descargar

Scatter and Validity of Scatter and Validity of WISC-IV FSIQWISC-IV FSIQ

Source: Daniel, M. H. (2007). Source: Daniel, M. H. (2007). ‘Scatter’ and the construct validity of FSIQ:‘Scatter’ and the construct validity of FSIQ: Comment on Comment on FiorelloFiorello et al. (2007). et al. (2007). Applied Applied Neuropsychology, 14Neuropsychology, 14(4), 291–295. (4), 291–295.

WISC–IV and Validity of WISC–IV and Validity of FSIQ FSIQ

Simulation studiesSimulation studies FSIQ is a relevant as an FSIQ is a relevant as an

index of overall ability index of overall ability Source: Dana, J., & Dawes, R. (2007). Source: Dana, J., & Dawes, R. (2007).

Comment on Comment on FiorelloFiorello et al. ‘Interpreting intelligence test results f et al. ‘Interpreting intelligence test results for children with disabilities: Is global intellior children with disabilities: Is global intelligence relevant?gence relevant?’ ’ Applied Neuropsychology, 14Applied Neuropsychology, 14(1), 21–25. (1), 21–25.

WISC–IV and High WISC–IV and High Functioning Children with Functioning Children with

AutismAutism N = 54N = 54 Ages 6 to 14 yrs., M = 8.2 yrs.Ages 6 to 14 yrs., M = 8.2 yrs. FSIQ = 101FSIQ = 101 GAI = 113GAI = 113 VC =107VC =107 PR = 115PR = 115 WM = 89WM = 89 PS = 85PS = 85


AutismAutismCorrelations between the Correlations between the

WIAT–II and WISC–IV WIAT–II and WISC–IV

FSIQ GAIFSIQ GAI Word Reading = .64 .60Word Reading = .64 .60 Reading Comprehension = .68 .64Reading Comprehension = .68 .64 Numerical Operations = .80 .78Numerical Operations = .80 .78 Written Expression = .75 .68Written Expression = .75 .68


AutismAutism Source: Mayes, S. D., & Calhoun, S. L. Source: Mayes, S. D., & Calhoun, S. L.

(2007). (2007). Wechsler Intelligence Scale for Children–TWechsler Intelligence Scale for Children–Third and –Fourth Edition predictors of acadhird and –Fourth Edition predictors of academic achievement in children with attentioemic achievement in children with attention-deficit/hyperactivity disorder.n-deficit/hyperactivity disorder. School Psychology Quarterly, Vol 22School Psychology Quarterly, Vol 22(2), (2), 234–249. doi: 10.1037/1045-234–249. doi: 10.1037/1045-3830.22.2.234 3830.22.2.234

WISC–IV and WISC–IV and Traumatic Brain InjuryTraumatic Brain Injury

N = 61N = 61 Ages 6 to 16 yrs., M = 12.1 yrs.Ages 6 to 16 yrs., M = 12.1 yrs. FSIQ = 85FSIQ = 85 VC = 88VC = 88 PR = 92PR = 92 WM = 90WM = 90 PS = 82PS = 82

WISC–IV and WISC–IV and Traumatic Brain InjuryTraumatic Brain Injury

Source: Allen, D. N., Thaler, N. S., Source: Allen, D. N., Thaler, N. S., Donohue, B., & Mayfield, J. (2010). Donohue, B., & Mayfield, J. (2010). WISC–IV profiles in children with traumaticWISC–IV profiles in children with traumatic brain injury: Similarities to and differences brain injury: Similarities to and differences from the WISC–III. from the WISC–III. Psychological Assessment, Vol 22Psychological Assessment, Vol 22(1), 57–(1), 57–64. doi: 10.1037/a0016056 64. doi: 10.1037/a0016056

WISC–IV and WISC–IV and Academic AchievementAcademic Achievement

N = 92, ADHD and LDN = 92, ADHD and LD Ages 6 to 16 yrs.Ages 6 to 16 yrs. FSIQ = 108FSIQ = 108


WIAT-II and FSIQ WIAT-II and FSIQ Word Reading Word Reading rr = .63 = .63 Reading Comprehension Reading Comprehension r r = .64 = .64 Numerical Operations Numerical Operations rr = .76 = .76 Written Expression Written Expression rr = .54 = .54


WISC-IV Indexes and WIAT-II Subtests*WISC-IV Indexes and WIAT-II Subtests* VCI VCI rr = .43 to .64 = .43 to .64 PRI PRI rr = .38 to .62 = .38 to .62 WMI WMI rr = .53 to .64 = .53 to .64 PSI PSI rr = .33 to .52 = .33 to .52 *Word Reading, Reading Comprehension, *Word Reading, Reading Comprehension,

Numerical Operations, and Written Numerical Operations, and Written ExpressionExpression


Source: Mayes, S. D., & Calhoun, S. L. Source: Mayes, S. D., & Calhoun, S. L. (2007). (2007). Wechsler Intelligence Scale for Children–TWechsler Intelligence Scale for Children–Third and –Fourth Edition predictors of acadhird and –Fourth Edition predictors of academic achievement in children with attentioemic achievement in children with attention-deficit/hyperactivity disorder.n-deficit/hyperactivity disorder. School Psychology Quarterly, Vol 22School Psychology Quarterly, Vol 22(2), (2), 234–249. doi: 10.1037/1045-234–249. doi: 10.1037/1045-3830.22.2.234 3830.22.2.234

WISC–IV and ADHDWISC–IV and ADHD

ADHDADHD ControlControl N = 74 26N = 74 26 Ages 6 to 11 yrsAges 6 to 11 yrs FSIQ = 96 113FSIQ = 96 113 VCI = 97 112VCI = 97 112 PRI = 99 113PRI = 99 113 WMI = 96 109WMI = 96 109 PSI = 93 103PSI = 93 103

WISC-IV and ADHDWISC-IV and ADHD

Source: McConaughy, S. H., Ivanova, M. Source: McConaughy, S. H., Ivanova, M. Y., Antshel, K., & Eiraldi, R. B. (2009). Y., Antshel, K., & Eiraldi, R. B. (2009). Standardized observational assessment ofStandardized observational assessment of attention deficit hyperactivity disorder com attention deficit hyperactivity disorder combined and predominantly inattentive subtybined and predominantly inattentive subtypes. I. Test session observations.pes. I. Test session observations. School Psychology Review, Vol 38School Psychology Review, Vol 38(1), (1), 45–66. 45–66.

WAIS-IVWAIS-IV

Verbal ComprehensionVerbal Comprehension

CoreCore SubtestsSubtests SimilaritiesSimilarities VocabularyVocabulary InformationInformation

Supplemental SubtestSupplemental Subtest ComprehensionComprehension

WAIS-IV Structure WAIS-IV Structure [1][1]

Perceptual ReasoningPerceptual Reasoning

CoreCore SubtestsSubtests Block DesignBlock Design Matrix ReasoningMatrix Reasoning Visual PuzzlesVisual Puzzles

Supplemental SubtestsSupplemental Subtests Figure WeightsFigure Weights Picture CompletionPicture Completion


Working MemoryWorking Memory

CoreCore SubtestsSubtests Digit SpanDigit Span ArithmeticArithmetic

Supplemental SubtestSupplemental Subtest Letter-Number Letter-Number

SequencingSequencing


Processing SpeedProcessing Speed

CoreCore SubtestsSubtests Symbol SearchSymbol Search CodingCoding

Supplemental SubtestSupplemental Subtest CancellationCancellation


WAIS-IV Age Declines WAIS-IV Age Declines [1][1]

Greatest Declines after Age 70Greatest Declines after Age 70 Processing Speed: Symbol Search and Processing Speed: Symbol Search and

CodingCoding Perceptual Reasoning: Visual Puzzles, Perceptual Reasoning: Visual Puzzles,

Block Design, Matrix Reasoning, and Block Design, Matrix Reasoning, and Picture CompletionPicture Completion

WAIS-IV Age Declines WAIS-IV Age Declines [2][2]

Least Declines after Age 70Least Declines after Age 70 Verbal Comprehension: Vocabulary, Verbal Comprehension: Vocabulary,

Information, Similarities and Information, Similarities and ComprehensionComprehension

Working Memory: Digit Span and Working Memory: Digit Span and ArithmeticArithmetic

WAIS-IV Special Group WAIS-IV Special Group Studies Studies [1][1]

Special GroupSpecial Group M M Full Scale Full Scale

Intellectually giftedIntellectually gifted 126.5126.5

Mental retardation-mildMental retardation-mild 58.558.5

Mental retardation-moderateMental retardation-moderate 48.248.2

Borderline intellectual Borderline intellectual functioningfunctioning

72.772.7

Reading disorderReading disorder 88.788.7



Mathematics disorderMathematics disorder 86.286.2

ADHDADHD 96.996.9

Traumatic brain injury-Traumatic brain injury-moderate to severemoderate to severe

83.983.9

Autistic disorderAutistic disorder 79.879.8

Asperger disorderAsperger disorder 97.597.5



Major depressive disorderMajor depressive disorder 98.698.6

Mild cognitive impairmentMild cognitive impairment 94.894.8

Probable Alzheimer’s Probable Alzheimer’s diseasedisease

81.281.2

WAIS-IV Measures of WAIS-IV Measures of g g [1][1]

GOODGOOD VocabularyVocabulary SimilaritiesSimilarities ComprehensionComprehension ArithmeticArithmetic InformationInformation Figure WeightsFigure Weights Digit SpanDigit Span


FAIRFAIR Block DesignBlock Design Matrix ReasoningMatrix Reasoning Visual PuzzlesVisual Puzzles Letter-Number SequencingLetter-Number Sequencing CodingCoding Picture CompletionPicture Completion Symbol SearchSymbol Search


POORPOOR CancellationCancellation

Average Correlations Average Correlations Between WAIS-IV Subtests Between WAIS-IV Subtests

and Full Scales and Full Scales [1][1]SubtestSubtest Full ScaleFull Scale

SimilaritiesSimilarities .77.77

VocabularyVocabulary .78.78

InformationInformation .75.75

ComprehensionComprehension .71.71



Block DesignBlock Design .73.73

Matrix ReasoningMatrix Reasoning .75.75

Visual PuzzlesVisual Puzzles .70.70

Figure WeightsFigure Weights .71.71

Picture CompletionPicture Completion .58.58



Digit SpanDigit Span .72.72

ArithmeticArithmetic .77.77

Letter-Number Letter-Number SequencingSequencing

.64.64



Symbol SearchSymbol Search .64.64

CodingCoding .68.68

CancellationCancellation .44.44

WAIS-IV New Subtests WAIS-IV New Subtests [1][1]

Visual Puzzles Visual Puzzles Description: Consists of having the Description: Consists of having the

individual select the three puzzle pieces, individual select the three puzzle pieces, from a choice of six pieces, that when from a choice of six pieces, that when combined form a completed puzzle. combined form a completed puzzle.

Abilities measured: Visual processing, Abilities measured: Visual processing, Spatial relations, Closure speed, Spatial relations, Closure speed, VisualizationVisualization


Visual Puzzles (Continued)Visual Puzzles (Continued) Reliability: .89Reliability: .89 Correlation with Perceptual Correlation with Perceptual

Reasoning: .86Reasoning: .86 Correlation with Full Scale: .70Correlation with Full Scale: .70


Figure WeightsFigure Weights Description: Description:

Consists of individually presented Consists of individually presented pictures of a scale with weights on one pictures of a scale with weights on one side and missing weights on the other side and missing weights on the other side. side.

Individual must balance the scale by Individual must balance the scale by selecting from five response options that selecting from five response options that one that will balance the scale. one that will balance the scale.


Figure Weights (Figure Weights (Cont.Cont.)) Abilities measured: Fluid reasoning, Visual Abilities measured: Fluid reasoning, Visual

processing, Induction, Quantitative processing, Induction, Quantitative reasoning, Visualization reasoning, Visualization


CancellationCancellation Description: Description:

Consists of two, two-page spreads of Consists of two, two-page spreads of colored shapes. colored shapes.

Individual must mark certain colors and Individual must mark certain colors and shapes as directed by the examiner. shapes as directed by the examiner.


Cancellation (Cancellation (Cont.Cont.)) Reliability: .74Reliability: .74 Correlation with Processing Speed: .49Correlation with Processing Speed: .49 Correlation with Full Scale: .44Correlation with Full Scale: .44

WPPSI-IIIWPPSI-III

WPPSI-III Structure WPPSI-III Structure for Ages 2-6 to 3-11 for Ages 2-6 to 3-11 [p. 404-1][p. 404-1]

Core SubtestsCore Subtests Receptive Receptive

VocabularyVocabulary InformationInformation

Supplemental SubtestSupplemental Subtest Picture NamingPicture Naming

VerbalVerbal


Core SubtestsCore Subtests Block DesignBlock Design Object AssemblyObject Assembly

PerformancePerformance


Receptive VocabularyReceptive Vocabulary Picture NamingPicture Naming

General Language CompositeGeneral Language Composite


Core SubtestsCore Subtests InformationInformation VocabularyVocabulary Word ReasoningWord Reasoning

Supplemental SubtestsSupplemental Subtests ComprehensionComprehension SimilaritiesSimilarities

VerbalVerbal


Core SubtestsCore Subtests Block DesignBlock Design Matrix ReasoningMatrix Reasoning Picture ConceptsPicture Concepts

Supplemental SubtestsSupplemental Subtests Picture CompletionPicture Completion Object AssemblyObject Assembly

PerformancePerformance


Core SubtestCore Subtest CodingCoding

Supplemental SubtestSupplemental Subtest Symbol SearchSymbol Search

Processing SpeedProcessing Speed


Optional SubtestsOptional Subtests Receptive VocabularyReceptive Vocabulary Picture NamingPicture Naming

General Language CompositeGeneral Language Composite

Table 12-2Table 12-2

Range of and Average Internal Range of and Average Internal Consistency Reliabilities, Test-Retest Consistency Reliabilities, Test-Retest Reliabilities, and Standard Errors of Reliabilities, and Standard Errors of

Measurement for 14 WPPSI–III Subtests Measurement for 14 WPPSI–III Subtests and Five Compositesand Five Composites

See page 408 See page 408


Range and Median Internal Consistency Range and Median Internal Consistency Reliabilities of WPPSI–III Subtests and Reliabilities of WPPSI–III Subtests and Composites in Each of the Nine Ages Composites in Each of the Nine Ages

Groups and the Average Groups and the Average



Test-Retest WPPSI–III Composite Scores Test-Retest WPPSI–III Composite Scores for Three Age Groups and Total Groupfor Three Age Groups and Total Group



Summary of WPPSI–III Criterion Validity Summary of WPPSI–III Criterion Validity StudiesStudies



Summary of Special Group Studies with Summary of Special Group Studies with the WPPSI–IIIthe WPPSI–III



Average Correlations Between WPPSI–III Average Correlations Between WPPSI–III Subtests and Composites Subtests and Composites

for Ages 2-6 to 3-11for Ages 2-6 to 3-11



Average Correlations Between WPPSI–III Average Correlations Between WPPSI–III Subtests and Composites Subtests and Composites

for Ages 4-0 to 7-3 for Ages 4-0 to 7-3



Relationship of WPPSI–III IQs and Relationship of WPPSI–III IQs and Composite Scores to Sex, Ethnicity, Composite Scores to Sex, Ethnicity, Parental Education, and Geographic Parental Education, and Geographic

Region Region



Factor Loadings of WPPSI–III Subtests Factor Loadings of WPPSI–III Subtests for Ages 2-6 to 3-11 Following Principal for Ages 2-6 to 3-11 Following Principal

Axis Factor AnalysisAxis Factor Analysis



Factor Loadings of WPPSI–III Subtests Factor Loadings of WPPSI–III Subtests for Ages 4-0 to 7-31 Following Principal for Ages 4-0 to 7-31 Following Principal

Axis Factor AnalysisAxis Factor Analysis



WPPSI–III Subtests as Measures of WPPSI–III Subtests as Measures of gg



WPPSI–III Subtest and Scaled-Score WPPSI–III Subtest and Scaled-Score Ranges by AgeRanges by Age



WPPSI–III IQ Ranges for Verbal, WPPSI–III IQ Ranges for Verbal, Performance, Full Scale, and Performance, Full Scale, and

Processing Speed Composites, Processing Speed Composites, for Ages 2-6 to 3-11 and 4-0 to 7-3for Ages 2-6 to 3-11 and 4-0 to 7-3


Strengths of the WPPSI-III Strengths of the WPPSI-III [pp. 435-436][pp. 435-436]

Excellent standardizationExcellent standardization Good overall psychometric propertiesGood overall psychometric properties Useful diagnostic informationUseful diagnostic information Good administration procedures Good administration procedures Good manuals and interesting test materials Good manuals and interesting test materials Helpful scoring criteria Helpful scoring criteria Usefulness for children with some disabilities Usefulness for children with some disabilities

Limitations on the WPPSI-Limitations on the WPPSI-III III [p. 436-1][p. 436-1]

Severely limited breadth of coverage at Severely limited breadth of coverage at ages 2-6 to 3-11 ages 2-6 to 3-11

Limited breadth of coverage at ages 4-0 to Limited breadth of coverage at ages 4-0 to 7-3 7-3

No conversion tables for computing No conversion tables for computing Composite scores and Full Scale IQs Composite scores and Full Scale IQs when supplemental subtests are when supplemental subtests are substituted for core subtests substituted for core subtests


No psychometric basis for the requirement No psychometric basis for the requirement that a child must obtain a certain number that a child must obtain a certain number of raw scores of 1 in order for a Full Scale of raw scores of 1 in order for a Full Scale IQ to be computed IQ to be computed

Limited range of scores for children who Limited range of scores for children who are extremely low functioning or children are extremely low functioning or children who are extremely high functioning who are extremely high functioning


Variable ranges of subtest scaled scores Variable ranges of subtest scaled scores at ages 4-0 to 7-3at ages 4-0 to 7-3

Limited criterion validity studiesLimited criterion validity studies Possible difficulties in scoring responses Possible difficulties in scoring responses Somewhat large practice effects Somewhat large practice effects Poor quality of some test materials Poor quality of some test materials Occasional confusing guidelines Occasional confusing guidelines


Suggested Major Abilities and Suggested Major Abilities and Background Factors Associated with Background Factors Associated with

WPPSI–III Composites WPPSI–III Composites

See page 482See page 482


Suggested Abilities and Background Suggested Abilities and Background Factors Associated with WPPSI–III Factors Associated with WPPSI–III

SubtestsSubtests


STANFORD-STANFORD-BINET FIFTH BINET FIFTH

EDITIONEDITIONCHAPTER 16CHAPTER 16

SB5 StructureSB5 Structure

Full Scale, Factor Indexes, Subtests, and Full Scale, Factor Indexes, Subtests, and Activities on SB5Activities on SB5


SB5 Special Terms SB5 Special Terms [pp. 568-[pp. 568-569]569]

Routing procedure: Administering the Routing procedure: Administering the Nonverbal Fluid Reasoning subtest and Nonverbal Fluid Reasoning subtest and Verbal Knowledge subtestVerbal Knowledge subtest

Testlet: All items on a subtest at one Testlet: All items on a subtest at one particular level of difficultyparticular level of difficulty

Activity: All items of a particular typeActivity: All items of a particular type


Average Internal Consistency Reliability Average Internal Consistency Reliability Coefficients, Test-Retest Reliability Coefficients, Test-Retest Reliability Coefficients, and Standard Errors of Coefficients, and Standard Errors of

Measurement for SB5 Subtests, Factor Measurement for SB5 Subtests, Factor Indexes, and IQs Indexes, and IQs



Range of Internal Consistency Range of Internal Consistency Reliabilities of SB5 Subtests for 23 Age Reliabilities of SB5 Subtests for 23 Age

Groups and Total Group Groups and Total Group



Summary of SB5 Criterion Validity Summary of SB5 Criterion Validity StudiesStudies


SB5 Factor Analysis SB5 Factor Analysis (p. 575)(p. 575)

Several Factor Analytic studies find:Several Factor Analytic studies find: Strong support for a general factorStrong support for a general factor One study gave no support for either a One study gave no support for either a

two-factor model or five-factor modeltwo-factor model or five-factor model One study gave some support for a verbal One study gave some support for a verbal

and nonverbal factor at younger ages but and nonverbal factor at younger ages but not at older agesnot at older ages


Summary of Special Group Studies with Summary of Special Group Studies with the SB5 the SB5



Average Correlations Between SB5 Average Correlations Between SB5 Subtests, Factor Indexes, and IQsSubtests, Factor Indexes, and IQs



SB5 Subtests as Measures of SB5 Subtests as Measures of gg



SB5 Subtest Scaled-Score Ranges SB5 Subtest Scaled-Score Ranges by Ageby Age



Range of SB5 Factor Index Scores, Range of SB5 Factor Index Scores, Nonverbal IQs, Verbal IQs, and Full Nonverbal IQs, Verbal IQs, and Full

Scale IQs by AgeScale IQs by Age


Successive Level Approach Successive Level Approach to Interpreting the SB5 to Interpreting the SB5 [p. [p.

597]597] Level 1—Full Scale IQLevel 1—Full Scale IQ Level 2—Nonverbal IQ and Verbal IQLevel 2—Nonverbal IQ and Verbal IQ Level 3—Factor Index scores Level 3—Factor Index scores Level 4—Subtest within DomainsLevel 4—Subtest within Domains Level 5—Intersubtest variability Level 5—Intersubtest variability Level 6—Qualitative analysis Level 6—Qualitative analysis

Steps in Analyzing a Steps in Analyzing a Protocol Protocol [pp. 598-599][pp. 598-599]

AREAS TO ANALYZEAREAS TO ANALYZE Reliability and validity Reliability and validity Composites Composites Significant differences Significant differences Qualitative features Qualitative features

Helpful Tables for Helpful Tables for Interpreting SB5Interpreting SB5

Table E-1: Interpretive rationales for Table E-1: Interpretive rationales for subtests (p. 188)subtests (p. 188)

Table E-2: Definitions of CHC factors Table E-2: Definitions of CHC factors (p. 192)(p. 192)

Table E-3: CHC subtests (p. 193)Table E-3: CHC subtests (p. 193) Table E-4: CHC factors (p. 194)Table E-4: CHC factors (p. 194)

Strengths of the SB5 Strengths of the SB5 [p. [p. 599]599]

Excellent standardizationExcellent standardization Good reliability and concurrent validityGood reliability and concurrent validity Good Technical Manual and Interpretive Good Technical Manual and Interpretive

ManualManual Good test materialsGood test materials Usefulness for individuals with some Usefulness for individuals with some

disabilities disabilities

Limitations of the SB5 Limitations of the SB5 [p. [p. 599]599]

Questionable construct validityQuestionable construct validity Complex, flexible, and somewhat Complex, flexible, and somewhat

imprecise administrative procedures imprecise administrative procedures Complex organization of the testComplex organization of the test Inconvenient location of administrative Inconvenient location of administrative

guidelinesguidelines

DAS-IIDAS-II

CHAPTER 17CHAPTER 17

DAS-II Structure DAS-II Structure [p. 606][p. 606]

Early Years BatteryEarly Years Battery Lower-level: Ages 2-6 to 3-5Lower-level: Ages 2-6 to 3-5 Upper-level: Ages 3-6 to 6-11Upper-level: Ages 3-6 to 6-11

School-Age BatterySchool-Age Battery Ages 7-0 to 17-11Ages 7-0 to 17-11

DAS-II Terms Referring DAS-II Terms Referring to Age Ranges to Age Ranges [p. 610-1][p. 610-1]

Usual age rangeUsual age range: Ages at which a subtest : Ages at which a subtest is ordinarily administeredis ordinarily administered

Extended age rangeExtended age range: Ages at which a : Ages at which a core subtest is administered for additional core subtest is administered for additional diagnostic information. Usediagnostic information. Use To substitute for a spoiled subtestTo substitute for a spoiled subtest When children have difficulty passing subtests When children have difficulty passing subtests

appropriate for their ageappropriate for their age When children continue to pass all or most of When children continue to pass all or most of

the items appropriate for their agethe items appropriate for their age

DAS-II Terms Referring DAS-II Terms Referring to Age Ranges to Age Ranges [p. 610-2][p. 610-2]

Out-of-level age rangeOut-of-level age range: Ages at which a : Ages at which a subtest can be administered to children subtest can be administered to children who function at unusually high or low who function at unusually high or low levels for their age (usually diagnostic levels for their age (usually diagnostic subtests)subtests)


Usual, Extended, and Out-of-Level Age Usual, Extended, and Out-of-Level Age Ranges of Core and Diagnostic Ranges of Core and Diagnostic

Subtests on the DAS–IISubtests on the DAS–II


Figure 17-1Figure 17-1

Structure of Core Clusters on Structure of Core Clusters on

the DAS–II Early Years Batterythe DAS–II Early Years Battery



Structure of Core Clusters Structure of Core Clusters

on the DAS–II School-Age Batteryon the DAS–II School-Age Battery



Structure of Diagnostic Clusters Structure of Diagnostic Clusters on the DAS–II Early Years Batteryon the DAS–II Early Years Battery



Structure of Diagnostic Clusters Structure of Diagnostic Clusters on the DAS–II School-Age Battery on the DAS–II School-Age Battery



Average Internal Consistency Average Internal Consistency Reliabilities, Standard Errors of Reliabilities, Standard Errors of Measurement, and Test-Retest Measurement, and Test-Retest

Reliabilities for 20 DAS–II Subtests, Six Reliabilities for 20 DAS–II Subtests, Six Clusters, and Two CompositesClusters, and Two Composites



Range and Median Internal Consistency Range and Median Internal Consistency Reliabilities of DAS–II Early Years Reliabilities of DAS–II Early Years

Battery Subtests at Seven Age Groups Battery Subtests at Seven Age Groups and the Averageand the Average



Range and Median Internal Consistency Range and Median Internal Consistency Reliabilities of DAS–II School-Age Reliabilities of DAS–II School-Age

Battery Subtests at 11 Age Groups and Battery Subtests at 11 Age Groups and the Average the Average



Summary of Criterion Validity Studies Summary of Criterion Validity Studies Comparing DAS–II with Other Measures Comparing DAS–II with Other Measures

of Intelligenceof Intelligence



Summary of Criterion Validity Studies Summary of Criterion Validity Studies Comparing DAS–II with Measures of Comparing DAS–II with Measures of

Achievement Achievement



Summary of Special Group Studies Summary of Special Group Studies

with the DAS–IIwith the DAS–II



Average Correlations Between DAS–II Average Correlations Between DAS–II Subtests and Clusters and GCASubtests and Clusters and GCA


DAS-II Factor Analysis DAS-II Factor Analysis (pp. 621-622-1)(pp. 621-622-1)

Lower-level Early Years Battery:Lower-level Early Years Battery: Three factors found that are difficult to Three factors found that are difficult to

definedefineUpper-level Early Years Battery:Upper-level Early Years Battery: Seven factors found but some are difficult Seven factors found but some are difficult

to define to define Clear support for Verbal, Nonverbal, Clear support for Verbal, Nonverbal,

Spatial, Working Memory and Spatial, Working Memory and Processing SpeedProcessing Speed

No support for School readinessNo support for School readiness

DAS-II Factor Analysis DAS-II Factor Analysis (pp. 621-622-2)(pp. 621-622-2)

School-Age Battery:School-Age Battery: Six factors found but some are difficult to Six factors found but some are difficult to

definedefine Clear support for Verbal and Working Clear support for Verbal and Working

Memory factorsMemory factors Nonverbal Reasoning factor joined with Nonverbal Reasoning factor joined with

Special Ability factorSpecial Ability factor Processing Speed factor not clearProcessing Speed factor not clear Visual-memory factor not clearVisual-memory factor not clear


DAS–II Subtests as Measures of DAS–II Subtests as Measures of gg



Ages at Which Core and Diagnostic Ages at Which Core and Diagnostic Subtests Have a Full Range of Subtests Have a Full Range of TT Scores Scores

(10 to 90) (10 to 90)


Proration on DAS-II Proration on DAS-II [p. 623][p. 623]

We strongly recommend not prorating, We strongly recommend not prorating, because the child’s score on the missing because the child’s score on the missing subtest might have been much higher or subtest might have been much higher or lower than scores on the other subtests in lower than scores on the other subtests in the Composite the Composite


DAS–II Cluster DAS–II Cluster T-T-Score Ranges by Score Ranges by Lowest and Highest Ages in the Lowest and Highest Ages in the

Respective Battery Respective Battery


Helpful Tables for Helpful Tables for Interpreting Interpreting

DAS-IIDAS-II Table F-1: Interpretive rationales for Table F-1: Interpretive rationales for

subtests (p. 202)subtests (p. 202) Table F-2: Definitions of CHC factors Table F-2: Definitions of CHC factors

(p. 210)(p. 210) Table F-3: CHC core subtests (p. 212)Table F-3: CHC core subtests (p. 212) Table F-4: CHC diagnostic subtests Table F-4: CHC diagnostic subtests

(p. 213)(p. 213) Table F-5: Interpreting composites and Table F-5: Interpreting composites and

clusters (p. 214)clusters (p. 214)

DAS-II Profile Analysis DAS-II Profile Analysis [p. [p. 659]659]

CATEGORIZATION OF SUBTEST CATEGORIZATION OF SUBTEST SCALED SCORESSCALED SCORES

60 to 90 always indicate a strength60 to 90 always indicate a strength 41 to 59 always indicate average ability41 to 59 always indicate average ability 10 to 40 always indicate a weakness10 to 40 always indicate a weakness



DAS–II Clusters and CompositesDAS–II Clusters and Composites




DAS–II Core SubtestsDAS–II Core Subtests




DAS–II Diagnostic Subtests DAS–II Diagnostic Subtests


Developing Hypotheses Developing Hypotheses Based on Significant Based on Significant

Cluster Score Differences Cluster Score Differences [p. [p. 665-1]665-1]

POSSIBLE HYPOTHESESPOSSIBLE HYPOTHESES Interest patternsInterest patterns Cognitive styleCognitive style Deficiencies or strengths in processing Deficiencies or strengths in processing

informationinformation Deficiencies or strengths in modes of Deficiencies or strengths in modes of

expressionexpression


Cluster Score Differences Cluster Score Differences [p. [p. 665-2]665-2]

POSSIBLE HYPOTHESESPOSSIBLE HYPOTHESES Deficiencies or strengths in the ability to Deficiencies or strengths in the ability to

work under time pressure work under time pressure Sensory or motor deficienciesSensory or motor deficiencies Brain injuryBrain injury


Cluster Score Differences Cluster Score Differences [p. [p. 665-3]665-3]POSSIBLE HYPOTHESESPOSSIBLE HYPOTHESES

Behavioral or emotional problems (such as Behavioral or emotional problems (such as limited motivation, rebelliousness, or limited motivation, rebelliousness, or anxiety)anxiety)

A home or school environment in which A home or school environment in which language or materials differ from those language or materials differ from those commonly used in the wider culture commonly used in the wider culture

Temporary inefficienciesTemporary inefficiencies

Strengths of the DAS-II Strengths of the DAS-II [pp. 667-668-1][pp. 667-668-1]

Excellent standardizationExcellent standardization Good overall psychometric propertiesGood overall psychometric properties Useful diagnostic informationUseful diagnostic information Good administration proceduresGood administration procedures Good manuals and interesting test Good manuals and interesting test

materialsmaterials

Strengths of the DAS-II Strengths of the DAS-II [pp. 667-668-2][pp. 667-668-2]

Helpful scoring criteriaHelpful scoring criteria Usefulness for children with hearing Usefulness for children with hearing

disabilitiesdisabilities Norms for very high or very low Norms for very high or very low

functioning children functioning children

Limitations of the DAS-II Limitations of the DAS-II [p. 668][p. 668]

Severely limited breadth of coverage at ages Severely limited breadth of coverage at ages 2-6 to 3-52-6 to 3-5

Lack of a comparable battery throughout the Lack of a comparable battery throughout the age ranges covered age ranges covered

Variable range of scores Variable range of scores Difficulty in scoring responses Difficulty in scoring responses Only two subtests per cluster Only two subtests per cluster Complexity of the organization of the test, Complexity of the organization of the test,

administration guidelines, and Record Form administration guidelines, and Record Form

DAS-II and Variability DAS-II and Variability [not [not in text]in text]

GCA, a measure of global ability, is best GCA, a measure of global ability, is best predictor of academic achievement despite predictor of academic achievement despite presence of significant variabilitypresence of significant variability

Source: Kotz, K. M., Watkins, M. W., & Source: Kotz, K. M., Watkins, M. W., & McDermott, P. A. (2008). Validity of the McDermott, P. A. (2008). Validity of the General Conceptual Ability score from the General Conceptual Ability score from the Differential Ability Scales as a function of Differential Ability Scales as a function of significant and rare interfactor variability. significant and rare interfactor variability. School Psychology Review, 37School Psychology Review, 37(2), 261–278. (2), 261–278.

SPECIALIZED SPECIALIZED MEASURESMEASURES


Bayley-IIIBayley-III

See pages 677 and 678 in text See pages 677 and 678 in text

Bayley Scales of Infant and Bayley Scales of Infant and Toddler Development-Third Toddler Development-Third

Edition Edition [p. 677][p. 677]FIVE SCALESFIVE SCALES

Cognitive ScaleCognitive Scale Language ScaleLanguage Scale Motor ScaleMotor Scale Social-Emotional ScaleSocial-Emotional Scale Adaptive Behavior ScaleAdaptive Behavior Scale


My summary of the Review byMy summary of the Review byAlbers and Grieve (2007)Albers and Grieve (2007)

IntroductionIntroduction Updated normative dataUpdated normative data Five scales:Five scales:

CognitiveCognitive LanguageLanguage MotorMotor Social-emotionalSocial-emotional Adaptive behavior Adaptive behavior


Overall, separates cognitive ability from Overall, separates cognitive ability from expressive and expressive language expressive and expressive language developmentdevelopment

However, Language scale not completely However, Language scale not completely removed from Cognitive scaleremoved from Cognitive scale

Addition of the ABAS-II helpfulAddition of the ABAS-II helpful Fine and gross motor assessment helpfulFine and gross motor assessment helpful


Psychometric PropertiesPsychometric Properties Reliability could be improved for children Reliability could be improved for children

aged 0 to 6 monthsaged 0 to 6 months Reliability coefficients at this age are Reliability coefficients at this age are

typical of other instruments typical of other instruments All of the psychometric properties meet All of the psychometric properties meet

minimal criteriaminimal criteria


Psychometric Properties (Psychometric Properties (Cont.Cont.)) Majority of reliability coefficients are strong Majority of reliability coefficients are strong Questions remain about the floor Questions remain about the floor

especially for lower performing and especially for lower performing and extremely young children extremely young children

Best for the Bayley to be used as one Best for the Bayley to be used as one component of a multifaceted evaluationcomponent of a multifaceted evaluation

Or to determine whether additional Or to determine whether additional evaluation is warrantedevaluation is warranted


Psychometric Properties (Psychometric Properties (Cont.Cont.)) No evidence is presented to show No evidence is presented to show

predictive validitypredictive validity No evidence is presented about how No evidence is presented about how

intervention provisions are improved by intervention provisions are improved by use of testuse of test

These areas need additional research—These areas need additional research—True across all areas connected to True across all areas connected to assessment assessment


Other ConsiderationsOther Considerations Administration procedures simplified and Administration procedures simplified and

updated and materials updatedupdated and materials updated No longer a hindrance to transportNo longer a hindrance to transport Scoring procedures more user-friendly and Scoring procedures more user-friendly and

less ambiguous than in the BSID-IIless ambiguous than in the BSID-II


Other Considerations (Other Considerations (Cont.Cont.)) Overall construction and usability of the Overall construction and usability of the

Bayley-III is an improvement over the Bayley-III is an improvement over the previous edition previous edition

Maintains the qualities of previous Bayley Maintains the qualities of previous Bayley editions editions

Sets the standard for early childhood Sets the standard for early childhood assessmentassessment


Source: Source: Albers, C. A., & Grieve, A. J. Albers, C. A., & Grieve, A. J. (2007). Review of 'Bayley Scales of Infant (2007). Review of 'Bayley Scales of Infant and Toddler Development–Third Edition'. and Toddler Development–Third Edition'. Journal of Psychoeducational Journal of Psychoeducational Assessment, 25Assessment, 25(2), 180–190. (2), 180–190. doi:10.1177/0734282906297199. doi:10.1177/0734282906297199.

KABC-II KABC-II [pp. 682-683][pp. 682-683]

FIVE SCALESFIVE SCALES Sequential Processing/Short-Term Sequential Processing/Short-Term

Memory Scale Memory Scale Simultaneous Processing/Visual Simultaneous Processing/Visual

Processing Scale Processing Scale Planning Ability/Fluid Reasoning Scale Planning Ability/Fluid Reasoning Scale Learning Ability/Long-Term Storage and Learning Ability/Long-Term Storage and

Retrieval ScaleRetrieval Scale Knowledge Scale/Crystallized Ability ScaleKnowledge Scale/Crystallized Ability Scale

KABC-II KABC-II [not in text][not in text]

Factor AnalysisFactor Analysis Overall factor structure consistent with 5 Overall factor structure consistent with 5

broad abilities in CHC theorybroad abilities in CHC theory Factor structure not clear with:Factor structure not clear with:

Fluid Reasoning subtestsFluid Reasoning subtests Timed-bonus subtestsTimed-bonus subtests

KABC-II KABC-II [not in text][not in text]

Factor Analysis (Factor Analysis (Cont.Cont.)) Five FactorsFive Factors Crystallized Intelligence GcCrystallized Intelligence Gc Auditory Processing GvAuditory Processing Gv Long term Retrieval GlrLong term Retrieval Glr Short term Memory GsmShort term Memory Gsm Fluid Intelligence GfFluid Intelligence Gf

KABC-IIKABC-II

Source: Reynolds, M. R., Keith, T. Z., Source: Reynolds, M. R., Keith, T. Z., Fine, J. G., Fisher, M. E., & Low, J. A. Fine, J. G., Fisher, M. E., & Low, J. A. (2007). Confirmatory factor structure of the (2007). Confirmatory factor structure of the Kaufman Assessment Battery for Kaufman Assessment Battery for Children–Second Edition: Consistency Children–Second Edition: Consistency with Cattell-Horn-Carroll theory. with Cattell-Horn-Carroll theory. School School Psychology QuarterlyPsychology Quarterly, , 2222(4), 511–539. (4), 511–539. doi:10.1037/1045-3830.22.4.511. doi:10.1037/1045-3830.22.4.511.

KABC-II KABC-II

Factor Analysis (Preschool)Factor Analysis (Preschool) Overall factor structure consistent for Overall factor structure consistent for

preschool childrenpreschool children Source: Morgan, K. E., Rothlisberg, B. A., Source: Morgan, K. E., Rothlisberg, B. A.,

McIntosh, D. E., & Hunt, M. S. (2009). McIntosh, D. E., & Hunt, M. S. (2009). Confirmatory factor analysis of the KABC–Confirmatory factor analysis of the KABC–II in preschool children. II in preschool children. Psychology in the Psychology in the SchoolsSchools, , 4646(6), 515–526. (6), 515–526. doi:10.1002/pits.20394. doi:10.1002/pits.20394.

KBIT-2 KBIT-2 [pp. 684-685][pp. 684-685]

STRUCTURESTRUCTURE Verbal ScoreVerbal Score

Verbal KnowledgeVerbal Knowledge RiddlesRiddles

Nonverbal ScoreNonverbal Score MatricesMatrices

RIASRIAS

See pages 688-689 in the textSee pages 688-689 in the text

RIAS RIAS [p. 688-1][p. 688-1]

STRUCTURESTRUCTURE Verbal Intelligence Verbal Intelligence

Guess WhatGuess What Verbal ReasoningVerbal Reasoning

Nonverbal Intelligence Nonverbal Intelligence Odd-Item OutOdd-Item Out What’s MissingWhat’s Missing

RIAS RIAS [p. 688-2][p. 688-2]

STRUCTURESTRUCTURE Composite Memory Composite Memory

Verbal MemoryVerbal Memory Nonverbal MemoryNonverbal Memory

Composite Intelligence Index: Composite Intelligence Index: Verbal Intelligence + Nonverbal IntelligenceVerbal Intelligence + Nonverbal Intelligence

RIAS Validity RIAS Validity [p. 689][p. 689]

Factor analysis by Nelson, Canivez, Factor analysis by Nelson, Canivez, Lindstron, and Hatt (2007) reported the Lindstron, and Hatt (2007) reported the following:following:

No verbal factorNo verbal factor No nonverbal factorNo nonverbal factor No memory factorNo memory factor RIAS has a general intelligence factorRIAS has a general intelligence factor

RIASRIAS

New Research New Research ((Dombrowski, Watkins, & Brogan, 2009Dombrowski, Watkins, & Brogan, 2009))

Results:Results: Single factorSingle factor Memory subtests have poor Memory subtests have poor g g loadingloading Recommend that subtests should not be Recommend that subtests should not be

interpretedinterpreted

RIASRIAS

Source: Dombrowski, S. C., Watkins, M. Source: Dombrowski, S. C., Watkins, M. W., & Brogan, M. J. (2009). An exploratory W., & Brogan, M. J. (2009). An exploratory investigation of the factor structure of the investigation of the factor structure of the Reynolds Intellectual Assessment Scales Reynolds Intellectual Assessment Scales (RIAS). (RIAS). Journal of Psychoeducational Journal of Psychoeducational AssessmentAssessment, , 2727(6), 494–507. (6), 494–507. doi:10.1177/0734282909333179. doi:10.1177/0734282909333179.

RIASRIAS

New Research New Research ((Edwards & Paulin, 2007Edwards & Paulin, 2007))

Results:Results: WISC-IV FSIQ = 95.8WISC-IV FSIQ = 95.8 RIAS CIX = 102.3RIAS CIX = 102.3 Difference RIAS = 6.5+Difference RIAS = 6.5+ r r = .90= .90

RIASRIAS

Source: Edwards, O. W., & Paulin, R. V. Source: Edwards, O. W., & Paulin, R. V. (2007). Referred students' performance on (2007). Referred students' performance on the Reynolds Intellectual Assessment the Reynolds Intellectual Assessment Scales and the Wechsler Intelligence Scales and the Wechsler Intelligence Scale for Children–Fourth Edition. Scale for Children–Fourth Edition. Journal Journal of Psychoeducational Assessmentof Psychoeducational Assessment, , 2525(4), (4), 334–340. 334–340. doi:10.1177/0734282907300453. doi:10.1177/0734282907300453.

RIASRIAS

New Research New Research ((Krach, Loe, Jones, & Farrally, 2009Krach, Loe, Jones, & Farrally, 2009))

RIAS and WJ-3RIAS and WJ-3 GIA and Composite Intelligence In GIA and Composite Intelligence In r r = .75= .75 Gc and Verbal Intelligence In Gc and Verbal Intelligence In r r = .72= .72 Gf and Nonverbal Intelligence In Gf and Nonverbal Intelligence In r r = .39 = .39 RIAS about 4 to 5 points higherRIAS about 4 to 5 points higher Data do not support interpretibility of NIX Data do not support interpretibility of NIX

under Gf-Gc theoryunder Gf-Gc theory

RIASRIAS

Source: Krach, S. K., Loe, S. A., Jones, Source: Krach, S. K., Loe, S. A., Jones, W. P., & Farrally, A. (2009). Convergent W. P., & Farrally, A. (2009). Convergent validity of the Reynolds Intellectual validity of the Reynolds Intellectual Assessment Scales (RIAS) using the Assessment Scales (RIAS) using the Woodcock-Johnson tests of cognitive Woodcock-Johnson tests of cognitive ability, Third Edition (WJ–III) with ability, Third Edition (WJ–III) with university students. university students. Journal of Journal of Psychoeducational AssessmentPsychoeducational Assessment, , 2727(5), (5), 355–365. 355–365. doi:10.1177/0734282909331749. doi:10.1177/0734282909331749.

WISC-IV Integrated WISC-IV Integrated [pp. 693-[pp. 693-696]696]

FOUR DOMAINSFOUR DOMAINS VerbalVerbal PerceptualPerceptual Working MemoryWorking Memory Processing SpeedProcessing Speed

WISC-IV Integrated WISC-IV Integrated [p. 695][p. 695]

EXAMPLES OF RESTRICTED RANGES OF EXAMPLES OF RESTRICTED RANGES OF SCALED SCORES SCALED SCORES

(Possible range of 1 to 19)(Possible range of 1 to 19) Picture Vocabulary Multiple Choice has a Picture Vocabulary Multiple Choice has a

scaled-score range of 1 to 15 at ages 15-4 to scaled-score range of 1 to 15 at ages 15-4 to 15-715-7

Elithorn Mazes No Time Bonus has a scaled-Elithorn Mazes No Time Bonus has a scaled-score range of 3 to 16 at ages 10-8 to 10-11 score range of 3 to 16 at ages 10-8 to 10-11 and a scaled-score range of 1 to 13 at ages and a scaled-score range of 1 to 13 at ages 14-8 to 14-8 to 14-11 14-11

WISC-IV Integrated WISC-IV Integrated [p. 695][p. 695]

Letter–Number Sequencing Process Letter–Number Sequencing Process Approach has a scaled-score range of 6 to Approach has a scaled-score range of 6 to 19 at ages 7-0 to 7-319 at ages 7-0 to 7-3

WISC-IV Integrated WISC-IV Integrated Comment Comment [p. 696][p. 696]

Like a normed testing-of-limitsLike a normed testing-of-limits Not an independent instrument for Not an independent instrument for

assessing overall cognitive abilityassessing overall cognitive ability Does not provide an in-depth evaluation of Does not provide an in-depth evaluation of

neuropsychological functioningneuropsychological functioning Be aware of low reliabilities and restricted Be aware of low reliabilities and restricted

ranges of scaled scores for some subtestsranges of scaled scores for some subtests

Wechsler Nonverbal Scale Wechsler Nonverbal Scale of Abilityof Ability

See pages 696-697 in the textSee pages 696-697 in the text

Wechsler Nonverbal Scale Wechsler Nonverbal Scale of Ability of Ability [p. 696][p. 696]

SIX SUBTESTSSIX SUBTESTS MatricesMatrices CodingCoding Object AssemblyObject Assembly RecognitionRecognition Spatial SpanSpatial Span Picture ArrangementPicture Arrangement

Wechsler Nonverbal Scale Wechsler Nonverbal Scale of Abilityof AbilityTest ReviewTest Review

Need to know validity with ELL individualsNeed to know validity with ELL individuals Inadequate validity studies in manualInadequate validity studies in manual ““Caution should be used when using this Caution should be used when using this

instrument for individuals with English instrument for individuals with English language or communication limitations” (p. language or communication limitations” (p. 432)432)

Wechsler Nonverbal Scale Wechsler Nonverbal Scale of Abilityof Ability

Source: Massa, I., & Rivera, V. (2009). Source: Massa, I., & Rivera, V. (2009). Test Review of 'Wechsler Nonverbal Scale Test Review of 'Wechsler Nonverbal Scale of Ability'. of Ability'. Journal of Psychoeducational Journal of Psychoeducational AssessmentAssessment, , 2727(5), 426–432. (5), 426–432. doi:10.1177/0734282908329108. doi:10.1177/0734282908329108.

WJ III COG WJ III COG [p. 698-1][p. 698-1]

Example 1: A 15-year-old with 1 point on 14 Example 1: A 15-year-old with 1 point on 14 tests tests

GIA = 1GIA = 1 Auditory Working Memory = 27Auditory Working Memory = 27 Analysis-Synthesis = 40Analysis-Synthesis = 40

NONUNIFORM RANGE OF NONUNIFORM RANGE OF STANDARD SCORESSTANDARD SCORES

WJ III COG WJ III COG [p. 698-2][p. 698-2]

Example 2: A 15-year-old with the highest Example 2: A 15-year-old with the highest score on 14 testsscore on 14 tests

GIA = 177GIA = 177 Concept Formation = 129Concept Formation = 129 Incomplete Words = 200 Incomplete Words = 200

NONUNIFORM RANGE OF NONUNIFORM RANGE OF STANDARD SCORESSTANDARD SCORES

WJ III COG WJ III COG [p. 700][p. 700]

ITEM GRADIENTSITEM GRADIENTSResearch by Krasa (2007)Research by Krasa (2007)

ResultsResults Only 7 of 20 cognitive tests have adequate Only 7 of 20 cognitive tests have adequate

item gradientsitem gradients Remaining 13 tests are too steeply gradedRemaining 13 tests are too steeply gradedConclusionConclusion The 13 tests provide less sensitive The 13 tests provide less sensitive

measures of abilitymeasures of ability

Informal Assessment of Informal Assessment of Multiple Intelligences Multiple Intelligences [p. 700][p. 700]

See Table G-7 on page 243See Table G-7 on page 243in the Resource Guidein the Resource Guide

TONI-3TONI-3

TONI-3 and WISC-IV TONI-3 and WISC-IV N = 48N = 48 Ages 5 to 15 yrs, outpatient medical facilityAges 5 to 15 yrs, outpatient medical facility TONI-3 = 92TONI-3 = 92 WISC-IV = 85 WISC-IV = 85 rr = .78 = .78 VC = 88 VC = 88 rr = 62 = 62 PR = 92 PR = 92 rr = .70 = .70 WM = 87 WM = 87 rr = .68 = .68 PS = 84 PS = 84 rr = .64 = .64

TONI-3TONI-3

Source: Banks, S., H. & Franzen, M. D. Source: Banks, S., H. & Franzen, M. D. (2010). Concurrent validity of the TONI-3. (2010). Concurrent validity of the TONI-3. Journal of Psychoeducational Journal of Psychoeducational AssessmentAssessment, , 2828(1), 70–79. (1), 70–79. doi:10.1177/0734282909336935. doi:10.1177/0734282909336935.

Executive FunctionsExecutive Functions

ComponentsComponents Planning and goal settingPlanning and goal setting OrganizingOrganizing PrioritizingPrioritizing Working memoryWorking memory Shifting (or mental flexibility)Shifting (or mental flexibility) InhibitionInhibition Self-regulating Self-regulating


Intelligence and Executive FunctionsIntelligence and Executive Functions Working memory and processing speed Working memory and processing speed

measures on intelligence tests are more measures on intelligence tests are more related to measure of executive functions related to measure of executive functions than subtests measuring verbal than subtests measuring verbal comprehension and perceptual reasoning.comprehension and perceptual reasoning.


Academic Tasks and Executive Academic Tasks and Executive FunctionsFunctions

Written essays Written essays Planning and defining the first stepPlanning and defining the first step Rephrasing and paraphrasing the written Rephrasing and paraphrasing the written

work (cognitive flexibility)work (cognitive flexibility) Organization and prioritizing (crafting a Organization and prioritizing (crafting a

complete thought)complete thought)



Written essays Written essays ((Cont.Cont.)) Using accurate syntaxUsing accurate syntax Including an introduction, body, and Including an introduction, body, and

conclusionconclusion



Independent studying, homework, and long-Independent studying, homework, and long-term projects term projects

Planning ahead (time management)Planning ahead (time management) Acquiring materials and informationAcquiring materials and information Setting long-term goals (completing tasks)Setting long-term goals (completing tasks) Self-regulation (sequencing information)Self-regulation (sequencing information)



Independent studying, homework, and long-Independent studying, homework, and long-term projectsterm projects ( (Cont.Cont.))

Self-monitoring (remembering to submit Self-monitoring (remembering to submit completed assignments by a specific completed assignments by a specific time)time)

Cognitive flexibility (ability to modify how Cognitive flexibility (ability to modify how one goes about doing projects).one goes about doing projects).


Academic Tasks and Executive FunctionsAcademic Tasks and Executive FunctionsTest taking Test taking Prioritizing and focusing on relevant themes Prioritizing and focusing on relevant themes

(e.g., ability to use cues from classroom (e.g., ability to use cues from classroom lectures and print format to highlight lectures and print format to highlight important information to study)important information to study)

Managing time (e.g., planning enough time Managing time (e.g., planning enough time to study and focus on important information to study and focus on important information before the test)before the test)



Test takingTest taking ( (Cont.Cont.)) Allocating sufficient time to answer all Allocating sufficient time to answer all

questions on the testquestions on the test Completing the test within the time limits. Completing the test within the time limits.


Selective MeasuresSelective Measures Children’s Category TestChildren’s Category Test Tower Test (London, Hanoi, and Toronto)Tower Test (London, Hanoi, and Toronto) Trail Making TestsTrail Making Tests Delis-Kaplan Executive Function SystemDelis-Kaplan Executive Function System StroopStroop Wisconsin Card Sort TestWisconsin Card Sort Test NEPSYNEPSY


Selective Measures Selective Measures ((Cont.Cont.)) WISC-IV (Block Design, Digit Span)WISC-IV (Block Design, Digit Span) Behavior Rating Inventory of Executive Behavior Rating Inventory of Executive

Functions (BRIEF)Functions (BRIEF)

REPORT REPORT WRITINGWRITING



Questions and Topics to Consider in Questions and Topics to Consider in Preparing a Psychological or Preparing a Psychological or Psychoeducational ReportPsychoeducational Report


Recommendations Recommendations [p. 714-1][p. 714-1]

QUESTIONSQUESTIONS Representativeness of findingsRepresentativeness of findings Generalizability of findingsGeneralizability of findings Consideration of all relevant factorsConsideration of all relevant factors Child’s eligibility for special programsChild’s eligibility for special programs Type of intervention program neededType of intervention program needed Goals of intervention programGoals of intervention program


Using child’s strengthsUsing child’s strengths Involving family membersInvolving family members Possibility of implementing Possibility of implementing

recommendationsrecommendations Who will carry out recommendations?Who will carry out recommendations? Clarity of recommendationsClarity of recommendations


Detailed sufficiently?Detailed sufficiently? Further evaluations?Further evaluations? Follow-up evaluations?Follow-up evaluations?


Examples of School-Based InterventionsExamples of School-Based Interventions



Checklist for Accuracy and Checklist for Accuracy and Completeness of an Assessment Completeness of an Assessment

Report Report



Evaluation Form for Psychological or Evaluation Form for Psychological or Psychoeducational ReportsPsychoeducational Reports


Spelling Chequer Spelling Chequer [p.742-1][p.742-1]

Eye halve a spelling chequerEye halve a spelling chequerIt came with my pea seaIt came with my pea seaIt plainly marques four my revueIt plainly marques four my revueMiss steaks eye kin knot sea.Miss steaks eye kin knot sea.Eye strike a key and type a wordEye strike a key and type a wordAnd weight four it two sayAnd weight four it two sayWeather eye am wrong oar writeWeather eye am wrong oar writeIt shows me strait a weigh.It shows me strait a weigh.

Spelling Chequer Spelling Chequer [p.742-2][p.742-2]

As soon as a mist ache is maidAs soon as a mist ache is maidIt nose bee fore two longIt nose bee fore two longAnd eye can put the error riteAnd eye can put the error riteIts rare lea ever wrong.Its rare lea ever wrong.Eye have run this poem threw itEye have run this poem threw itI am shore your pleased two noI am shore your pleased two noIts letter perfect awl the weighIts letter perfect awl the weighMy chequer tolled me sew.My chequer tolled me sew.

Incidence of BullyingIncidence of Bullying 13.2% of youth reported having been 13.2% of youth reported having been

physically bullied in the past year physically bullied in the past year 19.7% reported having been teased or 19.7% reported having been teased or

emotionally bullied in the past yearemotionally bullied in the past year 21.6% of youth reported having been 21.6% of youth reported having been

physically bullied in their lifetime physically bullied in their lifetime 30% reported having been teased or 30% reported having been teased or

emotionally bullied in their lifetimeemotionally bullied in their lifetime 6- to 9-year-olds had the highest rate of 6- to 9-year-olds had the highest rate of

having been physically bullied both in the past having been physically bullied both in the past year (21.5%) and during their life time (28.0%)year (21.5%) and during their life time (28.0%)

Incidence of BullyingIncidence of Bullying 6- to 9-year-olds had the highest rate of 6- to 9-year-olds had the highest rate of

having been teased or emotionally bullied having been teased or emotionally bullied in the past year (30.4%), but no life time in the past year (30.4%), but no life time rate was reportedrate was reported

14- to 17-year-olds had the highest rate of 14- to 17-year-olds had the highest rate of having been harassed on the Internet both having been harassed on the Internet both in the past year (5.6%) and during their in the past year (5.6%) and during their lifetime (7.9%)lifetime (7.9%)

Incidence of BullyingIncidence of Bullying

Source: Finkelhor, D., Turner, H., Ormrod, Source: Finkelhor, D., Turner, H., Ormrod, R., Hamby, S., & Kracke, K. (2009). R., Hamby, S., & Kracke, K. (2009). Children’s exposure to violence: A Children’s exposure to violence: A comprehensive national survey. comprehensive national survey. Retrieved Retrieved October 9, 2009, from October 9, 2009, from http://www.ncjrs.gov/pdffiles1/ojjdp/227744http://www.ncjrs.gov/pdffiles1/ojjdp/227744.pdf .pdf

Correlates of BullyingCorrelates of Bullying

Bullying occurs more often at school than Bullying occurs more often at school than on the way to and from school. on the way to and from school.

Male students who are bullies tend to rely Male students who are bullies tend to rely more on physical aggressionmore on physical aggression

Females tend to rely more on indirect Females tend to rely more on indirect forms of bullying, such as teasing, rumor-forms of bullying, such as teasing, rumor-spreading, exclusion, and social isolation.spreading, exclusion, and social isolation.

Male students are more likely to bully than Male students are more likely to bully than female students.female students.


Data do not clearly show that male Data do not clearly show that male students are victimized more often than students are victimized more often than female students.female students.

In about 50% of the cases bullies operate In about 50% of the cases bullies operate alone alone

In the other 50% of cases bullies operate In the other 50% of cases bullies operate with other students.with other students.


Bullying occurs primarily in elementary Bullying occurs primarily in elementary schoolschool

To a lesser extent in middle schools and in To a lesser extent in middle schools and in the beginning years of high schoolthe beginning years of high school

Bullying by male students declines Bullying by male students declines substantially after age 15substantially after age 15

Bullying by female students begins to Bullying by female students begins to decline at age 14decline at age 14


Some schools have higher rates of Some schools have higher rates of bullying than others bullying than others

Schools in socially disadvantaged areas Schools in socially disadvantaged areas have higher rates of bullying than schools have higher rates of bullying than schools in more advantaged areasin more advantaged areas

Classes with students who have a Classes with students who have a disability have more bullies and victims disability have more bullies and victims than classes with students without than classes with students without disabilities. disabilities.


There is a strong belief that the degree of There is a strong belief that the degree of the school principal’s involvement helps the school principal’s involvement helps determine the level of bullyingdetermine the level of bullying

Source: Sampson, R. (2009). Source: Sampson, R. (2009). Bullying in Bullying in schools.schools. Retrieved July 15, 2009, from Retrieved July 15, 2009, from http://www.cops.usdoj.gov/files/RIC/Publichttp://www.cops.usdoj.gov/files/RIC/Publications/e07063414-guide.pdf ations/e07063414-guide.pdf

Case of Phoebe PrinceCase of Phoebe Prince

Phoebe Prince, a teenager lived Phoebe Prince, a teenager lived Northampton, MANorthampton, MA

Committed suicide as a result of extreme Committed suicide as a result of extreme bullying bullying

Nine teenagers have been criminally Nine teenagers have been criminally charged charged


On the day she committed suicide she On the day she committed suicide she was was Subjected to verbal harassmentSubjected to verbal harassment Threatened with physical abuseThreatened with physical abuse Called Called "an Irish slut""an Irish slut"

Her death caused a public outcry for Her death caused a public outcry for schools to combat bullyingschools to combat bullying


Source: Source: Colby, J., & Bruno, J. (2010). Colby, J., & Bruno, J. (2010). Teens charged in Phoebe Prince’s death. Teens charged in Phoebe Prince’s death. Retrieved April 5, 2010, from Retrieved April 5, 2010, from http://www.wwlp.com/dpp/news/local/teenshttp://www.wwlp.com/dpp/news/local/teens-charged-in-phoebe-princes-death-charged-in-phoebe-princes-death

Commonwealth v. Ashley Longe, Commonwealth v. Ashley Longe, Commonwealth of Massachusetts Juvenile Commonwealth of Massachusetts Juvenile Court, No. YO10H001 (2010) Court, No. YO10H001 (2010)

J. L. vs. Mohawk Central J. L. vs. Mohawk Central School DistrictSchool DistrictCause of ComplaintCause of Complaint

J. L. a 14-year-old ninth graderJ. L. a 14-year-old ninth grader Attended Mohawk Central School District Attended Mohawk Central School District

in New Yorkin New York Brought a civil rights action against the Brought a civil rights action against the

school districtschool district Complaint alleged that the school district Complaint alleged that the school district

failed to keep him safe from severe, failed to keep him safe from severe, persistent, and violent harassment based persistent, and violent harassment based on his sexual orientationon his sexual orientation

J. L. vs. Mohawk Central J. L. vs. Mohawk Central School DistrictSchool District

Cause of Complaint (Cause of Complaint (Cont.Cont.)) Students at the school hurled slurs at him Students at the school hurled slurs at him

such as “pussy,” “faggot,” “queer,” “homo,” such as “pussy,” “faggot,” “queer,” “homo,” and “bitch”and “bitch”

Students destroyed J. L.’s belongingsStudents destroyed J. L.’s belongings Wrote offensive insults on his shoesWrote offensive insults on his shoes Threw his clothing in a trash canThrew his clothing in a trash can Threatened to beat, stab, and even kill himThreatened to beat, stab, and even kill him Engaged in tripping, shoving, and pushing Engaged in tripping, shoving, and pushing

him and causing injuryhim and causing injury

J. L. vs. Mohawk Central J. L. vs. Mohawk Central School DistrictSchool DistrictSettlement AgreementSettlement Agreement

1.1. To give J. L. $50,000.00 To give J. L. $50,000.00 2.2. To reimburse J. L. for counseling servicesTo reimburse J. L. for counseling services3.3. To retain an expert to review of the To retain an expert to review of the

District’s policies and practices concerning District’s policies and practices concerning the prohibition and prevention of the prohibition and prevention of discrimination and harassment discrimination and harassment


Settlement Agreement (Settlement Agreement (Cont.Cont.))4.4. To develop and implement a To develop and implement a

comprehensive dissemination plan for the comprehensive dissemination plan for the policies and procedures regarding the policies and procedures regarding the prohibition and prevention of prohibition and prevention of discrimination and harassment in the discrimination and harassment in the school district school district

5.5. To annually disseminate the information to To annually disseminate the information to all school district staff, parents and all school district staff, parents and guardians, and studentsguardians, and students


Settlement Agreement (Settlement Agreement (Cont.Cont.))6.6. To retain the services of an expert in the To retain the services of an expert in the

area of the prevention of sex- and sexual area of the prevention of sex- and sexual orientation-based harassment in schoolsorientation-based harassment in schools Expert will conduct annual training Expert will conduct annual training

sessions that cover prohibition of sessions that cover prohibition of discrimination and harassment based discrimination and harassment based on gender identify and expressionon gender identify and expression

Emphasize the obligation of the staff to Emphasize the obligation of the staff to identify and report potential incidents of identify and report potential incidents of discrimination, bullying, and harassmentdiscrimination, bullying, and harassment


Settlement Agreement (Settlement Agreement (Cont.Cont.))7.7. To maintain records for at least five years To maintain records for at least five years

of its investigation of and response to of its investigation of and response to each incident of alleged harassment or each incident of alleged harassment or discrimination perpetrated against any discrimination perpetrated against any studentstudent

8.8. To provide annual reports regarding its To provide annual reports regarding its compliance with this agreementcompliance with this agreement


Source:Source: J.L. v. Mohawk Central School District., J.L. v. Mohawk Central School District.,

09-cv-00943-DNH-DEP (N.D. NY., 09-cv-00943-DNH-DEP (N.D. NY., Amended Complaint, 2010a) Amended Complaint, 2010a)

J.L. v. Mohawk Central School District., J.L. v. Mohawk Central School District., 09-cv-00943-DNH-DEP (N.D. NY., 09-cv-00943-DNH-DEP (N.D. NY., Stipulation and Settlement Agreement, Stipulation and Settlement Agreement, 2010b) 2010b)

Effective Strategies to Effective Strategies to Counter Bullying in SchoolsCounter Bullying in Schools1.1. Enlisting the school principal’s Enlisting the school principal’s

commitment and involvement. commitment and involvement. 2.2. Using a multifaceted, comprehensive Using a multifaceted, comprehensive

approach. approach. 3.3. Increasing student reporting of bullying. Increasing student reporting of bullying. 4.4. Developing activities is less-supervised Developing activities is less-supervised

areas. areas. 5.5. Increasing the amount of time students Increasing the amount of time students

are supervised. are supervised.

Effective Strategies to Effective Strategies to Counter Bullying in SchoolsCounter Bullying in Schools6.6. Staggering recess, lunch, and/or class-Staggering recess, lunch, and/or class-

release times. release times. 7.7. Monitoring areas where bullying can be Monitoring areas where bullying can be

expected. expected. 8.8. Assigning bullies to a particular location or Assigning bullies to a particular location or

to particular chores during release times. to particular chores during release times. 9.9. Posting classroom signs prohibiting Posting classroom signs prohibiting

bullying and listing the consequences for bullying and listing the consequences for it. it.

Effective Strategies to Effective Strategies to Counter Bullying in SchoolsCounter Bullying in Schools10.10. Providing teachers with effective Providing teachers with effective

classroom management training. classroom management training. 11.11. Having high-level school administrators Having high-level school administrators

inform late-enrolling students about the inform late-enrolling students about the school’s bullying policy. school’s bullying policy.

Effective Strategies to Effective Strategies to Counter Bullying in SchoolsCounter Bullying in Schools Source: Source: Rivas, P. C. C. (n.d.). Tips for teachers: Help Rivas, P. C. C. (n.d.). Tips for teachers: Help

children report bullying. Retrieved October 16, 2009, children report bullying. Retrieved October 16, 2009, from from http://www.cfchildren.org/support/teacherstips/reportbullyhttp://www.cfchildren.org/support/teacherstips/reportbully/ /

Sampson, R. (2009). Sampson, R. (2009). Bullying in schools.Bullying in schools. Retrieved July Retrieved July 15, 2009, from 15, 2009, from http://www.cops.usdoj.gov/files/RIC/Publications/e07063http://www.cops.usdoj.gov/files/RIC/Publications/e07063414-guide.pdf 414-guide.pdf

U.S. Department of Justice. (2009). U.S. Department of Justice. (2009). Guide for preventing Guide for preventing and responding to school vioelence and responding to school vioelence (2nd ed.). Retrieved (2nd ed.). Retrieved December 17, 2009, from December 17, 2009, from http://www.ojp.usdoj.gov/BJA/pdf/IACP_School_Violencehttp://www.ojp.usdoj.gov/BJA/pdf/IACP_School_Violence.pdf .pdf

Children Learn What They Children Learn What They LiveLive

by Dorothy Law Nolte by Dorothy Law Nolte [1][1] If children live with criticism,If children live with criticism,

They learn to condemn. They learn to condemn. If children live with hostility, If children live with hostility, They learn to fight. They learn to fight. If children live with ridicule, If children live with ridicule, They learn to be shy. They learn to be shy. If children live with shame, If children live with shame, They learn to feel guilty. They learn to feel guilty. If children live with encouragement, If children live with encouragement, They learn confidence. They learn confidence.


by Dorothy Law Nolte by Dorothy Law Nolte [2][2]

If children live with tolerance,If children live with tolerance, They learn to be patient. They learn to be patient. If children live with praise, If children live with praise, They learn to appreciate. They learn to appreciate. If children live with acceptance, If children live with acceptance, They learn to love. They learn to love. If children live with approval, If children live with approval, They learn to like themselves. They learn to like themselves.


by Dorothy Law Nolte by Dorothy Law Nolte [3][3]

If children live with honesty,If children live with honesty, They learn truthfulness. They learn truthfulness. If children live with security, If children live with security, They learn to have faith in They learn to have faith in

themselves and others.themselves and others. If children live with friendliness, If children live with friendliness, They learn the world is a nice They learn the world is a nice

place in which to live.place in which to live.

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