Exam 1

Question 1

Standard Assessment

Answer 1

Compares others the same age

Administering & scoring is all the same

Question 2

3 types of normative groups

Answer 2

1. Random
2. Representative
3. Size

** make sure they are representative

Question 3

What is the minimum size for a standardization sample

Answer 3

minimum 1000
(100 per age group)

Question 4

What are 3 things to consider when planning a Diagnostic Evaluation?

Answer 4

1. Context- (community based? or school with targeted population?)
2. Purpose- (doing to ensure they seek further evaluation if they fail? or using to guide instruction levels?)
3. Quality- (consider quality of your instrument, some are NOT very sensitive and you don’t want to give false info)

Question 5

What are 2 things every [diagnostic] Evaluation Plan includes?

Answer 5

1. Hearing screening
2. Integration of multiple sources of data
   -Historical: case study
   -Standardized: tests
   -Performance

Question 6

How do you plan a Diagnostic Evaluation? (6 things)

Answer 6

Formulate: clinical question
Select: instruments
Collect: data
Integrate: all of data
Answer: clinical questions
Plan: what comes after (refer, intervention plan, etc.)

Question 7

Normal Curve

Answer 7

“Bell Curve” probability distribution symmetric about mean

Question 8

Standard Deviation

Answer 8

Measures how far score is from the mean

Question 9

Standard Error of Measurement

Answer 9

SEM = SD/√1-r
(r = split-half reliability)

SEM: +/- 5 points
Which is then used to determine True Score

SEM= SD/ sq. root (1-r)
r = split-half reliability
Smaller SEM = low measurement error (SEM < 5 accepted)
Larger SEM = higher measurement error :(
SEM reflects point-range error (ex. SEM score 3.1 shows score +/- 3pts)

Confidence Intervals are based on SEM
Tell you how confident you can be a score falls within a certain range

Question 10

Raw Score

Answer 10

Total # of items correct (includes items below the basal)

Question 11

Standard Score

Answer 11

AVG= 85-115
SD=15
Mean=100

Child’s performance compared to defined peer group

(subtract mean from raw score and divide by standard deviation)

Question 12

Composite Scores

Answer 12

Combination of multiple subtests measuring the same thing

A single number that combines multiple data points or variables into a single representation

Example: IQ tests - a composite measure that gives a single score based on a series of responses to various questions

Question 13

Scaled Scores

Answer 13

Mean=10
SD= 3
+/-1 SD=7-13

a representation of the total number of correct answers (also known as raw scores) a candidate has provided that has been converted onto a consistent and standardized scale. Scaled scores indicate the same level of performance, regardless of which form a candidate has received.

Question 14

T-scores

Answer 14

A type of standard score

A T-score is a scaled score that’s used to describe a person’s performance on a test or assessment. T-scores are often used in ability assessments and behavior rating scales. A T-score of 50 is considered average, and standard deviations are typically 10 points.

Question 15

Age-equivalent

Answer 15

Average age child earned score; average age at which score occurs

Issues:
Qualitative- language complexity may not be accounted for
Clients should be compared to their peers rather than an age group
Equivalency: time and knowledge delays related to time (for example 1 year changes significance as a child gets older)
NOT a recommended measure

Question 16

Grade-equivalent

Answer 16

Used for academic tests. Median, raw score for specific grade level

Question 17

Percentile Rank

Answer 17

% of norm group that earned a raw score less than or equal to the test taker’s.

A percentile rank is the percentage of people who scored below a given T-score. For example, a T-score of 40 is roughly the 16th percentile, while a T-score of 70 is roughly the 98th percentile.

Question 18

Confidence Interval

Answer 18

Range in which the child’s true score would be.

A good speech pathology report will include confidence intervals, which are a range of scores that are likely to contain the child’s true score. For example, a 90% confidence interval means that there’s a 90% chance that the child’s true score is within the range

Question 19

Normative Group

Answer 19

Should be random and broad; not focused on one group

Features of Representativeness:
Age
Gender
Ethnicity
SES
Geography and location
Disability

Question 20

Reliability

Answer 20

Refers to how much error is in the measure; looking for consistency across time

Reliability coefficient: r
Perfect relationship (r = 1)
No relationship (r = 0)
Good range (r = 0.80 or higher)

Question 21

What are the 3 types of reliability

Answer 21

1. Test-retest reliability
2. Internal consistency
3. Interexaminer reliability (inter-rater)

Question 22

Test-retest Reliability

Answer 22

Looking to make sure scores stay relatively consistent between testing
Retesting should occur within a 2 week period (2 week being a maximum)
Reflected in SEM

Question 23

Internal Consistency

Answer 23

Consistency of test content, how homogenous test items are
Assessed using split-half reliability coefficient
Represented by Cronbach’s alpha (low alpha= not consistent; high alpha= consistent)

Question 24

Interexaminer Reliability (Inter-rater)

Answer 24

Consistency of the measure across examiners (results should be similar even if different examiners are administering the test)
Higher numbers= more related or similar scoring
0.90 is ideal; 0.80 is accepted (0.8-0.9 good) (1 is a perfect relationship)
Longer tests are more reliable

Question 25

Meanings of Alpha

Answer 25

Low Alpha= not consistent High Alpha= Consistent

Question 26

Validity

Answer 26

Is the test measuring what it says its measuring?

Question 27

Diagnostic accuracy

Answer 27

measures the presence or absence of a condition. Four things to consider when looking at the diagnostic accuracy are: -Sensitivity -Specificity -Positive Predictive Value -Negative Predictive Value

Question 28

What are the 3 types of validity?

Answer 28

1. Construct validity 2. Content validity 3. Criterion validity

Question 29

Construct validity

Answer 29

Does the test measure what it’s supposed to measure? The construct is the concept/theory that the test is trying to measure. a. Ex 1: receptive & expressive language b. Ex 2: vocabulary or pragmatics *Convergent: has a high correlation to similar constructs Relationship between two tests testing for similar things(ex. Relationship between two vocabulary tests) *Divergent: has a low correlation to unrelated constructs Example: Vocabulary test compared to a math test would have a low relationship/correlation

Question 30

Types of Construct validity

Answer 30

Developmental studies Ex. Older children should do better than younger children. Contrasting groups Ex. Those with a language disorder should do worse than those without one on an assessment. Factor analysis Ex. Measures which aspects of the construct are being measured.

Question 31

Content validity

Answer 31

Does the test test for what it's supposed to? Does a vocab test include vocab words? Measured through item analysis

Question 32

What are 2 commonly used statistics for Content validity

Answer 32

1. Item Difficulty: How many children responded correctly to the test items **0.3-0.7(Goal is 0.5) 2. Item Discrimination: How similarly does the child respond to specific items on the test compared to the rest of the test (point by serial)

Question 33

Criterion validity

Answer 33

Predictive: How well does a particular test measure a trait in the future How well does it predict (high correlation = highly predictable) There’s no specific numbers that she’s looking for… but around this range .4 - .7 Concurrent: How well is this test correlated to another test of the same trait or construct high correlation(well established test) = high concurrent validity

Question 34

What are 3 factors that affect validity?

Answer 34

Selection of appropriate measure: Pick a good test that measures what you need to measure Administration of the measure: If you don’t follow what you’re supposed to do the test is no longer valid Child: Tired, hungry, upset, may not accurately perform and will lead to invalid results

Question 35

Sensitivity and Specificity

Answer 35

These are important to an SLP when deciding what test measure to use. Sensitivity: positive result when the child has the disorder Specificity: negative result when the child does not have the disorder A test that under-identifies has poor sensitivity & a test that over-identifies has poor specificity Consider: is the test sensitive to who has the disorder? Does the test specify who does not have the disorder Interpretations: 90% = good; 80-89% = fair; Below 80% = unacceptable

Question 36

Positive & Negative Predictive Values

Answer 36

Positive: True positive/ False positive + False positive Ex: If the test shows that the client has a language disorder, how likely is it that they actually have it? Negative: True negative/True negative + False negative Ex: If the test is negative, how likely is it that the client does not have a language disorder? Both positive & negative predictive values have clinical relevance. They are useful in helping families interpret the information because the scores give clinicians a measured prediction. The values also tell us (the clinicians) how confident we can be in our predictions. Ex: If the results show the child has a positive predictive value of 0.95, then you can be 95% sure the test shows that the child has a language disorder.

Question 37

Internal consistency

Answer 37

Consistency of the test content; how homogeneous the items are; assessed using split-half reliability coefficient α - Continuous 1, 2, 3, 4 etc KR - Dichotomous 0 or 1 (right or wrong) Alpha value is similar to a correlation coefficient When Coefficient Alpha is lower than .80, lower reliability.

Question 38

Cognitive Referencing

Answer 38

Compares "ability" to "potential" Ability: performance on an achievement test or language test Potential: Performance on an IQ test **NOT accurate/adequate**