STANDAR PENGUKURAN PERKEMBANGAN ANAK

Presentation Goals
Recognize areas of assessment Understand standardized test scores Learn about the new SSA Test List Identify resources on specific tests

Questions asked and answered today

Why do we assess children? How do we assess children? Why do I need to know about the tests? What do I need to know about the tests? What are all those scores?
And what do they mean?

Where can I find information on tests?

Why do we assess children?

Guide diagnosis Determine eligibility
SSI Medicaid waiver Special education

Monitor progress Determine treatment approach Research

How do we assess children?

Four Pillars of Assessment (Sattler, 2001)
Norm-referenced tests (standardized tests) Interviews Observations Informal assessment procedures

Testing should be fair and culture-free

Norm-referenced tests
Provide a degree of quantification of the childs functioning in a given area
Describes the childs present functioning in reference to peer group Identifies strengths and weaknesses in area Provides a baseline for later testing

Interviews
Structured interviews Semi-structured interviews Free flowing interviews

Observations
Systematic observations / data collection
Frequency counts Incident logs

Informal observations
Approach towards more difficult tasks Generate hypotheses

Informal Assessment
Non-standardized assessment approaches that test an examiners hypothesis Can further identify particular strengths and weaknesses Examples of informal assessment procedures
Reading passages Play-based assessment

Fair testing
Fair testing does not mean the same test is administered to all individuals. The tests selected for each child should address the questions asked, and the areas of concern. The impact of other skills on performance should be minimized

Why do I need to know about all these tests?

Why do I need to know about tests?

Provides an understanding of the tests which are a part of the claimants file Can provide guidance when requesting a CE
How can the CE obtain the needed information to help with the eligibility determination? What instruments or areas of assessment would be most helpful as part of the CE?

In what areas do we assess children?

Areas assessed by norm-referenced instruments

Intelligence / cognition Social / emotional Adaptive functioning Speech Oral language Academic Gross & fine motor Early childhood / global development

Intelligence / Cognition
Definitions (Sattler, 2001)
Higher-level components, which include abstract reasoning, representation, problem solving, and decision making Overt behavioral manifestations represented by effective or successful responses Elementary processes, such as perception, sensation and attention Executive processes Memory Ability to learn

Intelligence / Cognition
Assessment approaches
Wechsler Intelligence Scale for Children: 4 Wechsler Adult Intelligence Scale: 3 Wide Range Assessment of Memory and Learning: 2 Stanford-Binet Intelligence Scales: 5 Differential Abilities Scale Bayley Scales of Infant Development: 3 Universal Nonverbal Intelligence Test

Social / Emotional
Definitions
Assessment of emotional status, impact of mental disorders on functioning, and social interactions and relationships with others Often viewed as internalizing and externalizing behaviors.

Social / Emotional
Internalizing
Anxiousness, depressed mood, somatic complaints

Externalizing
Hyperactivity, verbal aggression, physical aggression

Other areas
Social problems, inattention, thought disturbance

Social / Emotional
Assessment approaches
Mental Status Examination Child Behavior Checklist Behavior Assessment System for Children: 2 Behavior Rating Inventory of Executive Function Revised Childrens Manifest Anxiety Scale Roberts Apperception Test for Children: 2 Childrens Depression Inventory Functional Behavior Assessment

Adaptive Functioning
Definitions
The effectiveness with which individuals meet the standards of personal independence and social responsibility expected of individuals of their age and cultural group (Sattler, 2002). Multifactorial
Independent functioning, physical development, economic activity, language development, numbers & time, (pre)vocational, self-direction, responsibility, socialization (AAMR)

Adaptive Functioning
Assessment approaches
Vineland Adaptive Behavior Scales: 2 Scales of Independent Behavior: Revised Adaptive Behavior Assessment System: 2 Semi-structured interview

Speech
Definitions
Involves the production of sounds which form words

Areas of speech disorders

Oral-Motor Apraxia Articulation Stuttering / Dysfluency Phonological disorder

Speech
Assessment approaches
Goldman-Fristoe Test of Articulation: 2 Khan-Lewis Phonological Analysis: 2 Photo Articulation Test: 3 Stuttering Severity Inventory: 3

Oral Language
The use of words and sentences to convey meaning to others. Oral language examines both the production of messages (expressive) and their receipt (receptive). Basic components
Semantics Syntax Morphology Phonology Pragmatics

Oral Language
Assessment approaches
Preschool Language Scale: 4 Clinical Evaluation of Language Fundamentals: 4 Receptive-Expressive Emergent Language Scale: 3 Test of Language Development: 3 Peabody Picture Vocabulary Test: 3 Rosetti Infant-Toddler Language Scale Test of Pragmatic Language Hawaii Early Learning Profile

Academic
Definitions
The skills children learn through direct intervention or instruction (Sattler, 2001) Commonly assessed skills include
Reading individual words Reading comprehension Mathematics Spelling Written expression

Academic
Assessment approaches
Wechsler Individual Achievement Test: 2 Woodcock-Johnson Tests of Achievement: 3 Kaufman Test of Educational Achievement: 2 Woodcock Reading Mastery Test: 2 KeyMath: 2 Diagnostic Achievement Battery: 3

Gross & Fine Motor

Definitions
Gross motor refers to tasks involving the larger muscles of the body, such as the legs and trunk Fine motor refers to tasks involving the hands and wrists Visual-motor refers to the integration of visual and fine motor, such as handwriting Sensory integration refers to the ability to regulate sensory input (auditory, visual, tactile, kinesthetic)

Gross & Fine Motor

Assessment approaches
Peabody Developmental Motor Scales: 2 Bruininks Oseretsky Test of Motor Proficiency Beery-Buktenica Test of Visual-Motor Integration: 5 Gross Motor Function Test The Sensory Profile

Early Childhood / Global

Many instruments assessing youth in early childhood examine multiple areas of development, such as cognitive, speech, language, motor, school readiness, etc. Norm-referenced tests are not always appropriate for this age, and more curriculum-based approaches are utilized

Early Childhood / Global

Assessment approaches
Bayley Scales of Infant Development: 3 Assessment, Evaluation & Programming System Kaufman Survey of Early Academic and Language Skills Bracken Basic Concept Scale: 2 Hawaii Early Learning Profile Infant Toddler Social Emotional Assessment Carolina Curriculum for Infants / Toddlers

What scores are provided by tests?

Types of scores
Raw scores
Number of correct responses for a test May be useful when measuring progress

Standard and Scaled Scores

Normal distribution of raw scores (established mean and standard deviation) IQ scores T-Scores

Normal Distribution Curve

Also called the bell curve (due to its shape), or the gaussian curve (after Carl Friederich Gauss)

Normal Distribution Curve

Mean () average score Standard deviation () spread of scores

Normal Distribution Curve

Population

Mean = 100 SD = 15

Standard deviation

Normal Distribution Curve

Population

Mean = 100 SD = 16

Standard deviation

Normal Distribution Curve

Population

Mean = 10 SD = 3

Standard deviation

Normal Distribution Curve

Population

Mean = 50 SD = 10

Standard deviation

Types of scores
Age / grade equivalents
Childs raw score in relation to average score for a given age Often used with young children, and individuals with developmental delays Often interpreted incorrectly

Age Equivalent
1 1 1 1 0 0 0 == 4 1 0 0 1 0 0 1 0 0 1 0 0 0 == 4

Equal raw scores leads to the same age equivalent score. However, it does NOT mean the same items were correctly answered. The second child answered items that were at a higher developmental level.

Types of scores
Percentiles
Different than percentages Provides comparison to peer group Perform equal to or better than X% of children

Normal Distribution Curve

Population

-1 SD = 16%ile +1 SD = 84%ile

Standard deviation

Normal Distribution Curve

Population

-2 SD = 2%ile +2 SD = 98%ile

Standard deviation

When is a score significant?

Generally, when a score is greater than 2 SD (either above or below the mean, the score is significantly different (e.g., an IQ of 70 or lower). The score can be significant if it is 2SD below OR 2SD above the mean (e.g., T-Scores on behavior checklists greater than 2SD above the mean generally indicate an area of concern.

Where can I find information on tests?

Where to get information

Your medical consultants (e.g., psychologists, SLPs) Sattler, J.M. (2001). Assessment of Children: Cognitive Applications (4th Ed.). La Mesa, CA: Sattler Publisher. Sattler, J.M. (2002). Assessment of Children: Behavioral and Clinical Applications (4th Ed.). La Mesa, CA: Sattler Publisher. Buros Institute
Mental Measurements Yearbook Tests in Print

University libraries (e.g., IUPUI) SSA Test List

SSA Test List

Updated list of tests (earlier list developed ca. 1991) Recently placed on SSAs intranet Provides the following information:
List of tests by area
Comprehensive, screening, subarea, special population

Publisher, publication date Description / Purpose Standard administration time Scores (names, types) How information is obtained

Is currently being updated

Where to get information

Test Publishers
Achenbach System of Empirically Based Assessment American Guidance Service Psychological Assessment Resources Psychological Corporation Riverside Publishing Western Psychological Services