The Differential Ability Scales-Second Edition (DAS-II) is an intelligence measure given to clients individually. It is meant to test the cognitive abilities of children and adolescents aging from 2 years 6 months old to 17 years 11 months old. While being comprehensive and flexible, the test provides a General Conceptual Ability (GCA) score based on the cognitive abilities of children that are important to the learning processes across a broad range of ages and development levels (Elliott, 2007). The GCA is derived from two different forms that measure abilities based on how old the client is. The Early Years Record Form has four subtests and the School Years Form has six subtests that contribute to the GCA. The measure also consists of other …show more content…
The stratification data was based on the October 2002 U.S. Bureau of the Census. 3,480 children from ages 2:6-17:11 were identified by independent examiners and trained recruiters as having met criteria for the standardization sample. The demographics of the standardization sample were similar compared to the U.S. population in 2002 with approximately 61% White participants, 17% Hispanic, 15% African American, 5% Asian, and 2% other. Additionally, the sample considered geographic region with 24% of the sample being from the West, 35% from the South, 18% from the Northeast, and 23% from the Midwest. Parent education level was reported with 4% of the sample at 8th grade or lower, 9% of parents in the 9-11th grades, 26% having complete high school, 33% completed some form of college, and 28% of the samples parents having completed 16th and above, (Elliott, …show more content…
He indicates that overall, the DAS-II has psychometric properties that are quite stellar and well-documented including that several types of validity were assessed and found to be adequate. Davis states that examiners who originally used the DAS for the testing of young children should be very pleased with the current revision. The test is child-friendly, psychometrically sound, and of high utility. Evidence that was presented in the technical manual has shown that the instrument is both reliable and valid across a variety of samples. The test manual is extremely comprehensive regarding administration and scoring. Additionally, the interpretive guidelines in the manual are a significant strength of the
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).
Along with the already clear and precise guidelines for the Woodcock-Johnson III NU Tests of Cognitive Abilities, seven new features have been added to the tests (Woodcock & Johnson, 1989). In the Woodcock-Johnson III NU: Tests of Cognitive Abilities, it includes eight new tests, which measure information-processing abilities (Keith, Kranzler, & Flanagan, 2001). These tests include ones which measure working memory, planning, naming speed, and attention (Woodcock, McGrew, & Mather, 2001b). Also included in this version are five new cognitive clusters (McGrew, Werder, & Woodcock, 1991). Of these five clusters, there are also two additional clusters that are available when cognitive and achievement batteries are used together (Ramos, Alfonso, & Schermerhorn, 2009). Included in the tests that is helpful are interception plans and modified organization; the interception plans and modified organization increase the depth and breadth of coverage (Benner, Ralston, & Feuerborn, 2012). New features of the Woodcock-Johnson III NU: Tests of Cognitive Abilities also includes expanded cognitive factor structure, developing comparison between the tests; in the expanded cognitive factor structure, two to three tests measure different aspects of a broader ability more clearly (Jones et al., 2008). Another change is the fact that clusters and tests are now grouped into three broad cognitive areas (Ritchey & Coker, 2013). The three cognitive areas include Verbal Ability, Thinking Ability, and Cognitive Efficiency (Floyd et al., 2010). Expanded procedures for evaluating ability and achievement discrepancies is another new feature as well (Kranzler, Flores, & Coady, 2010). Also in the list of new features is a Diagnostic Supplement to the W...
Developed by Linda Brown, Rita Sherbenou, and Susan Johnsen and published by pro.ed The Test of Nonverbal Intelligence-Fourth Edition (TONI-4) is an assessment that uses abstract reasoning and figural problem solving to estimate general intellectual ability. The Test of Nonverbal Intelligence, Fourth Edition (TONI-4) is a measure of general intelligence relying heavily on a nonverbal format and limited motor responses. The TONI-4 is designed to assess abstract/figural problem-solving skills of children and adults varying from ages 6 to 89 who have language, hearing, and motor difficulties. The TONI-4 has two equivalent versions, Form A and Form B, each of which consists of 60 items listed in
The second edition of the Developmental Neuropsycholgical Assessment, or NEPSY-II, was developed specifically as a single measure assessment for children 3-years to 16-years 11-months of age. The test can be used in a general or selective method to obtain a general overview of neurological abilities, or the full diagnostic assessment can be used to obtain a comprehensive evaluation. The results can be used to investigate school-based or behavioral problems, as well as clinical or medical questions regarding executive functioning. Because the assessment involves a battery of tests that are flexible and can be tailored for each individual, it is a highly sought after test of executive functioning abilities in children.
The BASC-2 is multidimensional because it measures numerous aspects of behavior and personality. It is designed to ease the process of diagnosing and educational classification of a variety of emotional and behavioral disorders in children. It can also be used to aid in the design of a treatment plan. The BASC-2 gives one a triangulated view of a child’s behavior. First, by examining the child’s behavior in multiple settings like home and school. Second, examining the child’s view of one’s self. Third, by providing useful information when making educational classifications or clinical diagnosis.
The Denver Developmental Screening Tool (DDST) is a set of tests that are administered to a young child to assess the child’s development. There are four different categories including; personal-social, fine motor-adaptive, language, and gross motor. Although the DDST is not meant to predict delays that could happen in the future, it is useful to identify current delays that the child may be facing. Helping parents and health care workers to obtain the means of referrals to specialists for more complex testing.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Standardized tests are very common throughout the United States. They are used to measure students’ academic performances in school. These tests vary from state to state in all grade levels. However, these tests are believed to be biased towards those students who come from higher-class neighborhoods, simply because they have more educational resources. “The absence of standards virtually guarantees stratified resources and access to knowledge, based upon income, color of skin, and the community and neighborhood in which one lives” (French, 2003). The resources in the suburban areas differ from those in the urban areas, because of the gap within the difference of incomes. Families living in suburban neighborhoods have a bigger income, which enables them to have more resources than those living in urban neighborhoods. Most educational resources come from taxes, which plays a big part in the gap between urban and suburban neighborhoods.
Some characteristics of DS are: deep folds at the corners of the eyes, hypotonia, short stature, flexible joints, small oral cavity and heart defects (Taylor, Richards, & Brady, 2005). Most individuals with DS have a moderate intellectual disability, although there is a range of disability, from severe to high functioning (IQ above 70). Since DS is a birth defect and not a disease, there are no treatment options. Improvement can be made through physicians, special education, physical therapy, speech therapy, occupational therapy, and psychol...
Black, M.M., & Matula, K. (1999). Essentials of bayley scales of infant development II assessment. Department of pediatrics; University of Maryland school of medicine, 1.
Before examining the educational issues surrounding Hispanics, an understanding is necessary of the population numbers that the United States and public school systems are seeing. According to Census 2000, the Hispanic population of t...
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
This tool is commonly utilized in pediatrics and consists of a survey of 8 questions which takes approximately five minutes and is to be completed by the parent. The PEDS response is available in a variety of languages and allows the parent to address any concerns with their child’s developmental, academic and behavioral issues. Research states the survey offers a 74-79% sensitivity (Boston Children’s Hospital, n.d.). A questionnaire associated with the American Academy of Pediatrics (AAP) used to assess those 5 years
Numerous parents struggle in deciding if they should to enroll their child into school as soon as possible, when the child becomes able to go to mandated schooling, or whether they should wait a year or two to send their child to school. For many parents, there is a clear age at which they should enroll their child into school, which is mandated by state law. However, a great number of parents want to know when their child is ready and cognitively able to begin school. These parents are not heavily focused upon the age of their child, but their intellectual abilities and whether their children will be ready to start school by the current mandated schooling age. Therefore, there is much controversy over whether children are being put into school at too early of an age, not early enough, or if there should be other
Stroup, A. L. and L. N. Robins (1972). "Elementary school predictors of high school dropout among black males." Sociology of Education 45(2): 212-222.