Test 2 2nd Half

Question 1

The four categories of testing accommodations?

Answer 1

answers).
Testing accommodations
• Modifications to standardized testing to accommodate a disability
• Setting- separate location with minimal distraction
• Timing- extended time either 1.5 or 2x/
o Breaks during the testing
• Medical: stop and start
• Presentation- Braille, larger print, read directions
• Responding- scribe reading answers

Question 2

The Hiskey-Nebraska Tests and the population it was normed for?

Answer 2

• Hiskey Nebraska test- developed for hearing impaired students/ hard of hearing

Question 3

The Bailey Scales and the population it was normed for?

Answer 3

• Test for very young children
Bayley scales of infant development (0-3.5 months old)
Premier infants and toddlers, 0-3.5 babies!!!

Question 4

The different types of bias in testing?

Answer 4

TYPES OF TEST BIAS:
• Test bias- individuals with the same abilities perform differently on a test because of their affiliation with a group

o Content- content is more familiar to one group than another
• Pictures that child is not used too (fruit, snow)
o Language- language not understood by certain cultural groups
• Phrase- the last straw, stop playing with me
o Item/structure- format for structure found to be in favor of certain groups
• Ex: timed multiple choice test favors male because males are more comfortable with forced guessing

Question 5

What are the best practices in multicultural assessment?

Answer 5

(test in child’s native language, get information about child’s culture, first language and exposure to English, and acculturation before testing, make sure child’s ethnicity or race is represented in norm group of test
• Best practice-
o Assessing acculturation- exposure to English, item
• Test what they know or don’t know
o Test in native language or bilingual assessment
o Learn about culture think about culture bias items
• Ask about culture, weather, people

Question 6

The concept of stereotype threat and how it impacts testing results?

Answer 6

stereotype is the anxiety about conforming to a stereotype it has a negative effect on a performance if activated prior to testing

Question 7

Difference between a state and a trait?

Answer 7

state- characteristics at a given moment, temporary such as time of day, context or fatigue
trait- group of stable characteristics describing a person, stable qualities

Question 8

Difference between social-emotional measures that are objective and projective?

Answer 8

Objective are norm referenced and standardized such as the BASC-3, Conners Scale and CDI
Projective are clinical tools using ambigious stimuli like the Rorschach, TAT, CAT and sentence completion

Question 9

Objective social-emotional measures with a broad focus (BASC-3) vs. a narrow focus (Connor’s Attention/hyperactivity; CDI, depression)?

Answer 9

Broad focus looks at many different social/emotional dimensions
Narrow focus uses broad to focus on a particular focus after

Question 10

Objective measures are more susceptible to impression management and faking. Types of response sets include:

Answer 10

socially desirable/impression management- choosing the answer that looks the best
acquiescence- tendency to agree with all items
deviance- choosing extreme answers
self-deception- answer depict how person sees him/her self, but not true self

Question 11

Validity scales detect different types of response sets so the examiner can determine if the measure is a valid assessment of the examinee’s social-emotional function:

Answer 11

Types of scales
Variable response inconsistency- random or inconsistent responses
True response inconsistency- detects all true or all false
Lie scales- socially desireable way
Forced choice- not clear what more socially desirable answer it
2 responses look equally negative/positive
I like a lot of people
I have lots of friends

Question 12

Construct validity is the most important on an _______________?

Answer 12

Objective personality measure

Question 13

What is factor analysis and what is it used for?

Answer 13

factor analysis- a statistical technique that uses correlation to reduce a large number of variables or questions to a smaller number of dimensions
used to show construct validity

Question 14

What is criterion keying? And what is it used to show?

Answer 14

criterion keying- comparing patterns of responses of a group with a diagnosis to a group without a diagnosis
consistent diagnosis
used to show construct validity

Question 15

Projective measure?

Answer 15

requires examinee to reply to ambigious stimuli and examinee will project their own thoughts and feeling on the situation
less prone to impression management
not psychometrically sound, a projective tool should not be used alone to assess social-emotional skills. It should be used as part of a battery that includes other projective techniques, as well as an objective measure

Question 16

Which projective test has the most ambiguous stimuli?

Answer 16

Rorschach

Question 17

What is the importance of Exner’s scoring system for the Rorschach?

Answer 17

Contributed to the projective technique’s standardization, reliability and validity

• holds up in court
• • research based scoring system

Question 18

Social-emotional/personality functioning includes:

Answer 18

perception- reality testing
cognition- logical thought
affect- emotion
self-regulation- impulse control
self-concept
interpersonal relationship
skills for coping with stress

Question 19

Interest inventories and their use?

Answer 19

vocational/career counseling
A vocational plan is required for students 14 and over with an IEP
-strong interst inventory
Holland's theory- occupation types
SDS self directed search

Question 20

FBA and what they determine?

Answer 20

Behavioral Assessment 
Observation
o	Count behavior frequency
o	Duration of behavior
o	Antecedent- comes right before behavior (triggers)
o	Consequences- what follows and maintain behaviors
•	Identify patterns to behaviors
Intencity
FBA functional behavioral assessment
•	IDEA, Rusion 1997 FBAs BIP

Question 21

Different observational methods: event recording, duration recording, and time sampling?

Answer 21

Different types of recording
• Event recording- count or tally the number of times an event occurs
o Useful for events with definite beginning and ending
• tantrums
• Duration recording- how long a behavior occursfrom beginning to end
o Need clear beginning and clear ending
• How long does tantrum last
• Time sampling/interval recording- observation period is devided into time intervals
o Determine if behavior is active or present during each interval
• Don’t need clear beginning and ending, behavior has to occur during specified time period
 Use when time of behavior is unclear

Question 22

environmental assessment tools and what they assess and do not assess?

Answer 22

Ecological or environmental assessment
•	Does not focus on the child 
o	Focus on the learning environment
•	Classroom environment
•	Behavior management
•	Response given from teacher
•	Scheduling
•	Organization of space materials