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Original slides from Colin D. Elliott, Ph.D. Altered for EDP 5328 by Alex Beaujean

Original slides from Colin D. Elliott, Ph.D. Altered for EDP 5328 by Alex Beaujean. Median Administration Time. Core Subtests Early Years Ages 2:6-3:5 20 min. Early Years Ages 3:6-6:11 31 min. School Age 7:0-17:11 39 min. (can go down to 5). Additional Aids for Examiners.

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Original slides from Colin D. Elliott, Ph.D. Altered for EDP 5328 by Alex Beaujean

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  1. Original slides from Colin D. Elliott, Ph.D. Altered for EDP 5328 by Alex Beaujean

  2. Median Administration Time Core Subtests • Early Years Ages 2:6-3:5 20 min. • Early Years Ages 3:6-6:11 31 min. • School Age 7:0-17:11 39 min. (can go down to 5)

  3. Additional Aids for Examiners • DAS-II Scoring Assistant • DAS-II Website with FAQs (and answers!) DAS-II.com

  4. DAS-II Standardization • Age overlap for the Early Years and the School-Age batteries (2 years in the DAS) is now 4 years in the DAS-II (from age 5:0 through 8:11)

  5. Word Definitions Verbal Similarities • Seq. and Quant. Reasoning • Matrices Pattern Construction Recall of Designs Pattern Construction Matrices Seq. and Quant. Reasoning Recall of Designs Core Subtests: Ages 7:0 to 17:11 Verbal Ability GCA Nonverbal Ability Spatial Ability Supplemental Score: Special Nonverbal Composite

  6. DAS-II School-Age Structure of Core Subtests Verbal Ability Word Definitions Verbal Similarities Gc Nonverbal Reasoning Ability General Conceptual Ability (GCA) Matrices Sequential and Quantitative Reasoning Gf G Spatial Ability Pattern Construction Recall of Designs Gv

  7. Item Sets • Give items that fall into an item set for person’s given age • However, there are “decision points” that tell you if you need to administer earlier items or more advanced items. • Also, there are “alternative stopping points” • Also, scores are derived by items sets...so different items sets will give (slightly) different scores…. • Note….it your item set score is in the “blue” on the protocol, you need to administer an additional item set

  8. Item Sets • While a bit confusing at first, they help cut down on the administration time (eventually) • In this vein, if you think the respondent needs to start with a higher or lower item set, you can do this….worst that will happen is that you administer more than one item set… • Show pp. 34-36, 38 in administration manual. • Also, go over pp. 40-41

  9. Item Sets • The “item set” score (Ability score) on a given subtest is an Item Response Theory (IRT) scaled score that allows you to compare people of different ages (the parenthetical numbers are Standard Errors for the IRT/Ability scores) • The “item set” score can be transformed to a T-score (M=50, SD=10) based on the respondents age.

  10. Teaching Items • Used to increase respondents understanding of the subtest (if needed) • They are marked with an apple • The purpose is to help respondent with subsequent items

  11. Teaching Items • Acknowledge correct responses for teaching items • Teaching only done if the item falls within one of the first few the administered items OR if the respondent is dropped back to an earlier start point • Exception 1 : The nature of the task switches • Exception 2: It is a sample item • Both are noted in subtest directions

  12. Subtest Descriptions

  13. Recall of Designs • Usual age range: 7:0 to 17:11 • Extended age range: 5:0 to 17:11 • CHC Factors • Broad Ability: Visual-Spatial Abilities (Gv) • Narrow Ability: Visual Memory (MV) • Have paper 4” x 5” prepared – label with appropriate item number in same corner • Staple/paper clip them together after test is done

  14. Recall of Designs • Respondent sees an abstract line drawing that is presented for five seconds. After the design is removed, the child then draws the design. • Be sure to write TOP at the top of the respondent’s drawing • Respondent can erase—but don’t suggest it • Respondent can use another piece of paper if wants to start over—but don’t suggest it • Be sure to label drawings accordingly, e.g., 7.1 and 7.2 for drawings 1 and 2s • Will Initially score items as P+ (perfect), F (little resemblance to stimulus), or P (somewhere in between P+ and F) • Use these for Decision Point decisions

  15. Word Definitions • Usual age range: 7:0 to 17:11 • CHC Factors • Broad Ability: Crystallized Intelligence (Gc) • Narrow Ability: Language Development (LD) & Lexical Knowledge (VL) • Similar to Wechsler Vocabulary • Can repeat the word once, spell the word, or write it on a piece of paper • Focus of key concepts and not quality of expression

  16. Word Definitions • Teaching items at each start point • “I will say a word and you tell me what it means.” • What does discover mean?

  17. Pattern Construction • Age range: 2:6 through 17:11 • CHC Factors • Broad ability: Visual-Spatial Ability (Gv) & Fluid Intelligence/Reasoning (Gf) • Narrow ability: Spatial Relations (SR)

  18. Pattern Construction • Similar to Block Design on Wechsler scales • Rotated designs, if otherwise correct, are given credit • Set A • Need Wooden Blocks • Set B, timed (3-6) • Stimulus Booklet 2 • Black/Yellow Foam Squares • Set C, timed (7-17) • Stimulus Book 1 • Black/Yellow Plastic blocks

  19. Pattern Construction • Set A • Items 1-2, disassemble your model and allow respondent to use the blocks to make his/her response • Items 3-12, leave your model standing for respondent

  20. Matrices • Age range: 3:6 to 17:11 • CHC Factors • Fluid Intelligence/Reasoning (Gf) • Narrow Ability: Induction (I) • Use Response Booklet (2 or 3) • Respondent indicates response my pointing to the answer s/he wants.

  21. Verbal Similarities • Age Range: 7:0 to 17:11 • Extended Age Range: 5:0 to 17:11 • CHC Factors • Broad Ability: Crystallized Intelligence (Gc) • Narrow Ability: Language Development (LD) • Repeat as needed, but not more than three times • Items 1 to 9 question all 0-point responses • For all 2-point items (27, 28, 29, 32), question all 1-point responses

  22. Verbal Similarities • Administration: • “Listen Carefully: ____, ____, ____” • Then • What are these things? • How do these things go together? • How are these things alike? • Can simply say three stimulus words once respondent understands

  23. Sequential and Quantitative Reasoning

  24. Sequential and Quantitative Reasoning • Age Range: 7:0 to 17: 11 • Extended Age Range: 5:0 to 17:11 • CHC Factors • Broad Ability: Fluid Intelligence (Gf) • Narrow Ability: Induction (I) and (in set B) Quantitative Reasoning (RQ) • Set A: Stimulus Book 4 • Set B: Stimulus Book 1 • Need to use teaching items in Set B eve if start with set A • 24, 25, 32, 41, 42 • 36, 37, 41, 42

  25. Sequential and Quantitative Reasoning • Error on p. 246 • Only item 41-42 are teaching….NOT 43-48, see Dumont, Willis & Elliot pp. 42-43

  26. Composite Score Interpretation

  27. Overall Cognitive Ability • INTELLIGENCE IN GENERAL • General Cognitive Ability (GCA) • Akin to the FSIQ (Wechsler) or GIA (WJ) • Made up of • Verbal • Nonverbal • Spatial • Special Nonverbal Composite (SNC) • If GCA “uninterruptable” • Made up of • Nonverbal Reasoning • Spatial

  28. Verbal Ability (Gc)(Ages 6:0 – 17:11) Scores on the Verbal Ability cluster reflects the child’s • Knowledge of verbal concepts • Level of vocabulary development • Expressive-language ability • General knowledge base • Retrieval of factual information from long-term memory In addition, low scores on this cluster may reflect the child’s • Verbal inhibition (unwillingness to make verbal responses when uncertain) • Undiagnosed hearing loss or history of hearing difficulties not conveyed prior to testing

  29. Verbal Ability(Ages 6:0 – 17:11) Scores on the Verbal Ability cluster are made up of • Word Definitions • Verbal Similarities

  30. Nonverbal Reasoning Ability (Gf) (Ages 6:0 – 17:11) Scores on the Nonverbal Reasoning Ability cluster may reflect the child’s • Inductive reasoning, including • An ability to identify rules that govern features or variables in abstract, visual problems • An ability to formulate and test hypotheses • Understanding of simple verbal instructions and visual cues • Use of verbal mediation strategies In addition, low scores on this cluster may reflect the child’s • Overdependence on visual instructions or auditory cues • Inflexibility in choosing alternative solutions • Impulsiveness (responding without checking the response)

  31. Nonverbal Reasoning Ability (Ages 6:0 – 17:11) Scores on the Nonverbal Reasoning Ability cluster are made up of • Matrices • Sequential & Quantitative Reasoning

  32. Spatial Ability (Gv + extra)(Ages 6:0 – 17:11) Scores on the Spatial Ability cluster may reflect • Ability in spatial imagery and visualization • Perception of spatial orientation (the preservation of relative position, size, and angles in different aspects of the design) • Analytic thinking (the separation of the whole into its component parts) • Attention to visual detail In addition, low scores on this cluster may reflect the child’s • Poor understanding of simple verbal instructions • Poor eye-hand coordination

  33. Spatial Ability(Ages 6:0 – 17:11) Scores on the Spatial Ability cluster are made up of • Recall of Designs (Gv and Gsm) • Pattern Construction (Gv)

  34. Interpretation Steps First, convert IRT/Ability scores to T-Score (scoring assistant) • Overall score: GCA or SNC • Look at difference between core clusters • Normative data: • V and NVR ≥ 13 • V and Sp ≥ 12 • NVR and Sp ≥ 10 (cannot use SNC) • “Kaufman method” (Don’t do this yet…) • 1.5 SD which is ≈ 22 points See if can use SNC

  35. Interpretation Steps • Look at difference between core clusters • See sample “write up” on p. 145 of Essentials book • But remember the Watkins et al.’s arguments that scatter doesn’t detract from predictive value

  36. Interpretation Steps • Look at difference within core cluster • Verbal • Word Definitions and Verbal Similarities ≥ 12 • Nonverbal Reasoning • Matrices and Sequential & Quantitative Reasoning ≥ 9 • Spatial • Recall of Designs and Pattern Construction ≥ 8

  37. Interpretation Steps • Normative Strengths and Weaknesses • Scores > 1 SD above the mean • That is > 115 • But eschew if you determine that the scores are “not interpretable”

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