Isaac was administered the Differential Ability Scales – Second Edition (DAS-II) to assess his overall thinking, reasoning, and problem-solving skills. The DAS-II provides a measure of overall cognitive abilities, as well as measure of verbal and nonverbal skills, spatial reasoning, processing speed and working memory. The DAS-II yields standard scores, which have a mean of 100 and a standard deviation of 15. Scores between 90 and 109 are considered Average for all individuals. Subtest scores are reported as T-scores. Scores between 40 and 60 fall in the average range. The results of Isaac’s performance can be seen below: The General Conceptual Ability (GCA) Index is used as an overall measure of the student’s cognitive abilities. On the Differential …show more content…
He was asked to provide definitions of words and state how several concepts were similar. These subtests provide a measure of the knowledge Isaac has accumulated from his environment. He performed in the average range for Verbal Similarities (T=46) and the average range for Word Definitions (T=47). Isaac performed in the below average range for Nonverbal Reasoning (SS=87). He was asked to identify and discern patterns in pictorial and geometric shapes. These subtests provide a measure of Isaac’s ability to solve novel problems by forming and recognizing concepts and identifying and perceiving relationships. Isaac performed in the average range for Matrices (T=46) and the below average range for Sequential and Quantitative Reasoning (T=38). Isaac obtained a standard score of 105 for Spatial Reasoning, which falls in the average range. He was asked to recall and recreate geometric designs using paper and pencil and recreate patterns using blocks. These subtests provide a measure of Isaac’s ability to solve simple or complex visual problems. Isaac scored in the average range on both …show more content…
The parent ABAS 3 rating scale was sent home with Isaac to be completed by his mother. Multiple attempts and calls were given to ask Isaac’s mother to complete the rating scales however, the rating scales were not returned. This rating scale measures adaptive or functional skills, which are related to activities of daily living such as hygiene, dressing, basic consumer skills, self-direction, social and community-based skills, etc. This assessment is used to measure the personal and social skills of individuals from birth through adulthood along the developmental sequence in which individuals are expected to develop these independent living skills. Because adaptive behavior refers to an individual’s typical performance on the day-to-day activities required for personal and social sufficiency, these scales assess what a person actually does, rather than what he or she is able to do with assistance. This rating scale assesses the personal and social skills of individuals from birth through adulthood in three general domains: Conceptual, Social, and Practical skills. It also provides a composite score that summarizes the child’s performance across all 3 domains. Isaac’s scores and adaptive levels, as assessed by Isaac’s three teachers are presented in the table
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
Grade-based normative information was obtained for Fall and Spring administrations, with interpolated performance for Winter norms, allowing for more precise measurement. Each score is a standard score with a mean of 100 and standard deviation of 15. Qualitative descriptors for examinee performance may be based on a 10-point or a 15-point classification system, allowing the user to match descriptors across cognitive and other achievement measures. Additional age and grade equivalents, percentile ranks, normal curve equivalents, growth scale values, and stanines may also be
Parents and their parenting style play an important role in the development of their child. In fact, many child experts suggest that parenting style can affect a child’s social, cognitive, and psychological development which influence not just their childhood years, but it will also extend throughout their adult life. This is because a child’s development takes place through a number of stimuli, interaction, and exchanges that surround him or her. And since parents are generally a fixed presence in a child’s life, they will likely have a significant part on the child’s positive or negative development (Gur 25).
I have always had a keen interest in observing children as they play and learn and using the observations to support the child’s growth. This is partly based on my past professional experiences and observations of my own children. I believe that my other strength in assessment is in analyzing data and using the data to make decisions. While I feel, this area is a strength, my exposure to the vast array of assessment tools used to support student learning has been
Codding, Karen. (n.d.). Test of Kindergarten and First Grade Readiness Skills. [Electronic version]. Retrieved April 20, 2003, from http://www.steoltingco.com/tests/catolog/TKFGRS.htm
..., Rob. "American Kids Score 'C' In Math, Science." InformationWeek 20 Dec. 2010: n. pag. ProQuest Education Journals. Web. 28 Jan. 2014. (“Preston”)
Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
The test organization of the WISC-IV is comprised of a Full-Scale IQ, Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, and a Processing Speed Index. Under each of the indexes the category is divided even further into three to five other categories. The Verbal Comprehension Index measures verbal knowledge/understanding obtained through both informal and formal education. It reflects application of verbal skills to new situations, while being divided into the following categories: similarities, vocabulary, comprehension, information, and word reasoning (Drummond, 2016). The Perceptual Reasoning Index measures one’s ability to interpret and organize visual information and to solve problems, while being divided into the following categories: block design, matrix reasoning, picture concepts, and picture completion (Drummond, 2016). The Working Memory Index measures one’s ability to temporarily retain information in memory, perform some operation or manipulation with it, and produce a result. It involves attention, concentration, and mental control, while being divided into the following categories: digit span, letter-number sequencing, and arithmetic (Drummond,
Within the verbal domain, Xxx obtained a score of 112 (79th percentile) within the High Average range on the Verbal Comprehension Index (VCI), a measure of verbal reasoning abilities. His score on the Processing Speed Index (PSI), a measure of accurate visual perception and speeded visual-motor response, was in the Average range (SS= 91; 30th percentile). Examination of individual subtest performance suggests Xxx performed relatively consistently throughout the subtest. There was not a significant difference between Xxx’s VCI and PRI scores indicating balanced development between his language-related abilities and his perceptual-motor and visual reasoning abilities. His Working Memory Index score indicated High Average range abilities in mental manipulation, control, and attention.
The WISC-IV is intended to provide evaluation teams with an overall intelligence quotient, or full scale IQ, this score is used for placement and identification purposes. The scores of these various subtests are arranged in a way that a score of 100 would be considered an average score (Niolon, 2005). The 10 subtests are summed into four main indexes: verbal comprehension index, perceptual reasoning index, working memory index, and processing speed index (IUPUI, n.d.). The verbal comprehension index assesses a child's ability to listen to questions, draw upon learned information, think through the answer, and finally express their thoughts out loud (IUPUI, n.d.). The perceptual reasoning index assesses the child's ability to inspect a problem and use their visual-motor and visual-spatial skills to organize their thoughts, create an answer and then test the answer. The working memory index assesses the child's ability to memorize new information, store it in their short term memory, and then use that information to produce a reasoning process (IUPUI, n.d.). The processing speed index assesses the child's ability to focus their attention, discriminate between, and then sequentially order visual information (IUPUI, n.d.). The information that is revealed from these indexes will inform the students total
The school also offered developmental assessments that Seth and I take advantage of. The teacher found that Jeffrey was doing well with the peer group. He had even made several little friends. He also showed age-appropriate understanding of phonological awareness and the teacher recommends we continue reading and writing activities to help him prepare for literacy activities in kindergarten. He had no difficulty in adapting to “practice” kindergarten activities and was generally cooperative, avoided getting distracted, and stayed on task. He performed in the average range on tests of vocabulary and the ability to retell a story. He showed advanced ability to count, use numbers, understand quantitative relationships and classify objects. Jeffrey was fairly interested in the art projects that the teachers and students participated in and enjoyed the pre-math activities. Seth and I also completed another parenting questionnaire. We ranked in the top 15% in terms of affection and warmth and slightly above average in terms of discipline and
In this assignment the practitioner is going to plan and prepare two experiences in which they will implement and evaluate after each of the lesson. These two experiences will be based on current theory, it will be in a form of an appendix to illustrate the two experiences as well as to promote children’s and young people’s thinking skills, creativity and problem solving. Many researchers such as Wilson (2000 cited in Macleod-Brudenell and Kay, 2008, p.323) have suggested that thinking skills are ways in which a child or young person is looking at the problem. To which we use thinking as a way of processing what we as individual know as well as remembering and perceiving. As for the skills this is the way in which we act by collecting and sorting information to help make decisions and reflect after wards (Macleod-Brudenell and Kay, 2008, p.323). This will include the practitioner to use effective approaches as well as evaluate tools, resources which can help to stimulate children and young people learning as well as supporting children development. The term for creativity has been define as being the use of imagination or original ideas to create something; inventiveness (Oxford Dictionary 2013). The definition of the term problem solving has been described as the process of finding solutions to difficult or complex issues (Oxford Dictionary 2013).
The 'Standard'. Cognition (8th ed.). Geneseo, NY: John Wiley & Sons, Inc. Qinglin, Z., Jiang, Q., & Guikang, C. (2004).
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of