Objective II: Interpretation Flashcards
Standard Scores
Transformation of test scores into universally understood units that allow one to easily make inferences about a person’s performance
Z-scores
M=0, SD=1
z=(x-u)/o
T-scores
M=50, SD=10
T=50+(10*z)
Scaled scores
M=10, SD=3
SS=10+(3*z)
IQ Scores (Index)
M=100, SD=15
IQ=100+(15*z)
Percentile Ranks
the percentage of people (in the norm group) whose performance falls at or below that of the individual
Problems w/ percentile ranks
Assumes the true distribution of scores fall on a normal curve; destroying interval level of measurement; differences in the middle magnified; differences at the tails minimized
Norms
A group of scores that indicate the average performance (i.e., mean) of a group (i.e., the norm group) and the distribution of score above and below this average (i.e., SD); provide a standard against which we can compare the individuals we test
Problems w/ norms
Norm group must be large to be representative; norms need to be updated as populations change; appropriateness of reference/norm group
Inter-individual comparison
cognitive strengths and weaknesses compared to peers
Intra-individual comparison
cognitive strengths and weaknesses compared to self
Broad to narrow interpretation
FSIQ–>Indices–>Subtests–>Observations
Inter-individual comparison of FSIQ and index scores
WAIS Manual 130 or above=Very Superior 120-129=Superior 110-119=High Average 90-109=Average 80-89=Low Average 70-79=Borderline 69 or below=Extremely Low
Inter-individual comparison of subtest score interpretation
Three Category: 13-19=Strength 8-12=Average 1-7=Weakness Five Category: 16-19=Exceptional Strength 13-16=Strength 8-12=Average 5-7=Weakness 1-4=Exceptional Weakness
Verbal Comprehension Scale
Measures verbal comprehension, application of verbal skills and information to the solution of new problems, ability to process verbal information, ability to think with words, crystallized knowledge, cognitive flexibility, and ability to self monitor (SI, VC, IN, CO).
Perceptual Reasoning Scale
Measures perceptual reasoning, ability to think in terms of visual images and manipulate them with fluency, cognitive flexibility, relative cognitive speed, ability to interpret or organize visually perceived material within a time limit, non-verbal ability, ability to form abstract concepts and relationships without the use of words, fluid reasoning, and ability to self-monitor (BD, MR, VP, FW, PC)
Working Memory Scale
Measures working memory, auditory short term memory, the ability to sustain attention, numerical ability, encoding ability, auditory processing skills, cognitive flexibility, and ability to self-monitor (DS, LNS, AR)
Processing Speed Scale
Measures processing speed, rate of test taking, visual-perceptual discrimination, speed of mental operation, psychomotor speed, attention, concentration, short-term visual memory, visual-motor coordination, numerical ability, cognitive flexibility and ability to self-monitor (SS, CD, CN)
Baserates
Determining the frequency with which the differences between scores in an individual’s profile occurred in the standardization sample
Four Pillars of Assessment
Norm-referenced measures, interviews, behavioral observations, informal assessment procedures
Assessment process Part I
Review referral info (decide to accept)–>Obtain additional info (interviews & records)–>Observe behavior–>select test battery–>administer tests
Assessment process Part II
Interpret results–>Develop recommendations–>Write the report–>Share the report–>Follow-up & reassess
