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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
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 • DAS-II Scoring Assistant • DAS-II Website with FAQs (and answers!) DAS-II.com
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)
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
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
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
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
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.
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
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
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
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
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
Word Definitions • Teaching items at each start point • “I will say a word and you tell me what it means.” • What does discover mean?
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)
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
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
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.
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
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
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
Sequential and Quantitative Reasoning • Error on p. 246 • Only item 41-42 are teaching….NOT 43-48, see Dumont, Willis & Elliot pp. 42-43
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
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
Verbal Ability(Ages 6:0 – 17:11) Scores on the Verbal Ability cluster are made up of • Word Definitions • Verbal Similarities
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)
Nonverbal Reasoning Ability (Ages 6:0 – 17:11) Scores on the Nonverbal Reasoning Ability cluster are made up of • Matrices • Sequential & Quantitative Reasoning
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
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)
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
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
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
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”