Chapter 11: Alternative Tests Flashcards

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1
Q
  1. Where do traditional intelligence tests fail in the study of “normal” abilities?
A

Not great for people with learning disabilities or on the extremes

(a mute person cannot report verbal intelligence in the way required for the WAIS)

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2
Q
  1. What are the disadvantages of alternative intelligence tests when compared to Binet and Wechsler?
A
  • Weaker psychometrics (Less validity, Weaker standardization sample, less stable)
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3
Q
  1. What are the advantages of alternative intelligence tests when compared to Binet and Wechsler?
A
  • Designed for special populations
  • Not dependent on visual-motor or verbal skills
  • Useful for screening, supplement, reevaluation to catch it early on
  • Not as reliant on learning/achievement
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4
Q
  1. What theme in relation to future intelligence do you notice about infant development tests?
A

Rarely predicts future IQ and good at assessing effects of prenatal trauma

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5
Q
  1. Compare and contrast surveillance and screening. Be able to identify either.
A

Surveillance: Recognizing a child at risk

Screening: Administer a preliminary test to identify risk

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6
Q
  1. Which two infant development tests were discussed in class? What are some disadvantages of each of these tests?
A
  • Brazelton Neonatal Assessment Scale
    (No norms, Poor test-retest reliability, Does not predict later IQ!)
  • Bayley Scales of Infant development
    (Psychometrics break down at lower ages, Does not predict later IQ)
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7
Q
  1. Know sensitivity, specificity, false positives, true negatives, etc.
A
  • sensitivity: Accuracy of the test in identifying the issue when the issue is present

High sensitivity leads to more diagnoses but also gets false positives

  • specificity: Accuracy of the test in identifying a lack of an issue when there is no issue

High specificity leads to less diagnoses but more false negatives

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8
Q
  1. What are acceptable sensitivity and specificity levels for developmental screening tests?
A

70-80%

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9
Q
  1. How is a learning disability currently defined in the school systems? Is this a good method? Why or why not?
A
  • When a child scores 2 SDs below the general intelligence score.

NOT A GOOD METHOD:
- It encourages waiting until the child fails before helping them
- Discrepancy between a child’s potential and their actual performance
- Doesn’t account for other factors such as motivation

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10
Q
  1. For what was the Woodcock Johnson-III designed? (i.e., what does it assess?)
A

diagnosing learning disability

(Diagnosis based on discrepancy from IQ which is not great)

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11
Q
  1. Should test scores be used alone to define developmental or learning disabilities?
A

No

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