Developmental Scoring Research Articles

Investigating the Effectiveness of Morphosyntactic Treatment on Production in Two Children with Hearing Impairment Older Than 3 Years

Introduction: Since hearing loss (HL) can lead to linguistic and especially morphosyntactic (MS) delay, creating a method for fostering and facilitating MS development is required. Accordingly, the auditory-based Sayeh Tahbaz Hoseynzadeh (STH)-method has been designed. Accordingly, the present article examines the effectiveness of this treatment. Case Description: Two hearing-impaired children (HIC) who used hearing aids, with moderately severe and severe HL and older than 3 years of age at the time of study, enrolled in the STH method for 24 weeks. The Persian developmental sentence scoring was used to analyze language samples together with some formal and informal assessments performed within a 12-week interval. Results: According to the Persian developmental sentence scoring used to analyze spontaneous language samples, the score of participant 1 changed from 0 to 10.6 and the score of participant 2 improved from 5 to 7.4 in the final assessment. Conclusion: The findings showed that STH-method helped in improving the MS skills of the participants.

Using language sample analyses across English dialects: A case-based approach for preschoolers

ABSTRACT This study compared language samples from typically developing 4-year-olds who spoke African American English (AAE), Jamaican English (JE), or Mainstream American English (MAE) to assess the value of using language sample analysis (LSA) measures for characterising language use across dialects of English. Specific LSA metrics included mean length of utterance (MLU) in morphemes and in words, the Index of Productive Syntax (IPSyn), Developmental Sentence Scoring (DSS) and measures of lexical diversity. Children demonstrated diverse linguistic patterns across dialects, but a Kruskal–Wallis H test did not reveal significant differences in scores obtained through LSA measures. Notably, the IPSyn captured morphosyntactic structures in each category across dialects where prior research has highlighted limitations. This preliminary study uses a case-based approach to illustrate the applicability of LSAs in describing linguistic variations across children who speak different dialects of English. Moreover, the findings from this study underscore the potential use of LSAs in describing linguistic patterns to support the characterisation of communication profiles for culturally and linguistically diverse children.

Evaluation of Skipping in College Students with and without Autism Spectrum Disorder.

Children with Autism Spectrum Disorder (ASD) demonstrate motor skill deficits in comparison to their neurotypically developing peers. However, it is unknown whether these motor skill deficits persist into adulthood. We evaluated skipping kinematics and motor performance in college students with and without ASD. We collected kinematic data from 20 college students, 10 with ASD and 10 without ASD, using a 12-camera three-dimensional motion capture system while participants completed three skipping trials. We scored skipping performance using Everyone Can! and the Halverson Developmental Sequences for Skipping, and we processed data using Cortex, Visual 3D, and MATLAB. We extracted data for center of mass excursion, peak velocity of joint extension, and peak joint angles of the hip, knee, and ankle of the dominant leg. Independent t-tests and Mann-Whitney U tests were used to examine differences between groups with an alpha level of p 0.05. We found no statistically significant differences for peak sagittal plane joint angles, velocities, or vertical center of mass excursion. However, the ASD group demonstrated greater medio-lateral center of mass displacement (ASD M = .08, SD = .1m; Control M = .03, S = .03m; p = .026) and greater frontal plane knee excursion (ASD M = 11.49, SD = 6.23°; Control M = 5.29, SD = 2.44°; p = .01) than participants without ASD. Similarly, the ASD group performed less proficiently in skipping than the group without ASD, as assessed by the developmental scoring methods (Everyone Can! composite score medians [interquartile range]: ASD M = 10.5, SD = 8; Control M = 15.0, SD = 0, p = .008). Despite many similarities in skipping kinematics between groups, participants with ASD were less proficient in skip performance than participants without ASD. Interventions for individuals with ASD addressing skipping proficiency or the performance of other locomotor skills, such as running and jumping, may promote participation in activities that involve complex motor skills and help individuals with ASD lead more physically active lives.

Evaluation Of Skipping In College Students With And Without Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects social interactions and behaviors. Children with ASD demonstrate motor skill deficits in comparison to their neurotypically developing peers. However, it is unknown whether these motor skill deficits translate into adulthood. PURPOSE: Skipping performance and kinematics were evaluated in college students with and without ASD. METHODS: 20 college students, 10 with ASD and 10 without, participated in this study. Following a demonstration, each participant completed three skipping trials. Data was collected using a three-dimensional 12-camera motion capture system at 120 Hz using retro-reflective markers that were placed on the participants’ upper and lower extremities. Developmental scoring of skipping performance was performed using a combination of Everyone Can! and the Halverson Developmental Sequences for Skipping. Data were processed using Cortex, Visual 3D, Matlab, and SPSS software. Center of mass excursion, the peak velocity of joint extension, and peak joint angles of the hip, knee, and ankle of the dominant leg were extracted. Independent t-tests were used to compare normally distributed kinematic variables and Mann-Whitney U test were used to examine the center of mass excursion and developmental scores between groups with an alpha level of 0.05. RESULTS: Individuals with ASD performed less proficiently in skipping than individuals without ASD as assessed by the developmental scoring (Everyone Can! composite score median (interquartile range): ASD: 10.5(8), Control: 15.0(0), p = 0.008). However, there were no statistically significant differences for the peak joint angles, velocities, or vertical center of mass excursion. The ASD group demonstrated greater medio-lateral center of mass displacement (ASD 0.08(0.1) m; Control 0.03(0.03) m; p = 0.026). CONCLUSION: Participants with ASD were less proficient in their skip performance in comparison to participants without ASD. Given that skipping is a motor skill used in many common sports and leisure activities, interventions addressing the ability to skip proficiently may promote participation in these activities and help individuals with ASD lead more physically active lives.

The Adaptation of Developmental Sentence Scoring and Index of Productive Syntax to Turkish.

Language sampling analysis (LSA) plays an important role in evaluating language skills; hence, the study aimed to develop new assessment measures for the LSA in Turkish as alternatives to mean length of utterance (MLU) and the Language Assessment, Remediation and Screening Procedure. With this aim, Developmental Sentence Scoring (DSS) and the Index of Productive Syntax (IPSyn) were adapted to Turkish. Eighty monolingual Turkish children were included in the study, and the age range was from 2;0 to 5;11 (years;months). The children were grouped with 6-month intervals, and each group had an equal number of participants in terms of gender. Their general and language development were tested with standardized tests, and language sampling was recorded during play with farm toys for 15-20 min. Reviewing literature and observing participants' production schemas were created for DSS for Turkish (DSS-TR) and the IPSyn for Turkish (IPSyn-TR) separately, and final versions were determined in consultation with experts. DSS-TR and IPSyn-TR were significantly correlated with standardized tests, and MLU values were statistically significant (p < .05). Total scores increased with age; however, grammatical categories did not go up. No difference was observed between genders (p > .05). In DSS-TR, the "sentence point" did not affect the participants' total scores because of language characteristics (p > .05). Finally, DSS-TR and IPSyn-TR were seen to be correlated with each other (p < .05). DSS-TR and IPSyn-TR are valid, being correlated with other assessment tools, and reliable, showing a high correlation with other raters, to reflect morphosyntactic skills. Therefore, they both are alternative assessment measures that will be used in LSA and give an opportunity to clinicians to plan their intervention goals. Also, they enable clinicians to observe progress not only specific to grammatical category but also in the total scores of the children either during or at the end of the therapy.

Using Free Computer-Assisted Language Sample Analysis to Evaluate and Set Treatment Goals for Children Who Speak African American English.

Purpose Spoken language sample analysis (LSA) is widely considered to be a critical component of assessment for child language disorders. It is our best window into a preschool child's everyday expressive communicative skills. However, historically, the process can be cumbersome, and reference values against which LSA findings can be "benchmarked" are based on surprisingly little data. Moreover, current LSA protocols potentially disadvantage speakers of nonmainstream English varieties, such as African American English (AAE), blurring the line between language difference and disorder. Method We provide a tutorial on the use of free software (Computerized Language Analysis [CLAN]) enabled by the ongoing National Institute on Deafness and Other Communication Disorders-funded "Child Language Assessment Project." CLAN harnesses the advanced computational power of the Child Language Data Exchange System archive (www.childes.talkbank.org), with an aim to develop and test fine-grained and potentially language variety-sensitive benchmarks for a range of LSA measures. Using retrospective analysis of data from AAE-speaking children, we demonstrate how CLAN LSA can facilitate dialect-fair assessment and therapy goal setting. Results Using data originally collected to norm the Diagnostic Evaluation of Language Variation, we suggest that Developmental Sentence Scoring does not appear to bias against children who speak AAE but does identify children who have language impairment (LI). Other LSA measure scores were depressed in the group of AAE-speaking children with LI but did not consistently differentiate individual children as LI. Furthermore, CLAN software permits rapid, in-depth analysis using Developmental Sentence Scoring and the Index of Productive Syntax that can identify potential intervention targets for children with developmental language disorder.

Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries.

This study examined longitudinal associations between performance on the Rey-Osterrieth Complex Figure-Developmental Scoring System (ROCF-DSS) at 8 years of age and academic outcomes at 16 years of age in 133 children with dextro-transposition of the great arteries (d-TGA). The ROCF-DSS was administered at the age of 8 and the Wechsler Individual Achievement Test, First and Second Edition (WIAT/WIAT-II) at the ages of 8 and 16, respectively. ROCF-DSS protocols were classified by Organization (Organized/Disorganized) and Style (Part-oriented/Holistic). Two-way univariate (ROCF-DSS Organization × Style) ANCOVAs were computed with 16-year academic outcomes as the dependent variables and socioeconomic status (SES) as the covariate. The Organization × Style interaction was not statistically significant. However, ROCF-DSS Organization at 8 years was significantly associated with Reading, Math, Associative, and Assembled academic skills at 16 years, with better organization predicting better academic performance. Performance on the ROCF-DSS, a complex visual-spatial problem-solving task, in children with d-TGA can forecast academic performance in both reading and mathematics nearly a decade later. These findings may have implications for identifying risk in children with other medical and neurodevelopmental disorders affecting brain development.

Using Computerized Language Analysis to Evaluate Grammatical Skills.

Purpose Conducting in-depth grammatical analyses based on language samples can be time consuming. Developmental Sentence Scoring (DSS) and the Index of Productive Syntax (IPSyn) analyses provide detailed information regarding the grammatical profiles of children and can be conducted using free computer-based software. Here, we provide a tutorial to support clinicians' use of computer-based analyses to aid diagnosis and develop and monitor treatment goals. Method We analyzed language samples of a 5-year-old with developmental language disorder and an adolescent with Down syndrome using computer-based software, Computerized Language Analysis. We focused on DSS and IPSyn analyses. The tutorial includes step-by-step procedures for conducting the analyses. We also illustrate how the analyses may be used to assist in diagnosis, develop treatment goals focused on grammatical targets, and monitor progress on these treatment goals. Conclusion Clinicians should consider using Computerized Language Analysis's IPSyn and DSS analyses to support grammatical language assessments used to aid diagnosis, develop treatment goals, and monitor progress on these treatment goals. Supplemental Material https://doi.org/10.23641/asha.12021141.

Sentence Structure Analysis in Patients with Ischemic Stroke

Introduction. The definition of brain health and the best method of promoting optimal brain health is an American Heart Association/American Stroke Association initiative. Intact cognitive function is important following an ischemic stroke for successful rehabilitation. Therefore having a simple metric of cognitive function would be optimal for all health professionals.Aim. The aim of this study was to investigate if using Developmental Sentence Scoring (DSS) on sentences written by patients on a Mini-Mental State Examination (MMSE) could provide a simple metric of cognitive function.Material and Methods. This secondary analysis reports on sentences written by patients after an ischemic stroke using quantitative and conventional content analysis methods.Results. A mean score of 24.38 (SD±13, range 9–30) was found in the 76 patients who had written something in the course of the Folstein MMSE. The number of words ranged from 1 to 16 with the greatest number (21) averaging 5 words. The DSS ranged from 0–11 with a mean of 4. The mean Folstein MMSE (N=30), was 27.53 (SD±2.74, range 18–30) in patients who consented to a home visit 3 years after their stroke. Twenty seven of the 30 patients had written something and the number of words ranged from 1 to 12 with the greatest number (10) averaging 5 words. The DSS ranged from 0–12 with a mean of 4. Conventional content analysis revealed an overarching pattern articulated in two ways: (1) Awareness of recent space and time and remote memories of people and place (2) Expression of the self as person.Conclusions. This secondary analysis provides normative data and a rich description of cognitive function in a group of individuals describing the DSS at baseline and again at 3 years after stroke but the sample was too small to be able to provide a simple metric of cognitive function. (JNNN 2018;7(4):140–144)

A comparison of morpho-syntactic abilities in deaf children with cochlear implant and 5-year-old normal-hearing children

IntroductionChildren with cochlear implants (CIs) have problems in morpho-syntactic abilities more than other language skills. The current study was aimed to evaluate the language samples of children with CIs by using a numerical measurement tool, Persian developmental sentence scoring (PDSS). MethodIn this cross-sectional, descriptive, analytical study, 33 children (22 children with CIs and 11 with normal hearing) were recruited. Language samples of the children were recorded during the description of pictures. The PDSS was used as a reliable numerical measurement tool for analyzing the first 100 consecutive intelligible utterances. ResultsWe found a significant difference in the mean PDSS total scores (p = 0.0001) between the normal-hearing children and deaf children using CIs for 5 years. Similarly, the results revealed a significant difference in the mean PDSS total scores (p = 0.0001) between the normal-hearing children and 5-year-old deaf children with CIs. There was no significant difference in the mean PDSS total scores between the two groups of children with CIs. ConclusionChildren with CIs can form simple sentences but probably exhibit poor abilities for using complex sentences and essential morphology items.

Visuospatial processing in adolescents with critical congenital heart disease: Organization, integration, and implications for academic achievement

ABSTRACTAmong the most significant factors affecting quality of life in individuals with critical congenital heart disease (CCHD) are neurodevelopmental challenges, including deficits in visuospatial processing and academic achievement. Few studies have compared outcomes across CCHD subgroups, despite their significant differences in anatomy/physiology and medical/surgical courses. This study compared visuospatial processing abilities using the Developmental Scoring System for the Rey–Osterrieth Complex Figure (DSS-ROCF) across groups of adolescents with CCHD (d-transposition of the great arteries [TGA, n = 139], Tetralogy of Fallot [TOF, n = 68], single-ventricle cardiac anatomy requiring the Fontan operation [SVF, n = 145]) and a group of healthy controls (CTR, n = 111), and examined the validity of visuospatial processing in predicting concurrent academic outcomes. The CCHD subgroups were found to differ in Organization, ps < .001, Structural Accuracy, ps < .001, and Incidental Elements Accuracy scores, ps ≤ .008; the post hoc analyses show that the SVF group tended to underperform compared to the other CCHD groups. With respect to academic skills, all CCHD groups scored lower than the CTR group, ps ≤ .007; however, the CCHD groups were not different from each other, ps > .23. The regression results showed that the DSS-ROCF Style rating (reflecting integration) accounted for a small yet statistically significant portion of unique variance in “assembled” academic outcomes, over and above the variance already accounted for by DSS-ROCF Organization, p < .01. These findings support the need for comprehensive neuropsychological assessment and monitoring of children and adolescents with CCHD, as well as targeted intervention for organization and integration deficits that may increase their risk for academic underachievement.

Differences in the Rate of in Situ Mammary Gland Development and Other Developmental Endpoints in Three Strains of Female Rat Commonly Used in Mammary Carcinogenesis Studies: Implications for Timing of Carcinogen Exposure.

The potential of chemicals to alter susceptibility to mammary tumor formation is often assessed using a carcinogen-induced study design in various rat strains. The rate of mammary gland (MG) development must be considered so that the timing of carcinogen administration is impactful. In this study, in situ MG development was assessed in females of the Harlan Sprague-Dawley (Hsd:SD), Charles River Sprague-Dawley (Crl:SD), and Charles River Long-Evans (Crl:LE) rat strains at postnatal days 25, 33, and 45. Development was evaluated by physical assessment of growth parameters, developmental scoring, and quantitative morphometric analysis. Although body weight (BW) was consistently lower and day of vaginal opening (VO) occurred latest in female Hsd:SD rats, they exhibited accelerated pre- and peripubertal MG development compared to other strains. Glands of Crl:SD and Crl:LE rats exhibited significantly more terminal end buds (TEBs) and TEB/mm than Hsd:SD rats around the time of VO. These data suggest a considerable difference in the rate of MG development across commonly used strains, which is independent of BW and timing of VO. In mammary tumor induction studies employing these strains, administration of the carcinogen should be timed appropriately, based on strain, to specifically target the peak of TEB occurrence.

Age estimation by dental developmental stages in children and adolescents in Iceland

Studies have shown that it is necessary to create a database for dental maturity for every population and compare it to others. The present study is the first one for dental development in the Icelandic population the age range being 4–24 years. It will help in forensic dental age estimation and will also help dentists, physicians, anthropologists, archaeologists and other professionals who rely on developmental age assessment in children and adolescents. In this present retrospective cross-sectional study, dental maturity was determined in 1100 Icelandic children and adolescents from orthopantomograms (OPGs). The first 100 were used for a pilot study and the remaining 1000 for the main study. A total of 23 subjects were excluded. The sample consisted of 508 girls and 469 boys from the age of 4–24 years and a dental developmental scoring system was used as a standard for determination of dental maturity stages. A total of 200 OPGs were studied both on the left and right side and the remaining on the right side. Dental maturity was established for all teeth and both genders, when the sample permitted, from the beginning of crown formation to the root apex closure. The Cronbach's Alpha reliability test showed high reliability, R=0.982. Girls in Iceland reach dental maturity root completed (stage 10, Rc) at 17.81 years of age for the maxillary and at 18.47 years for the mandibular teeth. Boys reach dental maturity root completed (stage 10, Rc) at 18.00 years of age in the maxilla and 17.63 in the mandible. There was no significant difference between left and right side (r=0.95–1.00) and there was no gender difference, except in root formation in maxillary and mandibular canines where girls reached root completed earlier than boys. A reliable database has been established in Iceland for tooth development in the age range of 4–24 years, which is compatible with international studies. These results will help forensic odontologists and other professionals to estimate with high accuracy both age and dental maturity in Icelandic children and adolescents.

Selecting the embryo with the highest implantation potential using developmental and morphometric scoring.

Embryo selection has been based on developmental and morphological characteristics. However, the presence of an important intra-and inter-observer variability in the microscopic evaluation of standard scoring system (SSS) has been reported. A golden standard for selection of embryos on day 3 is currently lacking. New technology using multilevel images combined with a computer-assisted scoring system (CASS) has the potential to overcome most of these disadvantages associated with the SSS. The aim of this study was to construct a multivariable prediction model, with data mining approaches, and compare the predictive performance of models in SSS and CASS. A total of 871 single embryo transfers between 2008 and 2013 were included. Embryos were evaluated with two scoring systems: SSS and CASS. Prediction models were developed using multivariable logistic regression (LR) and multivariate adaptive regression splines (MARSplines). The prediction models were externally validated with a test set of 109 single transfers between January and June 2014. Results showed that prediction of implantation was superior using CASS when compared with SSS. With CASS, two final prediction model were obtained using LR and MARSplines, which showed moderate discriminative capacity (c-statistic 0.64 and 0.69 respectively) on validation data. The findings of this study show that combination of computer-assisted scoring system and machine learning based prediction method is a promising approach for in the selection of embryo with the highest implantation potential.

Comparison of measures of morphosyntactic complexity in French-speaking school-aged children

This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a narration task. Mean length of utterance (MLU), clause density and MSCS global score, average frequency scores and average complexity scores were calculated from the transcripts of the two contexts. MLU, clause density and MSCS global score were correlated with vocabulary knowledge and narrative skills, and they increased as a function of school level, suggesting that they are valid measures of morphosyntactic complexity. Moreover, the three scores were correlated across contexts, suggesting that they are also reliable measures. However, no MSCS average frequency or average complexity score was found to be both valid and reliable. These findings will guide researchers and practitioners who desire to assess the language skills of French-speaking school-aged children.

Evaluation of third molar development and its relation to chronological age: a panoramic radiographic study.

Third molar development, in comparison to other teeth in the dentition, has the greatest variation in morphology, anatomical position, and time of development and eruption, and its reliability for chronological age estimation is controversial. The aim of the present study was to evaluate third molar development and its relation to chronological age using panoramic radiography. A total of 2536 digital panoramic radiographs of individuals aged between 5 and 26years were selected. The developmental status of the third molars was assessed using eight-stage developmental scoring proposed by Demirjian et al., with one modification: a stage 0 was added. The collected data were entered into a checklist and subjected to statistical analyses. The mean ages of the first appearance of third molar bud, complete crown formation, and root apex closure were around 9, 14, and 22years, respectively. In both jaws, third molar development occurred symmetrically, and sexual dimorphism was observed at some developmental stages. Finally, two formulas were presented to estimate age of the juveniles and adolescents based on their gender and developmental stages of the third molars, and validated on a second sample consisting of 523 individuals aged between 8 and 22. Assessment of third molar development was found to be a reliable method for age estimation of individuals between 11 and 22years. Because of possible ethnic and geographic differences in third molar development, population specific researches were recommended.

Application of Sholl analysis to quantify changes in growth and development in rat mammary gland whole mounts.

Studies that utilize the rodent mammary gland (MG) as an endpoint for assessing the developmental toxicity of chemical exposures typically employ either basic dimensional measurements or developmental scoring of morphological characteristics as a means to quantify MG development. There are numerous means by which to report these developmental changes, leading to inconsistent translation across laboratories. The Sholl analysis is a method historically used for quantifying neuronal dendritic patterns. The present study describes the use of the Sholl analysis to quantify MG branching characteristics. Using this method, we were able to detect significant differences in branching density in MG of peripubertal female Sprague Dawley rats that had been exposed to vehicle or a potent estrogen. These data suggest the Sholl analysis can be an effective tool for quantitatively measuring an important characteristic of MG development and for examining associations between MG growth and density and adverse effects in the breast.

VMI-VI and BG-II KOPPITZ-2 for Youth With HFASDs and Typical Youth

The visual-motor skills of 90 youth with high-functioning autism spectrum disorders (HFASDs) and 51 typically developing (TD) youth were assessed using the Beery–Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (VMI-VI) and Koppitz Developmental Scoring System for the Bender–Gestalt Test–Second Edition (KOPPITZ-2). Within-group comparisons (for both samples) yielded substantive mean differences between the KOPPITZ-2 composite and VMI-VI composite, Visual Perception and Motor Coordination sections of the VMI-VI, and VMI-VI composite and either VMI-VI supplemental tests. Between-group differences were assessed in a matched subsample of 33 participants from each group. The HFASD group scored significantly lower than the TD group on test sections requiring greater motor ability (i.e., VMI-VI composite, VMI-VI Motor Coordination, KOPPITZ-2 composite, and Bender–Gestalt Visual-Motor Test–Second Edition [BG-II]). Correlations between the KOPPITZ-2 composite and VMI-VI composite were .56 for the HFASD and .36 for the TD samples.

Developmental scoring system of the Rey-Osterrieth complex figure in dyslexic children

Developmental scoring system of the Rey-Osterrieth complex figure in dyslexic children

Developmental toxicity of thyroid-active compounds in a zebrafish embryotoxicity test.

Zebrafish embryos were exposed to concentration ranges of selected thyroid-active model compounds in order to assess the applicability of zebrafish-based developmental scoring systems withinan alternative testing strategy to detect the developmental toxicity ofthyroid-active compounds. Model compounds tested included triiodothyronine (T3), propylthiouracil (PTU), methimazole (MMI), sodium perchlorate (NaClO4) and amiodarone hydrochloride (AMI), selected to represent different modes of action affecting thyroid activity. Tested time windows included 48-120 hours post fertilization (hpf), 0-72 hpf and 0-120 hpf. All tested compounds resulted in developmental changes, with T3 being the most potent. The developmental parameters affected included reflective iridophores, beat and glide swimming, inflated swim bladders, as well as resorbed yolk sacs. These effects are only evident by 120 hpf and therefore an existing General Morphology Score (GMS) system was extended to create a General Developmental Score(GDS) that extends beyond the 72 hpfscoring limit of GMS and includes additional parameters that are affected by exposure to model thyroid-active compounds. Moreover, the GDS is cumulative as it includes not only the scoring of developmental morphologies but also integrates developmental dysmorphologies. Exposures from 48-120 hpf did not provide additional information to exposures from 0-120 hpf. The results indicate that the zebrafish GDS can detect the developmental toxicity of thyroid toxicants and may be of use in an integrated testing strategy to reduce, refine and in certain cases replace animal testing.