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Norm-Referenced Tests and Norm-Referenced Tests and Test Scores:Test Scores:
What does it all mean?What does it all mean?
Steven M. Koch, Ph.D.Steven M. Koch, Ph.D.Riley Child Development CenterRiley Child Development Center
IU School of Medicine - Department of IU School of Medicine - Department of PediatricsPediatrics
Presentation Goals
• Recognize areas of assessment• Understand standardized test scores• Learn about the new SSA Test List• Identify resources on specific tests
• 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?
Questions asked and answered today
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 child’s functioning in a given area– Describes the child’s 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 examiner’s 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 performanceshould be minimized
Why do I need to know Why do I need to know about all these tests?about all these tests?
Why do I need to know about tests?
• Provides an understanding of the tests which are a part of the claimant’s 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 In what areas do we assess children?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 Children’s Manifest Anxiety Scale – Roberts Apperception Test for Children: 2– Children’s 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 toregulate 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 What scores are provided by tests?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
Standard deviation
Population
Mean = 100
SD = 15
Normal Distribution Curve
Standard deviation
Population
Mean = 100
SD = 16
Normal Distribution Curve
Standard deviation
Population
Mean = 10
SD = 3
Normal Distribution Curve
Standard deviation
Population
Mean = 50
SD = 10
Types of scores
• Age / grade equivalents– Child’s 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
1111000=
=4
1001001001000==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 developmentallevel.
Types of scores
• Percentiles– Different than percentages– Provides comparison to peer group– Perform equal to or better than X% of
children
Normal Distribution Curve
Standard deviation
Population
-1 SD = 16%ile
+1 SD = 84%ile
Normal Distribution Curve
Standard deviation
Population
-2 SD = 2%ile
+2 SD = 98%ile
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 Where can I find information on tests?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 SSA’s 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
For more information….
Steven M. Koch, Ph.D., HSPPPsychologist, Interdisciplinary Training
DirectorRiley Child Development CenterIU School of Medicine – Dept. of PediatricsRiley Hospital for [email protected]