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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
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Presentation Goals
• Recognize areas of assessment• Understand standardized test scores• Learn about the new SSA Test List• Identify resources on specific tests
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• 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
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Why do we assess children?
• Guide diagnosis• Determine eligibility
– SSI– Medicaid waiver– Special education
• Monitor progress• Determine treatment approach• Research
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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
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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
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Interviews
• Structured interviews• Semi-structured interviews• Free flowing interviews
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Observations
• Systematic observations / data collection– Frequency counts– Incident logs
• Informal observations– Approach towards more difficult tasks – Generate hypotheses
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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
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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
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Why do I need to know Why do I need to know about all these tests?about all these tests?
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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?
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In what areas do we In what areas do we assess children?assess children?
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Areas assessed by norm-referenced instruments
• Intelligence / cognition• Social / emotional• Adaptive functioning• Speech• Oral language• Academic• Gross & fine motor • Early childhood / global development
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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
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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
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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.
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Social / Emotional
• Internalizing – Anxiousness, depressed mood, somatic
complaints
• Externalizing– Hyperactivity, verbal aggression,
physical aggression
• Other areas– Social problems, inattention,
thought disturbance
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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
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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)
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Adaptive Functioning
• Assessment approaches– Vineland Adaptive Behavior Scales: 2– Scales of Independent Behavior: Revised – Adaptive Behavior Assessment System:
2– Semi-structured interview
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Speech
• Definitions– Involves the production of sounds which
form words
• Areas of speech disorders– Oral-Motor – Apraxia– Articulation– Stuttering / Dysfluency– Phonological disorder
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Speech
• Assessment approaches– Goldman-Fristoe Test of Articulation: 2– Khan-Lewis Phonological Analysis: 2– Photo Articulation Test: 3– Stuttering Severity Inventory: 3
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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
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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
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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
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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
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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)
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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
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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
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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
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What scores are provided What scores are provided by tests?by tests?
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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
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Normal Distribution Curve
• Also called the bell curve (due to its shape), or the gaussian curve (after Carl Friederich Gauss)
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Normal Distribution Curve
• Mean () – average score• Standard deviation () – spread of
scores
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Normal Distribution Curve
Standard deviation
Population
Mean = 100
SD = 15
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Normal Distribution Curve
Standard deviation
Population
Mean = 100
SD = 16
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Normal Distribution Curve
Standard deviation
Population
Mean = 10
SD = 3
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Normal Distribution Curve
Standard deviation
Population
Mean = 50
SD = 10
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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
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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.
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Types of scores
• Percentiles– Different than percentages– Provides comparison to peer group– Perform equal to or better than X% of
children
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Normal Distribution Curve
Standard deviation
Population
-1 SD = 16%ile
+1 SD = 84%ile
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Normal Distribution Curve
Standard deviation
Population
-2 SD = 2%ile
+2 SD = 98%ile
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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.
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Where can I find Where can I find information on tests?information on tests?
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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
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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
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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
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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]