Name: Ben Raanan Final Exam SPED 151-251 Diagnosis and Assessment of Exceptional Children Directions: Circle the

correct responses to multiple choice items, and fill in the blank with the correct response to fill-in-the-blank items. Each item is worth 2 points unless otherwise specified in (), for a test total of 100 points. 1. (4) Which of the following are eligibility requirements for the IDEA definition of seriously emotionally disturbed? (HINT: Choose 4) b. significant interference with learning process, interpersonal relationships or personal adjustment d. disruptive, aggressive, or impulsive behaviors e. very different behavior from peers (same age group) f. inappropriate behavior under normal circumstances

2. When would frequency recording methods for behavior observations be most advisable? a. when the target behaviors do not occur discretely b. when the target behavior takes more time to complete on some occasions than others c. when the target behavior is self-stimulatory hand flapping d. when a behavior occurs multiple times during a specified time period 3. I observed a student in class from 9:00 AM to 9:05 AM, and counted 5 out of 10 six-second intervals as being filled with a target behavior (beeping noises). My aide observed the same child from 9:05 to 9:10 AM and counted 6 out of 10 six-second intervals as being filled with the same target behavior. What assessment statistic can be calculated from this data? a. cannot be determined from the information given b. reliability c. validity d. percentile ranking 4. Using peer observations as well as target child observation is one way to be sure your data is: a. criterion referenced b. reliable c. norm-referenced d. valid 5-10. Use the accompanying document, Norms and units for measurement table, and answer the following questions. 5. On a test of mathematics achievement, Susan scored a stanine of 2. This score falls between -2 and -1 standard deviations below the mean. 6. James scored a 16 on the WISC-R subscale of General Information. This score represents about what percentile? This score represents the 90th percentile (falling around 97%). 7. About what percentage of individuals score within plus/minus 1 standard deviation above/below the mean on a normal curve? 34.13% of students fall within plus/minus 1 standard deviation above/below the mean on a normal curve.

8. What is the mean and standard deviation of a T score? The Mean of a T-Score is 50, while the standard deviation is 10 above or below the mean (one deviation above would be 60, one deviation below would be 40). 9. What is the mean and standard deviation of a z score? The Mean of a Z-Score is 0, while the standard deviation is +/- 1. 10. What IQ score represents 2 standard deviations below the mean? An IQ score of 70 represents 2 standard deviations below the mean Fill-in-the-blank with the correct term. _____________Assessment_________________ The process of collecting data for the purpose of specifying and verifying problems, and making decisions about students. ________________Target Behavior______________ A description of behavior, its function, and its context; the observer begins without preconceived ideas about what will be observed and describes behavior that seems important ______________Standard Scores________________ Derived scores with a pre-determined mean and standard deviation _________________Mean_____________ The arithmetic average of scores in a distribution _____________T-Score_________________ A standard score with a mean of 50 and standard deviation of 10. _______________Benificence_______________ Responsible caring; always act in the best interest of the students we serve ___________Adaptive behjavior___________________ Behavior that allows an individual to adjust to the expectations of their environments and society _______________Universal Design_______________ The development of products and environments to be useable by all people, to the greatest extent possible, without the need for adaptation or specialized design _____________Bell Curve_________________ The range of scores within which a persons true score will fall with a given probability ______________Computer based monitoring (CBM)________________ Computer-administered tests that are used in progress monitoring Matching. For each of the subtests on the Wechsler Intelligence Scale for Children (IV), match the subtest name to its description. One subtest name will not be used (leave it blank). A. answer specific factual questions __C___ Digit Span B. identify missing parts in pictures within a time limit C. immediately recall orally presented numbers in the same order presented by the examiner (can ___D__ Block Design __A___ General Information

be either forward or backward recall) D. manipulate colored plastic squares to reproduce a design

_____ Coding ___B__ Picture Completion

Short answer items. Answer the following items briefly and concisely in the space provided. Each item has its point value in (). (4) List two functions of behavior. 1. 2. Receiving attention from peers, teachers, family members, or others Avoiding or escaping non-preferred/difficult tasks.

(4) If a test has good content validity, what does that mean? If a test has good content validity, it means that the test measures what it sets out to measure. For example, a test that says it measures reading comprehension shouldnt concern students with spelling. It depends on three factors, 1) if the types of questions are appropriate for the test, 2) If the types of questions are comprehensive of the subject, and 3) if the way the content is assessed is appropriate for the content.

(8) Give two examples of each: externalizing behaviors, and internalizing behaviors. Two externalizing behaviors would be a student throwing a chair across a room when upset or tearing up a test when they dont know the correct answers. Two internalizing behaviors would be a student becoming closed up and silent when not knowing a correct answer or having a student unconditionally rock back and forth when nervous.

(6) List 3 accommodations that have no impact on test validity. 1. 2. 3. Allowing a student use a booklet with a larger print font. Allowing a student to use an audio amplification device. Allowing a student to take the test in a different room.

(6) Name two domains typically measured on scales of adaptive behavior.

1. 2.

Daily living skills Socialization

(10) There are problems in the way this teacher has written her observational statement about Sally. Re-write the statement in a professional, objective manner.

In a small group situation, Sally gets along with others and is verbal and cooperative. She displayed a good attitude when working in a group in which she was superior to others. In watching her interactions with a larger group where this was not the situation it is my feeling that she could create a problem for the classroom teacher.

In a small group situation, Sally interacts positively with her peers and is verbal and cooperative. Sally displays a positive attitude when working in a group of her peers where she is given the opportunity to lead. In a larger group setting, where Sally is not given the responsibility of leading the group, Sally displays behavior that may hinder the learning process of her peers and disrupt the teachers lesson.

(12) The following test data were obtained for George, a 5 year 5 month old kindergarten student who had been referred for a multidisciplinary team evaluation. Metropolitan Readiness Test: 1. Auditory Memory 2. Rhyming 3. Letter Recognition 4. Visual Matching 5. School Language and Listening 6. Quantitative Language 7. Optional Test: Copying Results of Score Combinations Visual area (subtests 3 4) Language area (subtests 5-6) Prereading skills composite Stanine 6 3 4

Peabody Picture Vocabulary Test

51st percentile, MA of 5-2, Developmental Quotient = 101

Wechsler Preschool and Primary Scale of Intelligence (WPPSI) (can assume subtest scales are similar to the WISC) Verbal IQ = 84, Performance IQ= 119, and Full Scale IQ = 101 Subtest Scaled Scores Verbal Performance Information: 6 Animal House: 14 Vocabulary: 6 Picture Completion: 10 Arithmetic: 12 Mazes: 12 Similarities: 6 Geometric design: 14 Comprehension: 7 Block Design: 14

Illinois Test of Psycholinguistic Abilities (ITPA) Georges psycholinguistic age is 4 years, 11 months. Areas of lowest performance were in Auditory Association (age equivalent = 4-7), Verbal Expression (age equivalent = 3-8), Grammatic Closure (age equivalent = 4-2), Auditory Sequential Memory (age equivalent = 3-7), Auditory Closure (age equivalent = 4-0) and Sound Blending (age equivalent = 3-8). In the space below, summarize Georges areas of strengths and weaknesses based on these test results. Be sure your summary is objective, and not opinionated or subjective.

George was administered the metropolitan readiness test. George scored the highest in the category of Visual Area which fell between 0 and one standard deviation above the mean. Both Georges language area and prereading skills composite fell between 0 and one standard deviation below the mean. On the Peabody picture vocabulary test, George scored in the 51st percentile, which falls slightly above the mean for students in his age group. On the Wechsler Preschool and Primary scale of Intelligence, George had a full scale IQ of 101 which falls slightly above the mean for students of his age group. There was a significance discrepancy between the verbal IQ (84) and Georges performance IQ (101). His highest scores were Animal house, Geometric Design and Block Design (where were all 14), while his lowest scores were information literacy, vocabulary, and similarities (which all fell at a 6) Georges psycholinguistic age is 4 years and eleven months. His lowest performance in the ITPA were in auditory closure, verbal expression, grammatical closure, auditory sequential memory and sound blending.