch the ball.

23 68-KICK THE BALL. (standing on a 2 Kick the ball forward 3.60 m

72 spacious space) Kick a ball in the air using movements
stationary so that it moves in the opposites of the MS and the MI, and starting the
air at least 3.60 m. Place the ball at kick extending the leg towards
15 cm. In front of the child's feet and back with the knee bent.
Kick the ball like I did. 1 Hit the ball from 1.80 m to 3.30 m in
the air, opposing the movements of
MS and the MI starting the kick with the
leg extended back and knee
bent.
0 Failure in the use of the opposition of
movement between the MS and the MI, or the
The ball moves less than 1.80 cm.
24 68-CATCH A BALL THAT 2 Bounce and catch the ball 2 times out of 3
72REBOTE. Bounce a tennis ball attempts.
on the floor once and grab it with a 1 Bounce and grab the ball 1 of 3
Dude. Say: 'Bounce it and catch it like me' attempts.
I did it He/She cannot catch the ball.

27
PEABODY

28
 PEABODY

SCALE FOR FINE MOTOR SKILLS

Item Name, position and Criterion of Results

item description score
1 2 3 4
PRESSURE
1. 0Reflection of grip (supine). Stimulate the 2 Close the fingers in a strong grip
palm of the hand, inserting the index finger around the examiner's finger
on the radial part of the palm. Bend your fingers weakly
Start
around the examiner's finger
1- 2m 0: Stretch your fingers, and you cannot
flex them
2 To lay a cloth (supine). Spread out a Take
fabric.
the cloth in your hand
about his forearm. Locate the hand of the He wrinkles the cloth but cannot grab it.
child on the cloth. 0: Extend your fingers, and you can't grasp.
the cloth.
3 Let go of the rattle. Disappearance of The the rattle falls in 3 seconds.
supine reflex Place the rattle in the additional
child's hand. After holding it The rattle falls within 4 to 5 seconds.
for 5 sec. Observe how much time it additional
holds it before letting it go. The rattle falls after 5 seconds.
additional
4 Shake the rattle. (supine) Touch Take the rattle
gently the palm of the hand with the 1: Touch the rattle with your fingers, but not
rattle and say: 'Take your rattle' you can take it
0: Cannot extend the fingers
5 Support of the sonejero (supine). Locate Holds the the rattle for 30 seconds.
rattle in the child's hand. Holds the rattle from 15 to 29 seconds.
Start Holds the rattle for less than 15 seconds.
3 -5
m
6 Manipulation of the rattle (supine) 2: Move the rattle 15º
Move the rattler and place it in the Move the rattle from 5º to 14º
man, and say "Move your rattle". Move the rattle 4th or less
7 To shake the rattle. (sitting on the Take
lap the rattle
(looking at the table) Locate the rattle 1: Shake the rattle
on the table 7.5 cm from the hand of 0: Extends its arms towards the rattle
child and say: "Take your rattle"
8 5Pull the rope. (pronoun). Locate a Take the rope, pull it and get the
toy with a string, leaving the rope on the toy.
Start through the hands of the child. Say: Take, touch or remove from the rope.
6m Grab the toy. Look at the toy
9 5Get a paper (sitting on the lap 2: Get the paper by pulling it with the
looking at the table). Locate a sheet of 21 open hand or crumpling it.
27 cm from the child's hands. Touch the paper.
Say: 'Grab the paper' Reach out your hand to the paper.
10 To sit a cube on the slope Take the cube for 15 seconds.
(looking at the table). Place a cube on Touch the cube for 15 seconds.
The table is 7 cm from the child's hand and says: 0: Extend your hand towards the cube but do not.
Grab the cube. you can touch it.
11 6Cooking a cube (sitting on the skirt2: Cubic grip with the 4th and 5th fingers and the
(looking at the table). Place a cube on palm, or with the thumb and the 1st and 2nd fingers.
Start the table 7 cm from the child's hand and say: 1: Cubic grip with the 5th finger and the palm
7-9 m Grab the cube. Watch how he lifts it. 0: Cubic grip with the whole fist.
12 6Move the rattle (sitting on the Holds and shakes the rattle for 60 seconds.
skirt looking at the table). Locate the rattle 1: Hold and move the rattle from 11 to
in the child's hand and say: 'Move your 59 sec.

29
 14 7To be a cube (sitting on the skirt2: Take the cube with the 1st, 2nd, and 3rd finger,
looking at the table). Place a cube on leaving a visible space between the cube and
the table is 7 cm from the child's hand and says: the palm.
Grab the cube. Observe how he lifts it: Take the cube with the 1st and 2nd fingers and the PEABODY
rattle Move the sound
palm heel (with no forvisible
10 seconds
space or less.
between
13 7Move the rattle (sitting on the Moveand
cube the palm).
rattle 3 times through
skirt looking at the table). Move it towards a 90º the
Take angle
cube with your whole hand.
15 8Asirbackcereals.
and forth (sitting
through an onangle
theof Move
lap Take the both
rattlecereals
3 times through
at once with
90º three
(looking times.
at the Place
table). it in
Locate a cereals.
two table. a raking movement angle fromwith45º
thetofingers
89º
on the table
in front of thewithin
[Link] rattle.'1:0 Take
distance
'Move your Move the rattle
a cereal with less than 45º
a movement of or
Start less than 3 the
times.
of the child. Say: 'Grab all the food' raking with fingers.
10-12
Touch the little balls.
m
16
23 Manipulating (sitting
41-Unbutton. a paper on the(sittingtable). on the 2: Crumple the
Unbuttons paper with
3 buttons in 75your palm (with
seconds or 1 or 2
skirt looking at the table). Cut
42 Anywhere a strip of fabric with buttons on less a paper by hand)
21 table.
the x 27Say:cm "Unbutton
in half. Place one
it as much as half: Crumple the
possible" paper with
Unbuttons your fingers
3 buttons at 76 or more.
on fast
as the table
as you and say: "Show me how
can. Touch or pull thethe
Try to unbutton paper.
buttons
24 crumple
47-Button [Link](sitting
paper. Crumple
on the ittable).
with a Button and unbutton 1 button in 20
I placed the other half
48 Place a strip of fabric with buttons at 7 cm from the over it, more or less.
Hand of theUnbutton
the table. child, andthe say:buttons
'Wrinkleand the paper'
say: Button and unbutton 1 button in 21
how I did it.
Button and unbutton this the most or more.
17 8Asiras fast
cereals
as you (sitting
can. on the skirt Take
Holds2bothcereals with
strips a movement of
together.
25 looking at the table).
49-Take a marker (sitting on the Locate two cereals raking, but with the
Take the marker between yourthumb against the and
thumb finger
the
on the table within the range of flexed index,
50 table). Place a paper and a marker index pulp, the marker rests or take a small ball with the
of
nearthethechild. Say:hands
child's 'Graboverall the
thefood' thumb andIFP
about the theofpad
the of
3rdthe index finger.
finger.
Take a cereal with your thumb and index finger
table. Say: 'Make a line.' Observe Take the marker between your thumb and the
how to take the marker. Take bothofcereals
the pulp the index, at once with rests
the marker
a rake movement.
on the first knuckle or pulp of the third finger.
18 11Asir cereals (sitting on the skirt) Take 1 ormarker
Take the 2 cerealswithwith theand
the 1st pulp2ndof the
finger.
26 looking at the table). Place two cereals thumb and index
53-Touch your fingers. At the rate of one touch. Touch each finger with the thumb in 8 [Link], hand, wrist and
54 peron thesecond,
table within reach the
starting witharms theareindex,
not resting
Touchon thefinger
each [Link] the thumb from 9 to 12
of the child. Say: 'Grab all the food'
touch each finger in succession with the following. Take 1 or 2 cereals with the pulp of the.
Start Thumb. Say: 'Touch your fingers like I do. Touch each finger in 13finger,
thumb and index seconds with
orthe arm resting
more.'
13-20 I did it as fast as you could. on the table.
m 0: Take the cereals using another
grasping, instead of that of the thumb and fingertip
of index.
19 11 To sit on a cube on the slope Take the cube with your thumb
Item Name,
(looking at the position
table). Placeanda cube on opposing the pulpCriteria of and 3rd finger
of the 2nd Results
the table is 7item description
cm from score the cube and the
the child's hand and it says: with a visible space between
1 2 3 4
Grab the cube. Observe how he lifts it with his palm, and with his hand taking it from
VISOMOTOR INTEGRATION
above.
1 1Monitoring of the rattle (supine). 2: Follow
1: Take thethecuberattler
with90º
yourtothumb
each side of the
and the
Hold the rattle 30 cm from the nose midline. pulp of the 2nd and 3rd finger, with the hand
of the baby, and move it gently in a 1: Follow
taking the the
it from rattle
sideat (but
less without
than 90º to
Start 90º angle to one side (almost to the each side.
contact the table)
1-2 supporting surface). Return to the line 0: Focus
Take the your
cubeeyes withon the fist.
your rattle for 3 seconds. Or
m
20 measure and repeat it to
13 Asir cubes. (sitting on the skirt the other side. less.
Take the 2 cubes with one hand and the
2 1 Follow thetable).
(looking at the rattle
Place (supine with hold
2 cubes together. 2: forFollow
3 seconds. the rattle towards the midline
head turned to one side)
Grab the cubes with one hand, . Keep on both sides
Pick up the 2 cubes with one hand and the
Start the rattle 30on cmthefrom theand
baby's
Place them table say:nose 1: Follow
'Hold them for less than the3rattle towards the midline
seconds.'
21-34 about the support, and move it gently from one side
two blocks with one hand like I did. Take one cube
21 an angle
15-Take towards(sitting
a marker the midline.
on the Repeat it 0: Thethe
Take head remains
marker with turned towards
your thumb andathe
to the other side.
16 table). Find a paper and a marker side.
index towards the paper and the other fingers
3 1 Hand
near thepositioning.
child's hands on (sitting
the 2: Position
There the open
are about the hand
marker. over the
Start about Say:
table. the skirt,
'Makelooking theObserve
a line'. other way with a [Link] the marker with your thumb facing
35-71 the
hownearby
to taketable for lateral support
the marker. 1:
up Position
and the 5th thefinger
fist oftowards
the hand theover the
paper.
m about her). Using a movement towards table 0: Cannot take the marker.
22 up, gently
41-Take a markerstroke(sitting
the backonof the the 0: Cannot
Take place the
the marker withhandyouron the and the
thumb
child's hand against the edge of the table. table
42 table). Find a paper and a marker finger pulp of the index, the other three fingers are
4 Perception of the
near the child's hands rattle
on the(supine). Move your head
held against more than
the palm. 10º
The part
Hold the rattle 30 cm away
table. Say: 'Make a line'. Observe from the nose 1: Move
the topthe
of head
the less
marker isthan 10º
located between the
how to take the marker. thumb and index finger, the child moves the hand
as a unit while drawing.
Take the marker with your thumb and the
index pulp, The upper part of 30
marker falls between the thumb and the index finger.
0: Hold the marker with your thumb and the
index.
 PEABODY
Start of the child. Gently lower it to 2.5 The head remains stationary.
3m cm of your nose.
5 Contemplation of the hands (supine) Look at the hands for 3 seconds.
Hold the child's hands and move them Look at the hands for 1 to 2 seconds.
in front of his face. If his arms are The eyes remain fixed or glance away
very short, turn the child's head towards
move one side and wave a hand.
6 2Ball tracking.- from left to right. 2: The ball goes beyond the line
sitting on the lap, looking at the table, him media
examiner sits close to the table). 1: Follow the ball to the midline
Rolling a tennis ball on the table at 0: The head does not move
From left to right. Say: 'Look at the ball'
7 2Ball tracking. - from right to left 2: Follow the ball beyond the line
sitting on the lap, looking at the table, the media
examiner sits close to the table). 1: Follow the ball to the center line
Start
Roll a tennis ball on the table of 0: The head does not move.
4m from left to right. Say: 'Look at the ball'
8 2Follow-up of the rattle (supine with 2: Follow the rattle through the line
head turned to one side). Hold average for both sides.
the rattle 30 cm from the child's nose. 1: Follow the rattle along the line
Move it slowly at a 110º angle halfway to one side.
through the midline. Return the 0: Follow the rattle towards the midline or
Rattle to the lateral position. Repeat it with less.
the head to the other side.
9 3Arm extension (supine). Shake the 2: Extend your arms aligned towards the
rattle and then keep it 30 cm from rattle
chest. Say: “Grab your rattle.” 1: Extend your arms with flexion of
elbows (90º or less) towards the rattle or
start
extend your arms in another direction and not
5- 6
toward the rattle
m
0: The arms remain in the same
position or continue with the same
activity.
10 4Approach to the midline (supine) Move your hand 10 cm in the midline
Hang a toy from a string at 30 while reaching the toy.
cm from the baby's chest. Say: "Grab the \ Move your hand in any direction
toy that is not the median line.
0: cannot move the hand
11 4Join the two from both hands Hook fingers for 5 seconds.
(supine). Hold the child's arm between 1: Hook the fingers for 3 to 4 seconds.
Start the doll and on elbow, and join the fingers from 0: Hook the fingers from 3 to 4 sec.
7m child in the centerline, then, move away their
hands (of the therapist).
12 6Join the hands (sitting on the lap 2: Join the hands and hold the cube 15
(looking at the table). Place a cube on the seg
child's hands. Say: 'Play with your cube' Join your hands and hold the cube of
1 to 14 seconds
You can't spread it with your hands.
13 6 Extend the arms (supine) Sauda 2: Extend the MS towards the rattle with
hold the rattle 30 cm from the nose more than 90° of elbow flexion, while the
of the child. Say: “Grab your rattle.” the other hand remains stationary.
1: Extend the MS towards the rattle with
Start
less than 90° of elbow flexion, while
8m
the other hand remains stationary.
0: Extend both upper limbs towards the
toy

31
 PEABODY
14 6 Retain cubes (sitting on the skirt) Lift the 2nd cube and hold the other one.
(looking at the table). 2 cubes: Place one for 5 seconds.
the table and say: 'Grab the cube.' Then after 1: Lift the 2nd cube and hold the other one
let the child grab it, locate the 2nd cube in less than 5 seconds.
the table and say: "Take this one too". Use 0: Lift a single cube.
the two hands.
15 7Transfer cubes. (sitting on the lap 2: Transfer the cube to the other hand and
looking at the table). 2 cubes. Locate a lift the 2nd cube with the empty one.
cube in the child's hand. Locate the 2nd 1: Transfer the cube to the other hand and
cube on the table within the range of extend each hand to the second cube.
reach of the hand that is holding Take the 2nd cube without transferring the 1st to the
the cube and as far away from the hand as possible another hand.
empty. Say: "Grab this one too."
16 7Playing cereals (sitting on the lap Touch the cereal with a finger
looking at the table). Place a cereal on Touch the cereal with the palm or touch the
Start the table within the child's reach. table near the cereal.
9m Say: 'Grab the food' Reach out for the cereal.
17 7Hit a glass (sitting on the lap 2: Hit the glass 3 times
looking at the table). Hit a glass 3 Tap the glass 1 to 2 times
sometimes on the table, then support it. He lifts the glass but does not hit it.
Say: 'Hit the glass.'
18 Insert a finger (sitting on the Insert the finger into the hole.
skirt looking at the table). Place a board 1: Position the finger 3mm from the hole.
for pins in front of the child. Enter 0: Touch the board
Start
the index in the holes like
10 m
demonstration. Say: 'Do it'.
19 8Remove the pins (sitting on the Remove 1 or more pins.
skirt looking at the table). Locate the board Try to pull out a plug.
with 3 plugs gently inserted into You touch the plug
in front of the child. Say: "Take out the plugs"
20 9Combining cubes (sitting on the Take the two cubes and carry them together to
skirt looking at the table). 2 cubes. Locate the midpoint.
a cube in the left hand. Locate the 2nd cube 1: Take the 2nd cube but do not carry them together
near the right hand. Say: Grab to the midline
this one too and hit them together. 0: No puede agarrar los 2 cubos.
Show it to him if necessary.
21 9Clap with your hands. (Sitting in front 2: Clap 3 times
to the examiner). Applaud while you ask him/her Applaud 1 to 2 times.
let him/her do it. Join your hands.
22 10 Retain cubes (sitting on the skirt) 2: Reach out for the 3rd cube
looking at the table). 3 cubes. Locate a while holding 2 cubes
cube in each hand. After child 1: A cube falls from him while he extends the
Start
hold them for 3 sec., position the 3rd cube hand towards the 3rd cube.
11 m
on the table and say: "Grab this" Look at the cubes
also, and hold everyone
23 10Manipulate the rope (sitting on the skirt 2: Take the rope and pull it.
looking at the table). Locate the rope attached to 1: Caress the rope.
toy on the table, with the toy Touch the rope.
under the edge of the table so that it doesn't
I see it. Say: 'Grab the rope.'
24 10 Remove plugs (sitting on the lap Pull out 3 plugs.
looking at the table). Position the board with 3 Pull out 2 plugs
Start pins gently inserted in front Remove 0 to 1 pin.
12 m from the child. Say: "Pull out the plugs"

32
 PEABODY
25 10 Let go of the cube (sitting on the lap 2: Drop the cube in the hand of the
looking at the table). Place the cube on the examiner
child's hand and say: "Let it go in my The cube falls on the table
hand". Keep your hand 15 cm away Hold the cube.
under the child's hand.
26 Take off the socks (sitting on the floor). He/She takes off both stockings.
Take off the shoe or say: "Take off your shoes" One sock is taken off.
Start media. 0: Tries to take off a stocking or touches it.
13 m
27 11Locate the cereal (sitting on the lap) 2: Take the cereal with your thumb and index finger, and it
(looking at the table). Locate the cereal and the pull in the cup.
cup on the table. Show him the cereal and Take the cereal with your thumb and index finger, and
Say: 'Place it in the cup' reach out your hand towards the cup.
0: Toma el cereal.
28 11Locate the cubes (sitting on the lap Place 3 to 7 cubes in the cup.
(looking at the table). Place 7 cubes and the Place 1 to 2 cubes in the cup.
Cup on the table, and say: 'Place the cubes 0: Do not place any cubes in the cup.
in the cup.
29 12Page turning (sitting on the lap or Open the book.
in a secure sitting position, looking at the table. Try to open the book.
Start Locate the book with a cover and thick pages Touch the book.
14 m on the table. Say: 'Open the book'
30 12 Revolver with spoon (sitting on the Stir with the spoon.
skirt or sitting safely, looking at it 1: Move the spoon up and down, or
mix with a spoon. She places it in the cup.
Take the spoon
31 12Harvest cereals (sitting on the lap or 2: Turn the bottle and pour the
in a secure seating, looking at the table. cereals
start Give a bottle without a cap with cereal 1: Try to turn the bottle over and spill the
15-16 inside and say: "Take them out." cereals.
m He/She holds the bottle.
32 13Locate cubes (sitting on the skirt or Place 7 cubes in the cup.
en una posición de sentado seguro, Place 4 - 6 cubes in the cup.
looking at the table). Place 7 cubes and the Place 0 - 3 cubes in the cup
cup on the table, and say: "Place the cubes
in the cup.
33 13Locate the pins (sitting on the Place 3 pegs on the board.
skirt or sitting securely, looking at her Place 1–2 pins on the board.
table). Place the board on the table, and Lift the pegs.
3 pins between the board and the child. Say:
Place the pegs on the board.
34 Hit with the spoon (sitting on the 2: Hit the spoon with motion
skirt or in a sitting position horizontal.
Sure, looking at the table). Prove it. Hit the spoon with movement
hitting the vertical with a horizontal movement
spoon against the cup. Place the spoon 0: Raise the spoon
on the table, and say: 'Do it.'
35 13Insert figures (sitting on the lap) Place 1 figure in the correct spot.
(looking at the table). Place a board with 1: Place a figure partially on the
shapes on the table. Locate the figures correct place.
between the child and the board underneath the 0: Raise a figure and place it on the
Spaces in which they must be placed. Indicate board.
the figure and the place where they should be placed and
Say: 'Put the shapes on the board.'
36 14Place the cereals (sitting on the Place the cereal in the bottle.
skirt or sitting securely, looking at her Try to place the cereal in the bottle.

33
 PEABODY
Start table). Place a bottle and 4 cereals Pick up the cereal.
17-18 on the table. Pick up a cereal and place it
m in the bottle. Point out another cereal and say:
Place it in the bottle.
37 14Drawing (sitting on the lap or in a Draw a line longer than 2.5 cm.
sitting safe, looking at the table). 2 Draw a line that is less than 2.5 cm.
markers and 2 sheets. Draw a line Touch the paper with the marker.
vertical of 7.5 cm in length. Place the 2|
sheet and the marker on the table. Say:
Do what I did.

38 15-Build a tower. (sitting on the Stack 2–3 cubes

16 skirt looking at the table). 6 cubes. Say:
Try to stack 2 cubes
“Look at me build a tower.” Build Take a cube
Start
a tower of 3 cubes and leave it assembled.
19-22
Give her 3 cubes and say: 'Build a'
m
tower.
39 17-Insertar figuras(sentado sobre la falda 2: Place 2 figures in the spaces
18 looking at the table). Place a board with correct ones
figures on the table. Place 3 figures 1: Place 1 figure correctly and the 2
between the child and the board but not close to partially in the right place
the corresponding spaces. Indicate 0: Place 1 figure in the correct location.
figure and the spaces and say: 'Place the
figures in the spaces
40 19-Build a tower (sitting on the Stack 4-5 cubes
20 skirt or sitting securely, looking at her Stack 3 cubes.
table). 10 cubes. Say: "Watch me build" Stack 2 cubes
Start a tall tower. Build a tower of 5
23-26 cubes and leave it assembled. Give it 5 cubes and
m Say: 'Build a tall tower.'
41 19-Flip pages (sitting on the lap Turn 3 pages one at a time.
20 looking at the table). Locate the book with cover 1: Turn only 2 pages or turn 2 or more
and thick leaves on the table. Say: 'Look at the pages together.'
book Open the book.
42 19-Insert figures (sitting on the lap 2: Place 3 figures in the spaces
20 looking at the table). Place a board with correct ones
Figures on the table. Place 3 figures. Place 2 figures in the spaces
between the child and the board but not near correct, and the 3rd partially in the
the corresponding spaces. Indicate the correct space.
figures and the spaces and say: 'Place the Place 2 figures in the spaces
figures in the spaces correct.
43 21-Build a tower (sitting on the Stack 6 cubes
22 skirt or sitting safely, looking at it Stack 5 cubes
table). Say: "Watch me build a tower Stack 4 cubes.
Start "high." Do it with 6 cubes, and leave it assembled.
27-28 for a few seconds, then disarm it.
m Give the child 6 cubes and say, "Build"
a tall tower
44 23-Emulate a vertical stroke (sitting over the 2: Make a stroke of 5 cm. at 20°)
24 skirt looking at the table). 2 markers and 2 from the vertical.
Leaves. Draw 2 vertical lines of 7.5 cm 1: Make a stroke of 5 cm. between the 21°
long. Place the 2| sheet and the marker y 45| from the vertical.
on the table. Say: “Draw a line of 0: Make a line of less than 5 cm., or
upwards down like I did. more than 45° from the vertical.
45 25-Take off the lid. (sitting at the table). Remove the lid.
Put a cereal in a bottle and close it. Try to remove the lid.
Start the screw cap. Give the bottle and say: Shake the bottle.
29-30 Take out the cereal.
m

34
 PEABODY
46 25-Build a tower. (sitting on the Stack 8 cubes.
26 table). Say: "Watch me build a tower" Stack 7 cubes.
"high." Do it with 10 cubes, and leave it. Stack 6 cubes.
armed for a few seconds, then
Disarm her. Give the boy 10 cubes and say.
Build a tall tower
47 25-Cutting with scissors (sitting at the table). Cut the paper in one place.
Cut the edge of a sheet in 3 places. Open the scissors and try to cut.
Give him the scissors and the paper and say: 'Cut theTouch the paper with the scissors.
paper
48 27-Draw a horizontal line. (sitting at 2: Make a 5 cm line at 20°
28 table). 2 markers and 2 sheets. Draw 2 from the horizontal.
horizontal lines of 7.5 cm. Place the Make a line of 5 cm. between the 21°
Start 2| sheet and the marker on the table. Say: and 45| of the horizontal.
31-32 Draw a line like I did. 0: Make a line of less than 5 cm, or
m more than 45° from the horizontal.

49 27-Threading beads (sitting at the table). Thread 2 beads.

28 A ribbon and 6 square beads. Thread 2 1: Thread 1 bead
counting in a loop. Give it to the child and Try to thread a bead.
put 4 bills on the table and say:
Thread the beads like I did.
50 27-Fold a paper in half (sitting at 2: Fold the paper creating a crease.
28 the table). Cut a sheet of 21 x 27Crumple cm the paper.
in half. Fold one of the pieces to 0: Touch the paper.
Start half and leave it in sight of the child. Give him the
33-34
another piece of paper and say: "Fold it"
m
like mine.
51 29-Build a train (sitting at the table). 8 2: Align 3 cubes and place the 4th on top.
30 cubes. Assemble a train like the one in the picture at the end.
the guide. Place it along the table Aligns 3 cubes, but fails to place them.
making train sounds. Locate it correctly the 4|.
where the child can see it. Place 4 Paragraph 2 cubes
cubes in front of the child and say: 'Make a
train like mine.
52 29-Thread beads (sitting at the table). Thread 4 beads.
30 A ribbon and 6 square beads. Thread 2 1: Thread 3 beads.
accounts in a loop. Give it to the child and Thread 2 beads.
Start
put 4 bills on the table and say:
35-38
Thread all the beads like I did.
m
53 29-Build a tower. (sitting in the Stack 10 cubes.
30 table). Say: "Look at me building a Stack tower"
9 cubes.
High. Do it with 5 cubes, and leave it assembled: Stack less than 9 cubes.
for a few seconds, then take it apart.
Give the child 10 cubes and say, "Build"
a tall tower using all the cubes that
you can

54 31-Build a bridge (sitting in the 2: Build the bridge as shown in the drawing
32 table). Build a bridge with 3 blocks like 1: Build the bridge with 2 blocks high, or
in the guide. And leave it assembled. Place 3 the upper cube is disarranged.
Cubes in front of the child and say: 'Build a 0: Stack cubes'
point like mine.
55 33-Copy a circle (sitting at the table). Draw a circle with the ends at 1,2
34 Put a paper, a marker and a cm one from the other (or less).

35
 PEABODY
Start card with a circle on the table. Say: 1: Draw a circle with the ends of
39-42 Draw a circle 1.2 cm to 2.5 cm apart, the circle is
m completed at least ¾ parts.
The ends are more than 2.5 cm away from
distance, or the circle is completed
less than ¾ parts.
56 35-Build a wall. (sitting on the 2: Build a wall like the one in the drawing, or
36 table). 8 cubes. Build a wall of 4 two towers that touch.
cubes as in the guide and leave it assembled. Build 2 towers of 2 cubes with
Place 4 cubes in front of the child and say: intermediate space.
Build a wall like mine. Build a single tower.
57 37-Cut paper (sitting at the table). Cut 2: Cut the paper into 2 pieces.
38 a piece of 21 x 27 cm. in half. Give it 1: Cut the paper ¾ parts or less.
Start half of the paper and a pair of scissors. Say: Move the scissors.
43-46 Cut the paper like I did.
m
58 39-Threaten cords (sitting in the Link 3 holes.
40 table). "Watch me thread." Pass with Link the2 holes..
cord from top to bottom by the Pass the loop through a hole.
hole, and the 2| from bottom to top.
Thread 3 holes. Show the strip for
to thread the child, and then take away the cord
and give it to him/her. Say: "Do it like me".
59 39-Copy a cross (sitting at the table). Draw crossed lines at 20° from the
40 Place the paper, marker, and a cardperpendicular.
with a cross on the table. Say: 'Draw 1: Draw crossed lines at more than 20° of
lines like this that cross in the middle the perpendicular.
0: Does not cross the lines.

60 41-Cut along a line. (sitting on the Cut within 0.6 cm of the line
42 table). Give the child a piece of paper with
in itsa entirety.
line of 12.5 cm x 0.6 cm. and the scissors. Cut in the direction of the line but more
Slide your finger along the line and say: 'Cut 0.6 cm from the line.'
along the line. Move the scissors.
61 41-Copy a cross (sitting at the table) Draw crossed lines at 20° from the
42 Place the paper, marker and a cardperpendicular. And along each side of
with a cross on the table. Say: 'Draw the line varying no more than 0.6 cm.'
lines like this that cross in the middle Draw cross lines at more than 20° of
Start
the perpendicular and/or along each
47-54
side of the midline varying more than
m
0.6cm.
0: You cannot cross the lines.
62 41-Serve cereal (sitting at the table). 2: Place 10 cereals in 30 seconds or less
42 Put a bottle and 10 cereals on the 1: Place 5 to 10 cereals in the bottle
table. Say: "Put the cereals on the from 31 to 60 seconds.
bottle as fast as you can. To Put 4 cereals or less in the bottle
one at a time in 60 sec.
63 41-Follow the line (sitting at the table). It deviates from the line no more than 2
42 Place a piece of paper measuring 12.5 x 0.6
timescm
and on
no more than 1.25 cm
the table with a horizontal line. Slide It deviates from the line 3 to 4 times and
Start
run your finger along the line and say: no more than 1.25 cm.
55-62
Draw on this line. Try not to It deviates from the line more than 4 times.
to surpass

64 49-Copy a square (sitting on the 2: Dibuja líneas derechas y dentro de los

36
 PEABODY
50 table). Place the paper, the marker 15° from
and the the vertical and horizontal, with the
card with the square on the table. closed corners.
Say: 'Draw a square.' Draw lines that deviate from the
vertical or horizontal from 16° to 30°, or
One corner remains open.
Draw lines that deviate from the
vertical or horizontal more than 30°, or
two corners remain open.
65 49-Cutting a circle (sitting at the table). Cut within 0.6 cm of the ¾ line.
50 Give him a paper with a circle andcircle the
scissors. Slide your finger along it and say: 1: Cut between 1.25 and 0.6 cm from the line of
"Cut the circle along the line." ¼ to ¾ of the circle.
Cut the circle to more than 1.25 cm from
the line.
66 51-Construir una escalera(sentado en la 2: Assemble the ladder as shown in the illustration
52 table). Assemble it as shown in the guide, the
Assemble the ladder with spaces between the
highest column of 3 cubes.. Leave the cubes or with poor alignment.
Start
staircase armed for a moment. Then Build another structure and not the ladder.
63-71 Disarm it and give 6 cubes to the child. Say:
"Build the ladder like I do"
67 53-Connecting points. (sitting at the table). 2: Connect the points, the line does not deviate
54 Place a paper with two dots and the > 0.6 cm from the horizontal.
marker on the table. Point out the 1: Connect the dots; the line deviates between
points and say: "Draw a straight line from 0.6 and 1.25 cm. from the horizontal.
from one point to another. 0: Do not join the dots, or it deviates from the
line more than 1.25 cm.
68 53-Cut a square (sitting in the 2: Cut the square within the 0.6
54 table). Give him a paper with a square and the line.
cm from
a pair of scissors. Slide your finger around the Cut the square from 1.25 to 0.6 cm.
Cut the square along the line.
line Cut the square to more than 1.25 cm
from the line.
69 53-Build a pyramid (sitting on the 2: Build the pyramid as shown in the illustration.
54 tables) 12 cubes. Build a pyramid 1: Build the pyramid but the cubes are
of 6 cubes as illustrated in the guide and they play in some places.
leave it assembled. Place 6 cubes in front of the 0: Build another structure instead of the
child and say: "Build a tower like mine." pyramid.

70 55-Fold a piece of paper. (sitting at the table). Fold the paper in half with the
56 Show her a sheet of 27 x 21 cmparallel and borders and within 0.3 cm apart
fold it in half lengthwise and place it down one and the other.
where the child can see it. Give him a sheet and 1: Fold the paper in half with the
Fold your paper so that it can be seen almost parallel edges and at 1.25 and 0.3 cm from
like mine. distance.
Fold the paper with the edges more than
1.25 difference.
71 59-Paint between the lines (sitting at the table). 2: Fill ¾ of the space without crossing the lines.
60 Put a paper with parallel lines and lines more than 2 times.
a marker on the table. Slide your Fill ¾ of the space and cross the lines
finger back and forth between the 3 to 4 times.
Draw only between the lines. Cross the lines more than four times.
72 68-Fold a paper (sitting at the table). Fold the paper in half twice and
Show a sheet of 27 x 21 folded so that the edges are parallel to one another.
cut it in half twice and support it where the child is distance of 0.3 cm.
can see it. Give her a piece of paper and 1: Fold the paper in half twice and
Fold your paper so that it can be seen. the edges remain parallel from 1.25 to 0.3
like mine cm one from another.
Fold the paper in half twice and
the edges more than 1.25 cm apart.

37
 PEABODY

Hop

1 pie: 30.48 cm
2 feet: 61 cm
3 feet: 91 cm
4 feet: 122 cm
5 feet: 152 cm
6 feet: 183 cm
7 feet: 2.10
8: 2.40
9: 2, 70
10: 3m
11:3, 30
12: 3, 60
1 inch = 2.5 cm

38