STANDAR PENGUKURAN PERKEMBANGAN ANAK
Presentation Goals
Recognize areas of assessment Understand standardized test scores Learn about the new SSA Test List Identify resources on specific tests
Questions asked and answered today
Why do we assess children? How do we assess children? Why do I need to know about the tests? What do I need to know about the tests? What are all those scores?
And what do they mean?
Where can I find information on tests?
Why do we assess children?
Guide diagnosis Determine eligibility
SSI Medicaid waiver Special education
Monitor progress Determine treatment approach Research
How do we assess children?
Four Pillars of Assessment (Sattler, 2001)
Norm-referenced tests (standardized tests) Interviews Observations Informal assessment procedures
Testing should be fair and culture-free
Norm-referenced tests
Provide a degree of quantification of the childs functioning in a given area
Describes the childs present functioning in reference to peer group Identifies strengths and weaknesses in area Provides a baseline for later testing
Interviews
Structured interviews Semi-structured interviews Free flowing interviews
Observations
Systematic observations / data collection
Frequency counts Incident logs
Informal observations
Approach towards more difficult tasks Generate hypotheses
Informal Assessment
Non-standardized assessment approaches that test an examiners hypothesis Can further identify particular strengths and weaknesses Examples of informal assessment procedures
Reading passages Play-based assessment
Fair testing
Fair testing does not mean the same test is administered to all individuals. The tests selected for each child should address the questions asked, and the areas of concern. The impact of other skills on performance should be minimized
Why do I need to know about all these tests?
Why do I need to know about tests?
Provides an understanding of the tests which are a part of the claimants file Can provide guidance when requesting a CE
How can the CE obtain the needed information to help with the eligibility determination? What instruments or areas of assessment would be most helpful as part of the CE?
In what areas do we assess children?
Areas assessed by norm-referenced instruments
Intelligence / cognition Social / emotional Adaptive functioning Speech Oral language Academic Gross & fine motor Early childhood / global development
Intelligence / Cognition
Definitions (Sattler, 2001)
Higher-level components, which include abstract reasoning, representation, problem solving, and decision making Overt behavioral manifestations represented by effective or successful responses Elementary processes, such as perception, sensation and attention Executive processes Memory Ability to learn
Intelligence / Cognition
Assessment approaches
Wechsler Intelligence Scale for Children: 4 Wechsler Adult Intelligence Scale: 3 Wide Range Assessment of Memory and Learning: 2 Stanford-Binet Intelligence Scales: 5 Differential Abilities Scale Bayley Scales of Infant Development: 3 Universal Nonverbal Intelligence Test
Social / Emotional
Definitions
Assessment of emotional status, impact of mental disorders on functioning, and social interactions and relationships with others Often viewed as internalizing and externalizing behaviors.
Social / Emotional
Internalizing
Anxiousness, depressed mood, somatic complaints
Externalizing
Hyperactivity, verbal aggression, physical aggression
Other areas
Social problems, inattention, thought disturbance
Social / Emotional
Assessment approaches
Mental Status Examination Child Behavior Checklist Behavior Assessment System for Children: 2 Behavior Rating Inventory of Executive Function Revised Childrens Manifest Anxiety Scale Roberts Apperception Test for Children: 2 Childrens Depression Inventory Functional Behavior Assessment
Adaptive Functioning
Definitions
The effectiveness with which individuals meet the standards of personal independence and social responsibility expected of individuals of their age and cultural group (Sattler, 2002). Multifactorial
Independent functioning, physical development, economic activity, language development, numbers & time, (pre)vocational, self-direction, responsibility, socialization (AAMR)
Adaptive Functioning
Assessment approaches
Vineland Adaptive Behavior Scales: 2 Scales of Independent Behavior: Revised Adaptive Behavior Assessment System: 2 Semi-structured interview
Speech
Definitions
Involves the production of sounds which form words
Areas of speech disorders
Oral-Motor Apraxia Articulation Stuttering / Dysfluency Phonological disorder
Speech
Assessment approaches
Goldman-Fristoe Test of Articulation: 2 Khan-Lewis Phonological Analysis: 2 Photo Articulation Test: 3 Stuttering Severity Inventory: 3
Oral Language
The use of words and sentences to convey meaning to others. Oral language examines both the production of messages (expressive) and their receipt (receptive). Basic components
Semantics Syntax Morphology Phonology Pragmatics
Oral Language
Assessment approaches
Preschool Language Scale: 4 Clinical Evaluation of Language Fundamentals: 4 Receptive-Expressive Emergent Language Scale: 3 Test of Language Development: 3 Peabody Picture Vocabulary Test: 3 Rosetti Infant-Toddler Language Scale Test of Pragmatic Language Hawaii Early Learning Profile
Academic
Definitions
The skills children learn through direct intervention or instruction (Sattler, 2001) Commonly assessed skills include
Reading individual words Reading comprehension Mathematics Spelling Written expression
Academic
Assessment approaches
Wechsler Individual Achievement Test: 2 Woodcock-Johnson Tests of Achievement: 3 Kaufman Test of Educational Achievement: 2 Woodcock Reading Mastery Test: 2 KeyMath: 2 Diagnostic Achievement Battery: 3
Gross & Fine Motor
Definitions
Gross motor refers to tasks involving the larger muscles of the body, such as the legs and trunk Fine motor refers to tasks involving the hands and wrists Visual-motor refers to the integration of visual and fine motor, such as handwriting Sensory integration refers to the ability to regulate sensory input (auditory, visual, tactile, kinesthetic)
Gross & Fine Motor
Assessment approaches
Peabody Developmental Motor Scales: 2 Bruininks Oseretsky Test of Motor Proficiency Beery-Buktenica Test of Visual-Motor Integration: 5 Gross Motor Function Test The Sensory Profile
Early Childhood / Global
Many instruments assessing youth in early childhood examine multiple areas of development, such as cognitive, speech, language, motor, school readiness, etc. Norm-referenced tests are not always appropriate for this age, and more curriculum-based approaches are utilized
Early Childhood / Global
Assessment approaches
Bayley Scales of Infant Development: 3 Assessment, Evaluation & Programming System Kaufman Survey of Early Academic and Language Skills Bracken Basic Concept Scale: 2 Hawaii Early Learning Profile Infant Toddler Social Emotional Assessment Carolina Curriculum for Infants / Toddlers
What scores are provided by tests?
Types of scores
Raw scores
Number of correct responses for a test May be useful when measuring progress
Standard and Scaled Scores
Normal distribution of raw scores (established mean and standard deviation) IQ scores T-Scores
Normal Distribution Curve
Also called the bell curve (due to its shape), or the gaussian curve (after Carl Friederich Gauss)
Normal Distribution Curve
Mean () average score Standard deviation () spread of scores
Normal Distribution Curve
Population
Mean = 100 SD = 15
Standard deviation
Normal Distribution Curve
Population
Mean = 100 SD = 16
Standard deviation
Normal Distribution Curve
Population
Mean = 10 SD = 3
Standard deviation
Normal Distribution Curve
Population
Mean = 50 SD = 10
Standard deviation
Types of scores
Age / grade equivalents
Childs raw score in relation to average score for a given age Often used with young children, and individuals with developmental delays Often interpreted incorrectly
Age Equivalent
1 1 1 1 0 0 0 == 4 1 0 0 1 0 0 1 0 0 1 0 0 0 == 4
Equal raw scores leads to the same age equivalent score. However, it does NOT mean the same items were correctly answered. The second child answered items that were at a higher developmental level.
Types of scores
Percentiles
Different than percentages Provides comparison to peer group Perform equal to or better than X% of children
Normal Distribution Curve
Population
-1 SD = 16%ile +1 SD = 84%ile
Standard deviation
Normal Distribution Curve
Population
-2 SD = 2%ile +2 SD = 98%ile
Standard deviation
When is a score significant?
Generally, when a score is greater than 2 SD (either above or below the mean, the score is significantly different (e.g., an IQ of 70 or lower). The score can be significant if it is 2SD below OR 2SD above the mean (e.g., T-Scores on behavior checklists greater than 2SD above the mean generally indicate an area of concern.
Where can I find information on tests?
Where to get information
Your medical consultants (e.g., psychologists, SLPs) Sattler, J.M. (2001). Assessment of Children: Cognitive Applications (4th Ed.). La Mesa, CA: Sattler Publisher. Sattler, J.M. (2002). Assessment of Children: Behavioral and Clinical Applications (4th Ed.). La Mesa, CA: Sattler Publisher. Buros Institute
Mental Measurements Yearbook Tests in Print
University libraries (e.g., IUPUI) SSA Test List
SSA Test List
Updated list of tests (earlier list developed ca. 1991) Recently placed on SSAs intranet Provides the following information:
List of tests by area
Comprehensive, screening, subarea, special population
Publisher, publication date Description / Purpose Standard administration time Scores (names, types) How information is obtained
Is currently being updated
Where to get information
Test Publishers
Achenbach System of Empirically Based Assessment American Guidance Service Psychological Assessment Resources Psychological Corporation Riverside Publishing Western Psychological Services
