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Question

How does a 90% confidence interval differ from a 95% confidence interval conceptually?

Answer 1

A 95% confidence interval has a wider range of values compared to a 90% confidence interval.

Answer 2

Mean 100, SD 15

Answer 3

You said “x” and “y”, which one did you mean?

Answer 4

First, Record exactly what they said, what point value that reponse gets, and indicate the you queried them (q). IF you query someone after a one point response and their next response indicates that they have no idea wtf is going on the answer is considered “spoiled” and they get bumped down to a zero. If you query someone and their second answer is valued at a higher score, they earn the higher score.

Answer 5

As long as the individual gets full points past where you would have to use the reverse rule, you would assume they would have gotten full points and score it as such

Answer 6

Subtests with Reversal Rules in the WAIS: Block Design, Similarities, Matrix Reasoning, Vocabulary, Arithmetic, Visual Puzzles, Information A reversal rule comes into play on certain subtests if you do not start from the beginning (some subtests have you starting at number five, for example). If the individual does not score full points on the first two questions, you have to go back in REVERSE ORDER until they get two perfect scores.

Answer 7

Provide a comprehensive picture of the individual, not test scores. Decide on a basic format, use subheadings, move from global to specific (Grassetti calls this the funnel approach), move from standardized to informal results, use global themes to organize, use contrast to organize.

Answer 8

Generally, the funnel approach refers to the way reports should be written, start with the most global information first, followed by specific details. This may refer to the tests you administer, meaning you would first report on the most comprehensive assessment you administered (like the WAIS-IV) then report results on assessments that only measure one or two constructs. The funnel approach (I think the way Grassetti means) also refers to how you report specific results to assessments. In our case, we applied the funnel approach when reporting the results of the WAIS-IV, first report general intelligence, then move to the composite scores, then report specific subtests.

Answer 9

The purpose of identifying themes and consistency is to support interpretive hypotheses. You will generally do this by identifying themes and patterns from test scores, behavioral observations, background information, and previous assessment data. Viewed together, these data pieces might be strong evidence to support a hypothesis. Do not use one piece of data to support a hypothesis. For example, you would not suggest poor visual motor integration from a teacher’s report about difficulty with handwriting. If there is no other evidence, then you would report that there is not enough data to support poor visual-motor integration. See figure 5.1 and table 5.1 in this reading for a nice visual example of this point.

Answer 10

Contradictions may exist among data, between data and teacher or parent reports, between data and behavioral observations. Where to look for divergent information: behavioral observations (before, during, and after the assessment and subtests); consider the type of stimuli (verbal vs. non-verbal; complex vs. simple; timed vs. not timed…); consider the environment (school vs. testing; home vs. school); determine situational factors (anxious, tired, lack of interest…). Integrate your findings into your Test Results and Interpretation section by addressing four questions: 1. How are the findings consistent? 2. What patterns of data support common themes? 3. Which data are contradictory? 4. How can you explain the contradictions? To transition between comparable and cohesive ties, use similarly, furthermore, in addition. To transition between data that differ from main findings use phrases such as on the other hand, in comparison, in contrast, or however.

Answer 11

Report scores in a way that communicates directly, without jargon, and without attempting to impress the reader with your level of sophistication. Add a few qualitative sentences to explain results, such as percentile ranks. Spell everything out, do not use acronyms. Clearly label all tables with full names.

Answer 12

John’s score was within the 50th percentile, which means he is equally as intelligent as his peers. *can frame it this way for any score in that average confidence interval range. I like to avoid average because it implies like a C and nobody likes getting C’s. The key word seems to be “peers”, as indicated from feedback I have received from Dr. Grassetti.

Answer 13

administer additional processing speed subtests in order to discern that it is deficits in scanning speed rather than poor attention, administer processing speed subtests that do not have a motor movement component (not coding or symbol search) in order to determine that motor functioning is confounding scanning speed, rule out vision impairments. Accommodations- place emphasis on a client’s accuracy rather than speed. (Give student adequate time to complete assignments). While providing responsive accommodations, work on improving processing speed. This involves strategies such as providing various timed activities (i.e read a list of high frequency words, or math problems as fast as they can and chart their progress). Critical for addressing reading fluency and mathematical performance.

Answer 14

recommendations for further evaluation- re-administer memory tests at different times in the day for comparison (day vs. night). The thinking behind this is that memory may not be a stable trait throughout the course of a day. Additional assessments to rule out if it is truly a memory impairment or due to poor attention. Accommodations- Examples from reading, give a student a calculator for math problems, give the student a copy of the notes rather than making them try to listen to a lecture while taking notes (more likely to remember), audiotaping lectures. The teacher/possibly clinician has to make accommodations when giving this individual directions (i.e. visual illustrations like step-by-step instructions on whiteboard). Useful Strategies for improving memory- Utilize repetitive learning techniques and always review the previous lesson thoroughly before moving on to another topic.

Answer 15

Further Evaluation- rule out a “primary oral language disorder” for contributing to poor comprehension. Assess and explore their difficulties further by having them read passages from course textbooks and recall the important takeaways. You could also strategically assess reading comprehension by presenting a short text with contradictory information to see if the student can pick this up. It does not say this in this reading, but basically administer Giemaly’s related construct measure to further evaluate comprehension. Accommodations/Recommendations- If listening and oral vocabulary are greater than reading comprehension, teach reading comprehension orally (i.e. taped books). Before the student reads a book, use highlighting or color coding strategies to outline the important meanings. Utilize discussion based learning with adequate preparation. Choose texts that promote comprehensive learning and reflect what course readings for college will look like for high school students

Answer 16

Recommendations/Accommodations- When discussing more difficult words in the classroom, relate them to easier words to enhance vocabulary development. Select vocabulary that is relevant to classroom readings and projects (strengthen vocabulary development through associative comprehensions)-Related to this you can also have a student select vocabulary that is meaningful to their life and experiences. Simplify dictionary definitions by using short phrases or synonyms. Teach the student how to identify signal words (i.e. although, but, however, therefore, nevertheless) as well as transitional words (then, yet, meanwhile, next).

Answer 17

Recommendations/Accommodations- Help the student select courses in high school or college that emphasize practical and experiential learning rather than a high level of abstract reasoning. Help the student develop the concept of categorization so as to increase their ability to relate objects, events, components of problems, and other concept similarities and to apprehend critical differences. Teach the student a specific strategy for Problem-Solving (i.e. defining the problem -> task analysis-> brainstorming alternative solutions-> choosing a solution). So fluid reasoning is described under both verbal comprehension and mathematical quantitative abilities in this ridiculously long reading of recommendations. What is already mentioned had to do with verbal comprehension. Quantitative Ability - .When introducing new concepts and skills, use modeling and demonstrations. Have the student watch you perform the task as you talk yourself through it and then have her perform the task as you talk it through. Supplement the student's basal math textbook with additional examples and practice exercises. Allow the student to move on in the text only when she has demonstrated mastery of the current skills. Have the student use computer programs that build problem-solving skills in an applied context. The student requires frequent review and reinforcement of concepts and procedures learned. Begin each lesson with a review of the mathematical skills and concepts covered the previous day and, additionally, provide weekly and monthly review

Answer 18

Need to assess intellectual ability and adaptive ability in order to be able to diagnose an intellectual disability. Below 70 IQ is cutoff for intellectual disability Adaptive behavior “is the collection of conceptual, social, and practical skills that have been learned and are performed by people in their everyday lives” (AAIDD, 2010, p. 15). Students with an intellectual disability typically have significant deficits in conceptual, social, and practical skills. Need to identify significant limitations in adaptive behavior for diagnosis. Also look at development and school readiness and academic achievement

Answer 19

Use response to intervention (RTI) and cognitive testing, combination, using RTI alone is insufficient because it is evidenced based teacher interventions that may not include minority children and may not be helpful for them.

Answer 20

Students may not be getting better services, may be stuck in more remedial classes

Answer 21

In PA can use either RTI or standard discrepancy model

Answer 22

Combination of RTI, achievement testing, and cognitive testing

Answer 23

Individuals with Disabilities Education Improvement act of 2004

Answer 24

Examining multiple sources of data gives the most comprehensive assessment available of intellectual and cognitive functioning of an individual. Some observations may only be seen in certain settings while other are generalized. This is important to note as the parent and teacher see the child most often and often their impressions are related to the presenting problem. Using multiple sources of evidence is crucial for the Patterns of strengths and weaknesses approach to SLD diagnosis.

Answer 25

The advantages of the RTI model are that this model allows for the use of comprehensive and specialized treatment prior to a diagnosis so that other difficulties such as classroom distractions and other extraneous factors have been limited by this point. However, the disadvantage is that by the time RTI model is used and a diagnosis of SLD can be made, a lot of time and resources have already been put into treating a possible SLD. The other disadvantage of RTI is that it is an EBT and is not the most representative when treating minorities in a school setting, thereby also making it limited in effectiveness as an assessment tool for SLD as well.

Answer 26

The achievement/discrepancy model for dxing SLD is advantageous because it shows that compared to cognitive ability, the level of achievement is lagging behind what would be expected. Conversely, and a disadvantage, cognitive level cannot always explain achievement as someone can score higher on achievement relative to their cognitive ability due to factors like resilience and motivation in the classroom. Another disadvantage is that the discrepancy observed between an ability assessment and achievement assessment may not be explained by a SLD, it may be explained by anxiety, behavioral issues, and other things unrelated to ability or learning disability.

Answer 27

The clinical cut off score for intellectual disability for the WAIS is 70 for FSIQ. Giftedness cut off is 130. Both are 2 SDs from the average score of 100 in either direction.

Answer 28

The WAIS is not a giftedness examination, therefore giftedness cannot be decided solely based on this measure, as confidence intervals leave room for error when scoring the WAIS as well. Intellectual disability should be given with caution based on this score as well. Other domains of functioning should also be assessed, such as living and other practical skills.

Answer 29

Measures nonverbal and verbal memory within the individual

Answer 30

primarily focusing on the working memory, which has its own subtest in the WISC/WAIS. This test would be beneficial to use after a client has taken the WISC/WAIS and scored low on Working Memory as a way to check their ability more thoroughly.

Answer 31

client has a functioning nonverbal and verbal working memory Their ability to use a computer to be tested/listen to a therapist to test their nonverbal/verbal memory

Answer 32

(both delayed and immediate recall) and learning functions; specifically, the assessment measures an individual’s ability to learn verbal and visual information

Answer 33

correlated with other measures of memory, along with assessments of general cognitive ability.

Answer 34

assess issues with memory, memory giftedness, issues with attention and focus, anxiety, reading disabilities, and learning differences.

Answer 35

performance based

Answer 36

test measures achievement in acquiring vocabulary and comprehension of the spoken word in English.

Answer 37

ages 2 years and 6 months - 90 years or older

Answer 38

questions concerning english language development, responses to instruction, a child’s linguistic and cognitive development, a child’s readiness for formal schooling, and language impairment.

Answer 39

performance based task

Answer 40

``` as related to neuropsychological status immediate memory visuospatial/constructional ability language attention delayed memory ```

Answer 41

Anyone between the ages of 12-89 and for whom neuropsychological status needs to be evaluated: concussions, possible dementia, TBI, etc.

Answer 42

has similar subtests to the WAIS and the WISC like coding, picture naming (similar to vocabulary), and digit span.

Answer 43

Dementia diagnosis Improved neuropsychological and cognitive functioning after baseline or worse status depending on scores Degenerative disease progression

Answer 44

paper and pencil or computerized

Answer 45

designed to measure academic strengths and weaknesses, and can also be used to determine if an individual is eligible for a diagnosis of a learning disability or educational services. This test measures eights areas of achievement that have been designated by the Individuals with Disabilities Act of

Answer 46

ages 4 - 50.11

Answer 47

designed to measure academic strengths and weaknesses, and can also be used to determine if an individual is eligible for a diagnosis of a learning disability or educational services.

Answer 48

adaptive skills an individual possesses that are necessary for caring for oneself, responding to others and meeting environmental demands at home, school, work or in the community.

Answer 49

Specific areas in adaptive functioning which an individual with an intellectual or developmental disability experiences impairments.

Answer 50

self/respondent report

Answer 51

attention related problems

Answer 52

8 and older

Answer 53

The Connors CPT 3 may be a given in addition to a measure of intelligence, such as the WISC or WAIS. If an individual taking the Connors CPT 3 scored consistent with ADHD symptoms, they likely would have significantly lower scores on WMI and PSI compared to VCI and PRI scores. However, there is a small correlation of Conners CPT 3 scores with WISC, but they are non-significant. This suggests that the Connors CPT 3 scores do not correlate highly with intelligent scores.

Answer 54

diagnosis of ADHD

Answer 55

identify individual’s performance levels, determines educational progress, and identifies strengths and weaknesses. The WJ IV ACH follows the Cattell-Horn-Carroll (CHC) theory of intelligence

Answer 56

both identify strength and weaknesses; woodcock johnson is achievement and wisc/wais is aptitude

Answer 57

Helps assess students for learning disabilities and to help determine if they need specialized educational programs.

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