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EPPP > Assessments > Flashcards

Assessments Flashcards

1
Q

Least Restrictive Environment

A

The idea that students with documented disabilities should be placed in programs with non-disabled students whenever possible

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2
Q

The Family Education Freedom Act

A

A bill initially introduced in the U.S. House of the Representatives in 1998. It would allow tax credits for educational expenses

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3
Q

Elementary and Secondary Education Act of 1965

A

Guaranteed a high-quality eduction for all individuals, with a fair and equal opportunity to obtain an education

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4
Q

Hiskey-Nebraska Test

A

Non-linguistic IQ test that assesses cognitive abilities in children between ages 3 and 16, with the use of 12 nonverbal subtests. Designed for use with hearing-impaired children. 12 subtests (bead patterns, memory for color, picture identification, picture associations, paper folding, visual-attention span, block patterns, completion of drawings, memory for digest, puzzle blocks, picture analogies, and spatial reasoning.

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5
Q

Leiter International Performance Scale

A

Can be administered to children with receptive or expressive language problems, including hearing disorders

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6
Q

Columbia Mental Maturity Scale

A

Used with children with expressive language disorders and sensorimotor disorders.

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7
Q

Single-Task Tests

A

Seguin Foam Board, Porteus Mazes, and Kohs Block Design

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8
Q

IDEA

A

Individuals with Disabilities Education Act; 1975. Ensures children with disabilities have access to free appropriate education in the least restrictive environment

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9
Q

FERPA

A

Family Education Rights and Privacy Act is a federal law protecting the privacy of student educational records. AKA, the Buckley Admendment

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10
Q

Larry P. V. Riles

A

Lawsuit in San Francisco Federal Court regarding IQ testing to place minority children in special education classes. Judge Robert Peckham’s ruling banned such testing.

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11
Q

Brain regions involved in ADHD

A

Frontal cortex and Basla Ganglia

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12
Q

Assessments for ADHD

A

BASC, and CBC; WAIS-IV and WISC-IV (look for sub-test variability or SCAD profile); ADHD rating scales; Stroop

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13
Q

Sickness Impact Profile

A

Intended to measure every day activities in someone who is ill, to indicate changes in the person’s behavior, due to sickness. Based on decision theory, which seeks to provide an overall health or well-being index.

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14
Q

Health Risk Assessment

A

Test assessing current health, including lifestyle behaviors, biometrics, health status, and compliance with recommended preventive health screenings, chronic conditions, and future disease risk.

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15
Q

Nottingham Health Profile

A

A questionnaire intended for primary health care, to provide a brief indication of a patient’s perceived emotional, social, and physical health problems

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16
Q

Autistic children will have their highest and lowest scores in which subtests of the WISC-IV?

A

Highest - Block Design; Lowest - Comprehension

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17
Q

Childhood Disintegrative Disorder

A

Severe developmental regression following two years of normal development. One key issue is the potential for repetitive and stereotyped behavior patterns.

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18
Q

Glascow Coma Scale

A

15-item test used to predict outcome of traumatic brain injury. Grades consiousness in relation to eye-opening and motor and verbal responses. Scores range from 3-15. 15 in all three is normal, 3-8 indicate severe neurological disability/damage, and 3 indicates brain death.

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19
Q

AVPU Scale

A

Stands for “Alert, Verbal, Pain, Unresponsive”. Measures patient’s level of alertness and responsiveness to vocal and painful stimuli to assess consciousness

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20
Q

Ranchos Los Amigos Coma Scale

A

Assess consciousness based on eight levels of responsiveness

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21
Q

Malingering

A

A mental disorder associated with exaggerated and ambiguous symptomology. Indicated in ct presentations of medical or legal content to the referred, discrepancy between objective findings and reported symptoms, compliance problems, and the presence of antisocial personality disorder. Tests of Memory Malingering.

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22
Q

Compensation Neurosis

A

A collection of symptoms presented by a person who has the prospect of receiving financial compensation for an industrial injury, failed surgical operation, car accident, or the like, susceptible to being interpreted as a profit from the incident.

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23
Q

Factitious Disorders

A

Illnesses self-induced or falsified by the patient.

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24
Q

Confusion Assessment Method (CAM)

A

While changes in cognitive status in primarily assessed with the MMSE, changes in orientation to tame and place, altered states of consciousness, confusion and other aspects of delirium are best measured with the Confusion Assessment Method (CAM)

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25
Q

Split-Attention Effect

A

The phenomenon by which the physical integration of verbal and pictorial information sources, compared to their physical separation, enhances learning

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26
Q

Ponzo Effect

A

The result of the way the eyes judge distance and size

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27
Q

Pulfrich Effect

A

Result of the way we perceive moving objects

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28
Q

Halstead-Reitan

A

Evaluation of nature, location, and extent of brain damage and related structural changes. Contains 7 neurological tests and 10 cognitive functioning tests. Individual tests are weighted and combined into Halstead Impairment Index. This is the most commonly used neuropsychological battery.

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29
Q

Luria-Nebraska

A

A neuropsychological battery that allows one to localize brain damage without the aid of fMRI.

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30
Q

Developmental Test of Visual-Motor Integration

A

Designed to assess visual-motor integration in children as young as 2, adolescents, and adults of all ages. Short form used for those aged 2-7.

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31
Q

Primary Visual Motor Test

A

For children ages 4-9

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32
Q

Lincoln-Oseretsky Motor Development Scale

A

Measures motor skill for children ages 6-14

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33
Q

Purdue Perceptual Motor Survey

A

Administered to children in 2nd thru 4th grade.

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34
Q

Fagan Test of Infant Intelligence

A

Developed to measure information-processing skills. For infants 3-12 mths old to measure selective visual attention to novelty. Good predictor of future cognitive ability; correlations with IQ at age 3 range from .40 - .60

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35
Q

Baley Scales of Infant Development, Second Edition (BSID-II)

A

Assesses the current developmental status of infants and children 1 to 42 mths old using three scales: mental scale, motor scale, and behavior rating scale

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36
Q

Denver Developmental Screening Test II (Denver-II)

A

Based on direct observation of four developmental domains: personal-social, fine motor adaptive, language, and gross motor. Used with infants and preschoolers. A score below 90 may indicate developmental delays.

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37
Q

Brazelton Neonatal Assessment

A

Administered to infants three days to four weeks old; provides and index of a newborn’s competence

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38
Q

Gesell Developmental Schedule

A

Administered to children 21 mths to 6 years old; the oldest and most established infant intelligence test used for assessing developmental status.

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39
Q

Peabody Developmental Motor Scale

A

Used to test motor skills in early childhood. The newest edition, the PDMS-2, may identify most motor skill dysfunctions.

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40
Q

Zajonc’s Confluence Model

A

Attempts to correlate intelligence with birth-order intervals and family size. First borns have IQ advantage. Only children do as well. Children in large families are disadvantaged since they share resources. Last-born do not get the chance to tutor younger children so don’t experience the benefits related to this task.

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41
Q

Resource Dilution Model

A

Explains higher IQ scores of firstborns by the assumption that parental resources are finite and additional siblings reduce the share of resources available to the child.

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42
Q

Fluid Intelligence

A

Corresponds roughly to nonverbal reasoning. Generating new-ideas and novel problem solutions.

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43
Q

Crystallized intelligence

A

Corresponding roughly to verbal intelligence. Knowledge and expertise gained throughout life.

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44
Q

J.P. Guilford’s Structure of Intellect Model

A

Guilford identified divergent (generating new ideas) and convergent (synthesizing several ideas) thinking, two of the better known dimensions of his theory.

45
Q

Robert Sternberg’s Triarchic Theory

A

Analytic abilities, creative abilities, and practical abilities. Based on the thinking process used in problem solving.

46
Q

Charles Spearman

A

Asserts that a general intellectual factor g can be explained by two compositions: crystallized intelligence (gc) and fluid intelligence (gf)

47
Q

Francis Galton

A

Thought of intelligence as a single unit of an inherited trait

48
Q

Throndike’s multifactor theory of intelligence

A

Intelligence is the product of many intellectual abilities, which form clusters: social intelligence (people), concrete intelligence (things), and abstract intelligence (verbal and mathematical symbols)

49
Q

Louis Thurstone’s theory

A

7 primary mental abilities derived through factor analysis: verbal comprehension, perceptual speed, reasoning, number facility, associative memory, word fluency, and spatial visualization.

50
Q

J.P. Guilford’s structure of intellect model derived from factor analysis

A

Created a matrix from 120 elements that comprise intelligence. Five different operations (processing info), four types of content, and six products which together create this three-dimensional model

51
Q

Philip Vernon’s hierarchical theory of intelligence

A

General ability (g) at the highest level. Educational and spatial-mechanical abilities at subsequent level.

52
Q

Horn and Cattel

A

Divided into fluid intelligence (solving novel probe, based on physiological structures, peaks in adolescence and decreases with age), and crystallized intelligence (more dependent on formal education, increases with age).

53
Q

Carroll’s theory of cognitive abilities

A

Relationship among different cognitive abilities fall into narrow, broad, and general strata

54
Q

David Wechsler

A

Intelligence centered on the ability to act purposefully, think rationally, and deal effectively with new environments.

55
Q

Cattell-Horn-Carroll theory

A

Considered by many to be the most empirically validated theory; foundation for popular tests; IQ understood in three levels: general IQ or g (Stratum III), 10 broad cognitive abilities such as fluid reasoning, short-term memory, visual processing, reading and writing (Stratum II); and about 70 narrow cognitive abilities (Stratum I)

56
Q

Gardern’s 8 distinct intelligences indicating strengths and weaknesses

A

Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic

57
Q

Memory-Prediction Framework

A

A theory of brain function developed by Jeff Hawkins. Described in his 2004 book, “On Intelligence”. This theory is concerned with the role of the connections withing the mammalian neocortex, thalamus and hippocampus, memory processes, and predictions of what will happen in the future.

58
Q

Ratio IQ

A

Obtained by dividing a subject’s mental age by their chronological age, and multiplying by 100 to avoid decimals.

59
Q

Deviation IQ

A

Mean of 100 and a standard deviation of 15 or 16 (Weschler and Stanford-Binet, respectively), and it can be applied to different age groups and used for comparison and analysis

60
Q

Stanford-Binet

A

Assesses IQ and cognitive abilities in children and adults 2 to 85+. Designed to test intelligence in four areas, including verbal reasoning, quantitative reasoning, abstract and visual reasoning, and short-term memory skills

61
Q

Ravens’s Progressive Matrices

A

A non-lanugage based IQ test that required inductive reasoning about abstract geometric patterns. Three versions: Standard (used for children aged 6-16); Colored (for children 5-11 and special populations); and Advanced (used for above-average adolescents and adults).

62
Q

Cattell Culture-Fair Test

A

Designed to avoid test bias by excluding items requiring linguistic skills and general knowledge

63
Q

Otis-Lennon Test

A

A group IQ test that requires the use of language

64
Q

Guilford’s Operations Dimension

A

Cognition, memory, divergent production, convergent production, and evaluations

65
Q

Guilford’s Content Dimension

A

Figural, symbolic, semantic, and behavioral dimensions

66
Q

Guilford’s Products Dimension

A

Units, classes, relations, systems, transformation, and implications

67
Q

Francis Galton

A

Theorized that intelligence is a genetic trait distributed normally across a population

68
Q

L.L. Thurstone

A

Through factor analysis, developed a theory called Primary Mental Abilities, which concerns people having varying degrees of components of intelligence.

69
Q

Kaufman Assessment Battery for Children (Luria’s Model of Intelligence)

A

Major contribution is the distinction between sequential and simultaneous processing. Four scales: sequential processing, simultaneous processing, achievement, and nonverbal.

70
Q

Luria’s Information-Processing model fo intelligence

A

Places emphasis on mental processing and not on acquired knowledge. According to Luria, the brain contains several areas that are responsible for different behaviors that are linked together.

71
Q

Two stage administration process of Stanford-Binet

A

Test-taker receives a vocab test to establish developmental level, determining the entry point for the remainder of the test. The second stage defines the basal and ceiling levels for the subscales.

72
Q

MMPI-2: Neurotic Triad

A

Scales 1, 2, and 3

73
Q

MMPI-2: Psychotic Tetrad

A

6, 7, 8, and 9

74
Q

MMPI-2: Scale 1

A

Hypochondriasis (Hs): neurotic concern over bodily functioning, especially under stress. Described as pessimistic, longstanding personal inadequacy

75
Q

MMPI-2: Scale 2

A

Depression (D): likely to be distressed. High scorers tend to be pessimistic, poor morale, difficulty concentrating and sensitive to criticism.

76
Q

MMPI-2: Scale 3

A

Hysteria (Hy): Psychogenic sensory or motor ailments. Self-centered, immature, demanding of attention.

77
Q

MMPI-2: Scale 4

A

Psychopathic Deviate (Pd): Conflict with authority and law, good first impressions, but later reveal irresponsibility

78
Q

MMPI-2: Scale 5

A

Masculinity-Femininity (MF): Don’t identify with traditional gender role

79
Q

MMPI-2: Scale 6

A

Paranoia (Pa): Interpersonal sensitivity, moral self-righteousness, suspiciousness

80
Q

MMPI-2: Scale 7

A

Psychasthenia (Pt): OCD behaviors, abnormal fears, self-criticism, anxiety, ruminations, self-doubt

81
Q

MMPI-2: Scale 8

A

Schizophrenia (Sc): Bizarre thought processes, social alienation, poor familial relationships

82
Q

MMPI-2: Scale 9

A

Hypomania (Ma): Elated but unstable mood, psychomotor excitement, flights of ideas

83
Q

MMPI-2: Scale 0

A

Social Intoversion-Extraversion (Si): Highe scorers socially introverted, withdrawn, shy. Low scorers are extroverted, unable to delay gratification, superficial in relationships

84
Q

MMPI-2 K scale

A

Correction scale. Known as defensiveness scale.

85
Q

Rorschach Form Quality

A

How well a person’s answer resembles that of most others with respect to specific features of the blot

86
Q

Rorschach Developmental Quality

A

How well a person’s answer integrates different aspects of the image

87
Q

Rorschach Determinants

A

Texture, color, movement, or interactions between things

88
Q

Power Test

A

Constructed for varying difficulty items that most individuals would not be able to complete (IQ). Uses internal consistency methods to test reliability (coefficient a, Kuder-Richardson)

89
Q

Speed Test

A

Items are easy, but test-takers have limited time to complete them. Can be prejudiced against elderly. Cannot sue internal consistency, instead use test-retest methods.

90
Q

Aptitude Test

A

Designed to measure the ability to acquire skills or knowledge in the future (IQ can help predict school performance)

91
Q

Four types of behavioral recordings

A

Frequency (number of times a certain behavior occurs in specified time period); Permanent product recording (number of items produced, like homework assignments); Duration Recording (amount of time a certain behavior lasts within specified period); Interval Recording (time period divided in intervals)

92
Q

Three types of behavioral measurements

A

Whole (subject observed at designated times and researcher determines (Y/N) if bx occurred for entire interval); Partial (Scored if behavior occurred at least once during observed interval); Momentary time sampling (Researcher observes at predesignated points and records whether behavior occurred at that moment.)

93
Q

Continuous recording

A

All behaviors recorded during each observational session

94
Q

Clear Rule

A

1968: Test bias can be assessed by testin two hypotheses with respect to the linear relation between test scores and a criterion measure: equality of slopes, and equality of intercepts.

95
Q

Idntification of test bias according to Cleary Rule

A

There are significant intercept differences between the two groups’ regression lines; there are slope differences between the two groups’ regression lines.

96
Q

Conventional Test

A

Typically paper-based test not tailored to test-taker’s ability

97
Q

Curriculum-Based Assessment

A

Criterion-references, focused on identifying a student’s mastery of certain skills

98
Q

Differential Item Functioning (DIF)

A

AKA item bias, which occurs because an item or test systematically distinguishes between two or more groups. Equality between the groups doesn’t necessarily mean the absence of DIF, nor does it meant that they share the same traits since the test items may not discriminate within the two groups. That is, the test may not assess the variables that distinguish the two groups.

99
Q

When does an item display DIF?

A

When the difficulty level (b), the discrimination (a), or the lower asymptotes (c) - estimated by item response theory (IRT) - of an item differs across groups

100
Q

Dynamic Assessment

A

Focuses on the difference between latent capacity and developed ability – how the test-taker learns via feedback during assessment. Usually attributed to Lev Vygotsky. Administered to children with LD or MR. One form: testing of limits.

101
Q

Procedurs involved in dynamic assessment based on four models

A

Clinical approach that strives to increase independent problem solving; provide learners with the same intervention with a focus on reducing cultural biases; offering learners a progression of hints for choosing the correct responses; and using content from learner’s curriculum and interventions based on best teaching methods.

102
Q

Learning Potential Assessment Device

A

A device used for dynamic testing of children, adolescents, and adults for potential cognitive growth.

103
Q

Learntesting

A

A collection of dynamic testing procedures developed in Germany in the early 1990s, administered with repetitions, prompts, and systematic feedback.

104
Q

Distribution of scores

A

68% within one standard deviation of the mean; 95% within two standard deviations of the mean; and 99.7% within three standard deviations of the mean

105
Q

Strong Interest Inventory (SII)

A

A vocational assessment instrument, designed to match careers with the individual’s values and interests. The General Occupational Theme (GOT) are based on Holland’s six occupational themes and represent 25 general interests.

106
Q

Kuder Occupational Interest Survey

A

Assess for 10 broad interest areas: uses an actuarial approach.

107
Q

Holland’s Self-Directed Search

A

A self-administered, self-scored, and self-interpreted test.

108
Q

Jackson Vocational Interest Survey

A

Assess fro broad interest areas

EPPP (12 decks)

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