Chapter 8 Learning Aptitude Purposes for Assessing Learning Aptitudes Identification of level of intellectual performance Evaluation of adaptive behavior Determine if students meet requirement for.
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Transcript Chapter 8 Learning Aptitude Purposes for Assessing Learning Aptitudes Identification of level of intellectual performance Evaluation of adaptive behavior Determine if students meet requirement for.
Chapter 8
Learning Aptitude
Purposes for Assessing
Learning Aptitudes
Identification of level of intellectual
performance
Evaluation of adaptive behavior
Determine if students meet requirement
for services for mental retardation
Determine if there is average to above
average intellectual functioning
Issues and Trends
Intelligence testing is controversial
Misplacement of students from diverse
groups in special education
PL 94-142 provided safeguards against
testing abuses
Current Practices
Individual intelligence tests are currently
used in special education
Adaptive behavior measures rely on
informants
Sources of Information About
Learning Aptitude
School Records
Group intelligence test results
Individual intelligence test results
Developmental and school histories
Students
Individual test of intellectual performance
Current adaptive behavior is observed
Sources of Information About
Learning Aptitude
Teachers
Observations of
• learning aptitudes
• adaptive behavior
Parents
Developmental histories
Observations of learning aptitudes
Information about behavior outside of school
Group Tests of Intellectual
Performance
Rely heavily on reading skills
Use a multiple choice format
Tend to be low estimates of actual abilities
Should only be used for screening
purposes
Wechsler Intelligence Scale for
Children–Fourth Edition (WISC–IV)
Most commonly used test
One global score: Full Scale IQ
Four composite scores
Verbal Comprehension
Perceptual Reasoning
Working Memory
Processing Speed
Wechsler Intelligence Scale for
Children–Fourth Edition (WISC–IV)
Woodcock-Johnson III Tests of
Cognitive Ability
Cognitive factors assessed are:
Comprehension-Knowledge
Long-Term Retrieval
Visual-Spatial Thinking
Auditory Processing
Fluid Reasoning
Processing Speed
Short-Term Memory
Woodcock-Johnson III Tests of
Cognitive Ability
Kaufman Assessment Battery
for Children (K-ABC)
Norms available only to age 12
Cognitive factors assessed are:
Sequential processing
Simultaneous processing
Achievement
Stanford-Binet Intelligence
Scale: Fifth Edition
Arranges subtests in skill areas rather
than by age
Cognitive factors assessed are:
Fluid Reasoning
Knowledge
Quantitative Reasoning
Visual-Spatial Processing
Working Memory
Hamill Multiability Intelligence
Test (HAMIT)
Special version of Detroit Tests of
Learning Aptitude–4
Results in three composite quotients:
General intelligence
Verbal intelligence
Nonverbal intelligence
Nonverbal Measures of
Intelligence
Raven Progressive Matrices
Leiter International Performance Scale–
Revised
Tests of Nonverbal Intelligence (3rd ed.)
(TONI–3)
Nonbiased Assessment of
Learning Aptitude
System of Multicultural Pluralistic
Assessment (SOMPA)
Rescores WISC–R based on socio-cultural
factors
Includes a measure of adaptive behavior
Dynamic Assessment
Learning Potential Assessment Device
(LPAD)
Uses a test-teach-test format
Results are primarily descriptive
Adaptive Behavior Measures
AAMR Adaptive Behavior Scale-School
(2nd ed.) ABS-S 2
Vineland Adaptive Behavior Scales
Scales of Independent Behavior–Revised
(SIB–R)
Weller-Strawser Scales of Adaptive
Behavior for the Learning Disabled
Adaptive Behavior Evaluation Scale–
Revised (ABE–R)
AAMR Adaptive Behavior Scale-School
(2nd ed.) ABS-S:2
Answering the Assessment
Question
Types of procedures
Group or individual intelligence testing
Adaptive behavior is assessed through:
• Interviewing
• Questionnaires to informants
• Direct observation
The nature of tasks affect results
Learning aptitude must be documented
for all mild disabilities