Differential Ability Scales (DAS-II)

Lori Holloway and Amber Glivens

EDSP 5311
Houston Baptist University
Dr. Reed
November 19, 2015

Differential Ability Scales (DAS-II)

The Differential Ability Scales Second Edition (DAS-II) is a clinical assessment

instrument designed for assessing the cognitive abilities of children and
adolescents from ages 2 years 6 months through 17 years 11 months. The
DAS-II provides a composite score reflecting conceptual and reasoning
abilities. The primary purpose of DAS-II is to profile the childs strengths and
weaknesses in a wide range of cognitive abilities.

The DAS-II is comprised two tests in one: Early Years Battery, and School-Age
Battery.

The test administered to our student was the School-Age Battery. It is

comprised of six core diagnostic tests and nine diagnostic subtests

School Age Battery Core Diagnostic

Battery
Reasoning
Ability
Verbal
Ability

Spatial
Ability
General
Conceptual
Ability

School Age Battery Core Diagnostic Tests

Recall of Designs: The child produces an abstract line drawing that is presented
for 5 seconds and then removed.

Word Definitions: The child is asked to tell the meaning of individual words.

Pattern of Construction: The child constructs a design by putting together flat

squares or solid blocks with black and yellow patterns on each side with timed
and untimed options

Matrices: Shown an incomplete matrix, the child selects from among four of six
choices the figure that correctly completes the matrix.

Verbal Similarities: The child describes how three things are similar or go
together

Sequential and Quantitative Reasoning: - The child is shown a series of items,

and then completes the series by providing the missing figure.

School Age Battery Subtests

Working Memory

Processing Speed

Recall of Sequential Order

Speed of Information Processing

Recall of Digits Backwards

Rapid Naming
Recall of Objects(immediate and
delayed
Recall of Digits Forward
Recognition of Pictures
Phonological Processing

School Age Battery Subtests

Recall of Objects (immediate) - The child views a card with pictures of 20

objects for a specified amount of time . After the card is moved, the child
recalls as many objects as possible for three trials.

Recall of Objects (delayed)- The child recalls as many objects as possible

from the card with pictures of 20 objects from the immediate test for a
specified amount of time. The delayed trial must be 15-20 minutes after the
immediate subtest and no more than 30 minutes after.

Recall of Digits Forward- The child repeats a sequence of digits presented

orally

Recognition of Pictures- The child is shown a picture of one or more objects

for 5 seconds. The child then selects the previously viewed objects from a
second picture that includes distractors.

School Age Battery Subtests

Recall of Sequential Order- The child hears a list of parts of the body and is
asked to order the list from highest to lowest (head to toe).

Speed of Information Processing- The child scans rows of circles containing

small boxes and indicates which circles have the most boxes within a
specified time limit.

Recall of Digits Backward- The child repeats backward a sequence of digits

presented orally

Phonological Processing- The child rhymes, blends, segments, identifies, and

deletes syllables, sounds and phonemes in words.

Rapid Naming- The child names colors, pictures, and colored pictures as
quickly as possible.

Interpretation of Scores

The DAS-II uses various scores for analyzing and interpreting results. The
conversion of ability scores into standardized scores enables examiners to
compare scores within DAS-II and other measures. The use of age corrected T
scores and standard scores allows the examiner to compare each childs
cognitive functioning with children of similar age. The norm-referenced
scores provides the most precise information, but can be difficult to use in
isolation. Other information such as percentiles, confidence intervals,
descriptive classifications, and age equivalents is often used in conjunction
with standardized scores to describe the clients performance.

Interpretation of Scores

In the area of the six core subtests, Madisons General Conceptual Ability (GCA)
scores range between a T score of 50 as the lowest in Verbal Similarities, and 69 as
the highest Pattern Construction, with a mean T score of 62. The Special Nonverbal
composite (SNC) ranged from 64 at the lowest in the area of Sequential &
Quantitative reasoning to 69 being the highest in the area of pattern construction,
with a mean T score of 67. Cluster scores in the areas of Verbal, Nonverbal and
Spatial reasoning ranged from a standard score of 102(Verb), 130(NV) and 137(Spat).

Diagnostic Subtests are divided into two clusters for Madisons age: Working Memory
and Processing Speed. In Working Memory, Madison scored a standard score of 97 in
the 42 percentile equivalent with a confidence interval level (90%) between 92-102.
In processing Speed, Madison scored a standard score of 97 in the 42 percentile
equivalent with a confidence interval level (90%) between 90-104. She scored the
highest in the area of phonological processing, and the lowest in Recall of Objects
(immediate).

Interpretation of Scores
Subtest

Standard Score

Percentile Rank

Core Subtest Scores

Verbal

102

55

Nonverbal Reasoning

130

94

Spatial

132

98

GCA

123

94

SNC

130

98

Diagnostic Subtests

Working Memory

97

42

Processing Speed

97

42

Client Strengths/Weaknesses
Strengths

Weaknesses

Spatial Reasoning
Non Verbal Reasoning

Verbal abililty
Working Memory
Processing Speed

Client Behaviors

The client exhibited behaviors that demonstrated that she was diligent in
completing each task. On time limit items, Madison used all of her time limit
if items were challenging, and did not give up before time was called. She
was very attentive to feedback, and paid attention to the clarifications if she
missed certain items. Madison demonstrated strategies to assist her in
completing each task such as whispering body parts to herself before
repeating them backwards to the administrator, writing numbers on the table
before repeating them, and studying the images before recreating them using
blocks. Madison became impatient during the end of the second
administration due to hunger. She was allowed a snack break for more
momentum, but after two subtests, she was mentally exhausted, and we
scheduled another administration date.

Strategies for Instruction

Play card
games

Teach
Visualization
Skills

Working
Memory

Connect
emotion to
information

Category
Games

Strategies for Instruction

Use visuals

Provide outline of lessons

Processing
Speed
Provide simple written
directions

Use signals to regain focus