Language Disorders Test #2, Dr. Mcl

Front 1

The evaluation of an individual using observations, tests, and other procedures that result in the identification of behaviors or other criteria to determine the presence or absence of a disorder. May determine placement for special services and/or the specification of strengths and weaknesses and precise sequences in programming services for intervention.

Back 1

Definition of Diagnostic Assessment

Front 2

refers to the importance of being alert to etiologic factors that may be peretuating factors such as hearing impairment, seizures, etc.

Back 2

Diagnostic

Front 3

refers to the important role of evaluating strengths and weakness so deficits can be addressed with specific goals

Back 3

Assessment

Front 4

The 3 objective of Assessment?

Back 4

1. To determine the existence of a problem.
2. To determine the goals of intervention/treatment.
3. To determine the procedures for an intervention/treatment program.

Front 5

Which "Objective of Assessment" does the following statement pertain to?
-Emphasized role of formal procedures - standardized tests.

Back 5

#1 - To determine the existence of a problem.

Front 6

Which "Objective of Assessment" does the following statement pertain to?
-Language sample date may confirm, refute, or supplement test results.

Back 6

#1 - To determine the existence of a problem.

Front 7

Which "Objective of Assessment" does the following statement pertain to?
-Emphasizes role of informal procedures - language samples and baserates.

Back 7

#2 - To determine the goals of intervention/treatment.

Front 8

Which "Objective of Assessment" does the following statement pertain to?
-Emphasized identifying treatment procedures that address the modalities and learning styles best suited to the needs of individual children.

Back 8

#3 - To determine the procedures for an intervention/treatment program.

Front 9

"Plan vs. Procedures" refers to what perspective?

Back 9

The Assessment Perspectives

Front 10

The overall philosophy to be applied in determining the procedures for assessment.

Back 10

Plan

Front 11

Identifying symptoms including characteristic performance patterns on tests.

Back 11

Medical Model

Front 12

Identifying strengths and how they might be used to remediate deficits.

Back 12

Remedial Model

Front 13

Using patterns in test results tp confirm or refute hypotheses about underlying causes.

Back 13

Scientific Model

Front 14

What are 3 types of Assessment "Plans"?

Back 14

1. Medical Model
2. Remedial Model
3. Scientific Method

Front 15

The specific test instruments and clinical procedures used to collect the evidence.

Back 15

Procedures

Front 16

What are the 3 types of Assessment "Procedures"?

Back 16

1. Case History
2. Standardized tests
3. Language Sample

Front 17

Questioning process, as part of the diagnostic procedure, to obtain information about a patient or from someone able to answer for him.

Back 17

Case History (Case Study)

Front 18

Test composed of empirically selected materials; must have definite directions for use, adequately determined norms, and dat on reliability and validity. An individual's perfomrance can be compared to other individuals who are the same chronological age.

Back 18

Standardized Test

Front 19

Systematic collection and analysis of an individual's utterances used as part of a regular diagnostic procedure.

Back 19

Language Sample

Front 20

etiologies, symptoms, causes, referrals: these refer to diagnostic or assessments?

Back 20

diagnostic

Front 21

strengths, weaknesses, patterns: these refer to diagnostic or assessments?

Back 21

assessment

Front 22

"WNL" stands for?

Back 22

Within Normal Limits

Front 23

When determining WNL or Disordered, you are working on which Goal of Assessment?

Back 23

#1 - To determine the existence of a problem/disorder.

Front 24

What are some of the pieces of evidence you will use to determine the existence of a problem/disorder?

Back 24

1. referrals
2. case histories
3. standardized tests
4. language sample

Front 25

What are some of the pieces of evidence you will use to determine the goals of intervention/treatment?

Back 25

1. language sample
2. base rating

Front 26

"Teacher made" tests are also called?

Back 26

Base Rating

Front 27

If you are listening to a child speak to see what skills are present and what structures are present you are giving what type of assessment?

Back 27

Language Sample

Front 28

You "make" a test to focus in more on a skill. You are using what type of assessment?

Back 28

Base Rating

Front 29

Assessment performed to determine the existence of a disorders

Back 29

Initial

Front 30

Assessment performed to determine the progress of goals.

Back 30

Ongoing

Front 31

What Initial assessments might be given?

Back 31

1. Case History
2. Standardized Tests
3. Language Sample

Front 32

What Ongoing assessments might be given?

Back 32

1. Baserates
2. Language Sample

Front 33

How many Initial Assessments occur?

Back 33

only 1

Front 34

How many Ongoing Assessments occur?

Back 34

can be many "onging"

Front 35

What is the goal of the Initial Assessment?

Back 35

To determine the existence of a disorder.

Front 36

If after the initial assessment, the SLP determines everything is WNL - what happens with the child?

Back 36

they return to the classroom, nothing further is done

Front 37

If after the initial assessment, the SLP determines there is a disorder - what occurs?

Back 37

They will be referred for Special Ed services for Speech & Language (or whatever procedures are in place at that school/facility)

Front 38

Will a child that is deemed to be WNL after the initial assessment have Ongoing assessments?

Back 38

No

Front 39

Will a child placed in Speech-Language therapy have onging assessments?

Back 39

yes

Front 40

Initial assessments may also be called ___________ Assessments.

Back 40

Placement

Front 41

Would a Case History be involved in an ongoing assessment?

Back 41

NO -- Case History is Only in the INITIAL Assessment

Front 42

What are two important factors in obtaining the evidence for assessments?

Back 42

1. observers
2. contexts

Front 43

The following would be a important requirment for an __________?

*The ability to relate observations to a conceptual framework.

Back 43

Observer

Front 44

The following would be a important requirment for an __________?

*A basic understanding of the behavior of interest with the ability to distinguish between "interesting" and "important" behaviors.

Back 44

Observer

Front 45

position to make first-hand observations to contribute to the evidence

Back 45

Direct observer

Front 46

the SLP is in the position to assemble and interpret observations, therefore, they are considered what type of observer?

Back 46

direct observer

Front 47

Those who will provide information, anecdotes, etc. to the SLP as evidence is collected - these are what type of observer?

Back 47

Indirect observer

Front 48

Teachers, doctors, audiologists, psychometrists - are what type of observer in SLP assessments?

Back 48

Indirect observer

Front 49

The usefulness of evidence from Indirect Observers will depend on the SLP's ability to?

Back 49

1. Elicit pertinent information with appropriate questions
2. Interpret accuracy and relevancy of information obtained

Front 50

Setting + Persons = _________

Back 50

Contexts

Front 51

Context varies according to 2 factors

Back 51

1. Familiarity
2. Structure

Front 52

Naturalness refers to which Context Factor?

Back 52

Familiarity

Front 53

Which factor of CONTEXT?
-Contexts should be as representative of the child's natureal environment as possible?

Back 53

Familiarity

Front 54

Which factor of CONTEXT?
-Locations may not be as easily controlled as the presence of familiar persons.

Back 54

Familiarity

Front 55

Which factor of CONTEXT?
-exist on a continum of degrees of structures

Back 55

Structure

Front 56

Which factor of CONTEXT?
-standardized testing & baserating

Back 56

Structure

Front 57

Refering to CONTEXT, What assessment has the MOST structure?

Back 57

Standardized Testing

Front 58

What type of assessment?
-Materials, stimuli, instructions etc. are carefully controlled to maintain uniform procedures.

Back 58

Standardized Testing

Front 59

This is the rationale for which type of assessment?
-Ensures that differences between children's performances are due to differences between children, not differences between examiners or situations.

Back 59

Standardized Testing

Front 60

This is the primary purpose for which type of assessment?
-To identify the existence of a disorder

Back 60

Standardized Testing

Front 61

Refering to CONTEXT, What assessment has the MIDWAY structure?

Back 61

Baserate

Front 62

Referring to CONTEXT, which type of assessment?
-Behaviors are evoked in structured tasks that are devised and modified by the examiner for in-depth testing of specific behaviors

Back 62

Baserate

Front 63

This is the rationale for which type of assessment?
-permits in-depth measurement of skills or areas of suspected need

Back 63

Baserate

Front 64

This is the primary purpose for which type of assessment?
-to determine the goals of treatment

Back 64

Baserate and Language Sample

Front 65

Refering to CONTEXT, What assessment has the LEAST structure?

Back 65

Language Sample

Front 66

Referring to CONTEXT, which type of assessment?
-Language is evoked in natural interactions (conversations) allowing the child to initiate topics and respond to converational prompts.

Back 66

Language Sample

Front 67

This is the rationale for which assessment?
-strong face validity - language is a social behavior and should be sampled in a social context

Back 67

Language Sample

Front 68

Familiarity and Structure may affect what 2 things in the assessments?

Back 68

1. amount of language
2. type of language

Front 69

Children may be more or less expressive according to their comfort level. This effect of the context (familiarity & structure) results in a change of ________?
a: amount of language
b: type of language

Back 69

a: amount of language behavior observed

Front 70

Children's language may be very constrained and sterotyped in highly structured activities, such as standardized testing. This effect of the context (familiarity & structure) results in a change of ________?
a: amount of language
b: type of language

Back 70

b: type of language behavior observed

Front 71

Taxonomies are used to _____________ the evidence.

Back 71

organize

Front 72

The value of ____________ is based on the ability to relate them to a relevant scheme or framework.

Back 72

observations

Front 73

The following are definitions for what term?
1. A categorization or classification scheme for observed behaviors based on some ordered system.
2. A scheme for organizing observations with reference to some model or conceptual framework.

Back 73

taxonomy

Front 74

This is an example of what?
-In Biology the phylogenetic scale classifies organisms according to their historical development.

Back 74

taxonomy

Front 75

What are the 2 types of taxonomies?

Back 75

1. Etic
2. Emic

Front 76

"a priori" classification schemes that EXIST due to someone else's prior efforts

Back 76

Etic taxonomy

Front 77

a "posteriori" classification schemes that EMERGE as observations are organized

Back 77

Emic taxonomy

Front 78

Is this a Taxonomy of Form, Content, or Use?
-Most follow the formal characteristics of adult language.

Back 78

Form

Front 79

Is this a Taxonomy of Form, Content, or Use?
-Might be organized in terms of either comprehension or production (receptive or expressive language)

Back 79

Form

Front 80

Is this a Taxonomy of Form, Content, or Use?
-Standardized test may attempt to observe behaviors in either receptive modality (e.g., TACL-3) or expressive modality (e.g., TEEM).

Back 80

Form

Front 81

Is this a Taxonomy of Form, Content, or Use?
-Language sample information and subsequent baserate activities may be organized according to various taxonomies

Back 81

Form

Front 82

Is this a Taxonomy of Form, Content, or Use?
- categorical scheme/traditional measure: Utterance lengths (1 word, 2 words, etc.)

Back 82

Form

Front 83

Is this a Taxonomy of Form, Content, or Use?
-categorical scheme/traditional measure: grammatical categories (verbs, mouns, etc.)

Back 83

Form

Front 84

Is this a Taxonomy of Form, Content, or Use?
-categorical scheme/traditional measure: morphological structures (past tense, plurals, etc.)

Back 84

Form

Front 85

Is this a Taxonomy of Form, Content, or Use?
-categorical scheme/traditional measure: sentence types (e.g., declaratives, interrogatives, etc.)

Back 85

Form

Front 86

Is this a Taxonomy of Form, Content, or Use?
-categorical scheme/traditional measure: transformation types (e.g., elementary, generalized transformations)

Back 86

Form

Front 87

Is this a Taxonomy of Form, Content, or Use?
-typically based on the taxonomies that emerged during normal language research (e.g., Brown, Bloom, Bowerman, Nelson)

Back 87

Content

Front 88

Is this a Taxonomy of Form, Content, or Use?
-most standardized test primarily examine the comprehension of categories (e.g., PPVT-III, Boehm-R)

Back 88

Content

Front 89

Is this a Taxonomy of Form, Content, or Use?
-Fewer standardized test examine the production of categories (e.g., EOWPVT-R, Word)

Back 89

Content

Front 90

Is this a Taxonomy of Form, Content, or Use?
-production of categories most often measured through determining the variety of meanings produced in expressive language samples

Back 90

Content

Front 91

Is this a Taxonomy of Form, Content, or Use?
-common categorical scheme: type-token ratio

Back 91

Content

Front 92

Is this a Taxonomy of Form, Content, or Use?
-common categorical scheme: semantic cases

Back 92

Content

Front 93

Is this a Taxonomy of Form, Content, or Use?
-By definition, taxonomies of ....are almost exclusively based on "low structure" observations of social behavior in natural interactions.

Back 93

Use

Front 94

Is this a Taxonomy of Form, Content, or Use?
-very few standardized tests attempt to classify obersvations of behaviors representing .....as test are by their nature structured and less natural

Back 94

Use

Front 95

Is this a Taxonomy of Form, Content, or Use?
-a common categorical scheme: Searle's Speech Acts

Back 95

Use

Front 96

Is this a Taxonomy of Form, Content, or Use?
-a common categorical scheme: Halliday's Communicative Functions

Back 96

Use

Front 97

Is this a Taxonomy of Form, Content, or Use?
-a common categorical scheme: Dore's Primitive Speech Acts

Back 97

Use

Front 98

Is this a Taxonomy of Form, Content, or Use?
-a common categorical scheme: Dore's Converational Speech Acts

Back 98

Use

Front 99

Is this a Taxonomy of Form, Content, or Use?
-a common categorical scheme: Discourse Skills (turn-taking, topic initiation, topic maintenance, etc.)

Back 99

Use

Front 100

Presenting Taxonomies: Summarizing the __________. Quantifying and summarizing _____________ may be accomplished in several ways.

Back 100

Presenting Taxonomies: Summarizing the __EVIDENCE__. Quantifying and summarizing __OBSERVATIONS_ may be accomplished in several ways.

Front 101

Presenting Taxonomies - Summarizing the Evidence:
____________count (e.g., numbers of utterances of different lengths, 1 word, 2 word, etc.)

Back 101

Frequency

Front 102

Presenting Taxonomies - Summarizing the Evidence:
_____________ of utterances in various categories (e.g., Percentages of utterances including different semantic cases.

Back 102

Proportions

Front 103

Presenting Taxonomies - Summarizing the Evidence:
________ expressing variety of utterances representing different classifications (e.g., Type-Token Ratio)

Back 103

Ratios

Front 104

Presenting Taxonomies - Summarizing the Evidence:
___________ assigned to various categories (e.g., Developmental Sentence Scoring)

Back 104

Weights

Front 105

Presenting Taxonomies - Summarizing the Evidence:
________ _______ derived from comparing test responses/raw scores to test norms.

Back 105

Normative Scores

Front 106

Quantified observations must still be interpreted as evidence in a way that places them in some useful ____________.

Back 106

perspective

Front 107

Numbers by themselves are meaningless until placed in some ___________ __ _________.

Back 107

frame of reference

Front 108

Meaningful contexts in which to interpret the evidence

Back 108

frames of reference

Front 109

Which frame of reference:
-compares the child's performance with the performances of other children

Back 109

Norm-referenced

Front 110

Which frame of reference:
-may be reported in terms of standard scores, percentile ranks, equivalent scores

Back 110

Norm-referenced

Front 111

Which frame of reference:
-primary purpose is to determine the existence of a disorder

Back 111

Norm-referenced

Front 112

Which frame of reference:
-may be useful in screening

Back 112

Norm-referenced

Front 113

selecting those who should be considered for further testing

Back 113

screening

Front 114

Which frame of reference:
-least useful in determining treatment goals

Back 114

Norm-referenced

Front 115

Which frame of reference:
-compares the performance of one child to the predetermined standard or criterion of performance

Back 115

Criterion-referenced

Front 116

Which frame of reference:
-may be reported in terms of percentages of correct responses or minimum number of occurrences

Back 116

Criterion-referenced

Front 117

Which frame of reference:
-primary purpose is to determine the goals for intervention

Back 117

Criterion-referenced

Front 118

Which frame of reference:
-provides information relative ot mastery or non-mastery of specific skills

Back 118

Criterion-referenced

Front 119

Which frame of reference:
-most helpful in goal selection and assessing ongoing progress during intervention

Back 119

Criterion-referenced

Front 120

Which frame of reference:
-describes gerneral communication behaviors viewed as systematic or significant

Back 120

Communication-referenced

Front 121

Which frame of reference:
-refers to classifying behaviors that are relevant to an individual's overall communication system

Back 121

Communication-referenced

Front 122

Which frame of reference:
-behaviors should be regular and systematic, not just "interesting"

Back 122

Communication-referenced

Front 123

Which frame of reference:
-there are no "norms" or "criteria" that can be sued for comparison or quantification

Back 123

Communication-referenced

Front 124

Which frame of reference:
-observations may be gathered during high-, midway-, or low-structured situations

Back 124

Communicaiton-referenced

Front 125

Standardized Tests or ___________ Principles

Back 125

Psychometic

Front 126

"To standardize is to make standard or uniform; to cause to be without variations or irregularities.:

Back 126

Standardization

Front 127

This is the purpose of what?
-to compare children's performances in a given task where as many variables as possible are controlled or held constant

Back 127

Standardization

Front 128

This is the rationale of what?
-By controlling as many variables as possible to increase the likelihood that observed differences between children's performances are actual differences, not differences due to variations between testing situations or procedures.

Back 128

Standardization

Front 129

In standardization, what are 5 variables that are typically controlled or standardized?

Back 129

1. stimuli
2. instructions
3. prompts
4. time requirements
5. scoring criteria

Front 130

to develop standard or uniform test materials or procedures to minimize variations in administrations and results

Back 130

Standardization

Front 131

the average, normal or standard for a group of individuals

Back 131

Norm

Front 132

a bell-shaped curve representing the theoretical distribution of an infinitely large number of scores with deviation occuring only by chance

Back 132

Normal (distribution)curve

Front 133

compares an individual's performance to the performances of a representative sample of his/her peers

Back 133

Norm-Referenced

Front 134

the entire group of individuals who exhibit a trait or characteristic of interest

Back 134

Normative population

Front 135

a subgroup of individuals chosen to be representative of the normative population of interest

Back 135

Normative Sample

Front 136

the extent to which a subgroup of individuals reflects the relevant characteristics in a larger population of interest

Back 136

Representativeness

Front 137

A theoretical curve derived mathematically to represent the normal (random) distribution of a trait, value or score.

Back 137

Normal Curve

Front 138

The arithmetic average of a set of scores; the sum of the scores divided by the number of scores in the set; one measure of central tendency.

Back 138

Mean

Front 139

The score that divides the top 50% from the bottom 50% in a distribution of scores; one measure of central tendency.

Back 139

Median

Front 140

The most frequently occuring score or value in a distribution of scores; one measure of central tendency.

Back 140

Mode

Front 141

The difference in score values between the highest and lowest values in a distribution; a measure of dispersion or variability.

Back 141

Range

Front 142

A measure for expressing the amount of dispersion or variability in a set of scores with reference to the mean.

Back 142

Standard Deviation

Front 143

Smaller Standard Deviations indicate more scores are __________ more densely around the mean.

Back 143

clustered

Front 144

Larger Standard Deviations indicate more scores are dispersed __________ from the mean.

Back 144

further

Front 145

A statistical definiton of normal based on the set of values that fall between the first standard deviation above and the first standard deviation below the mean.

Back 145

Narrow View (of Normal)

Front 146

A statistical definition of normal based on the set of values that fall between the second standard deviation above and the second standard deviation below the mean.

Back 146

Broad View (of Normal)

Front 147

The highest set of items that satisfies the specified sequence of successful items.

Back 147

Basal

Front 148

The first item in the basal sequence.

Back 148

Basal Item

Front 149

The lowest set of items that satisfies the specified sequence of unsuccessful items.

Back 149

Ceiling

Front 150

The last item in the ceiling sequence.

Back 150

Ceiling Item

Front 151

Those unsuccessful or "error" items which occur between the basal and the ceiling item.

Back 151

Scatter

Front 152

The original, unconverted score obtained on a test; the number of items, credits, or points obtained on items administered.

Back 152

Raw Score

Front 153

The normalized score derived by comparing the raw score to the socre used to represent the distribution of performances by the standardization sample.

Back 153

Derived Score

Front 154

A normalized score expressed in its equivalent form on another scale; for example, an T-score having been converted from the equivalent deviation quotient.

Back 154

Converted Score

Front 155

Derived scores expressed as the chronological age or grade placement of that group for whom an obtained score was typical; equivalent scores are based only on the means obtained by each of the peer groups included in the standardization sample.

Back 155

Equivalent Scores (Age or Grade)

Front 156

This is an example of what type of score: a raw score resulting in an age-equivalent socre of 5 years means that raw socre was the typical (mean) score for 5-year-olds included in the sample, regardless of how old the test subject was

Back 156

Equivalent Scores (Age or Grade)

Front 157

Scores expressed as a point in the distribution of scores below which the given percetn of scores fall.

Back 157

Percentile

Front 158

This is an example of what type of score: A score at the 70th percentile represents a score which is better than 70 percent of the scores obtained by the peer group in the standardization sample.

Back 158

Percentile

Front 159

A general term referring to transformed or normalized scores used to compare an individual's performance to that of his/her peers

Back 159

Standard Scores

Front 160

based on the mean and standard deviations obtained by peers in the standardization sample

Back 160

Standard scores

Front 161

this type of score includes: deviation quotients, T-scores, z-scores, stanines, scaled scores

Back 161

Standard scores

Front 162

a standard score which has a mean of 100 and a standard deviation of 15

Back 162

Deviation Quotients (also Standard Score Equivalent)

Front 163

A standard score which has a mean of 50 and standard deviations of 10

Back 163

T-scores

Front 164

A standard score which has a mean of 0 and standard deviations of 1

Back 164

z-scores

Front 165

A standard score which represents the normal distribution with nine bands or ranges; the mean is 5 (or socres within the fifth band) and the standard deviation is two (bands)

Back 165

Stanines

Front 166

Scores expressed using arbitrary value ranges representing a standard score distribution with a set mean and standard deviation

Back 166

Scaled Score

Front 167

The hypothetical score which would most accurately represent the subject's level of the ability in the skill being measured.

Back 167

True Score

Front 168

The actual obtained score derived from the subject's performance on a given measure.

Back 168

Observed Score

Front 169

The measure of variability evident in test scores over re-adminstrations of a test instrument to subgroups of the standarization sample.

Back 169

Standard Error of Measurement

Front 170

Smaller Standard Errors of Measurement indicates _________ variability over re-administrations.

Back 170

lesser

Front 171

Higher Standard Errors of Measurement indicates _________ variability over re-administrations.

Back 171

greater

Front 172

The statistically derived range of probable scores in which the hypothetical true score for a subject might be expected to fall; based on the variability evidenced by the standardization sample.

Back 172

Confidence Interval (or Band)

Front 173

The extent to which an instrument measure what it claims to measure.

Back 173

Validity

Front 174

The extent to which the items in a test represent the theoretical construct being measured; requires expert analysis to compare the construct ot the items used to measure it.

Back 174

Construct

Front 175

The extent to which an expert determines that the items in a test represent the skill being measured.

Back 175

Content

Front 176

The extent to which an untrained individual recognizes the apparent relationship between test items and the skill being measured.

Back 176

Face

Front 177

The extent to which the instrument performs according to some established criterion.

Back 177

Criterion

Front 178

comparing performancesto those on currently established instrumetns

Back 178

concurrent

Front 179

predicitng future performance from the measure obtained by the instrument

Back 179

predictive

Front 180

The extent to which results obtained by an instrument with a given subject are similar or consistent.

Back 180

Reliability

Front 181

The extent to which similar socres are obtained with the same subject on subsequent administrations by the same examiner.

Back 181

Intra-examiner (or Test-Retest)

Front 182

The extent to which similar scores are obtained with the same subject on subsequent administrations by different examinations.

Back 182

Inter-examiner

Front 183

The extent to which similar scores are obtained with the same subject on different forms of the same test.

Back 183

Equivalence of Forms (or Split-Half)

Front 184

The Standardization Population is also called the __________ population?

Back 184

Normative Population

Front 185

The Standardization Sample is also called the __________ sample?

Back 185

Normative Sample

Front 186

The entire group of individuals who exhibit a trait or characteristic of interest

Back 186

Population

Front 187

A subgroup of individuals chosen to be representative of the population of interest

Back 187

Sample

Front 188

All kindergartners in the United States would be considered a ___________ in a Standardized test.

Back 188

Standardized Population or Normative Population

Front 189

10,000 kindergartners chosen from across the United States would be considered a __________ for the purposes of a Standardized test.

Back 189

Standardized Sample or Normative Sample

Front 190

The variables or factors used for designing a standardized test. May be called your "demographics"

Back 190

Representativeness

Front 191

What are 5 variable related to the "representativeness" of individuals included in samples?

Back 191

1. Intelligence criteria
2. Socioeconomic criteria
3. Ethnic/cultural backgrounds
4. Geographic regions
5. Number of individuals included

Front 192

Which variable is the most important in the "representativeness" of a standardized test?

Back 192

the size of the sample: the number of individuals included

Front 193

Why is the size of the sample critical in the "representativeness" of a standardized test?

Back 193

the greater the number included in the sample, the more closely the sample will represent the entire population of interest

Front 194

In reference to Stability and Estimate of teh Mean...the sample should "___________" the popultion.

Back 194

In reference to Stability and Estimate of teh Mean...the sample should "_ESTIMATE__" the popultion.

Front 195

The mean or average derived from the individual observations(scores) in a sample will ____________ with each additional observation.

Back 195

The mean or average derived from the individual observations(scores) in a sample will __CHANGE___ with each additional observation.

Front 196

As more individuals are included in the sample, each observation has _______ effect on the mean or aveage of all observations (scores).

Back 196

As more individuals are included in the sample, each observation has _LESS__ effect on the mean or aveage of all observations (scores).

Front 197

As more individuals are included in the sample, each observation has less effect on the mean or aveage of all observations(scores); that is the mean becomes increasingly "__________".

Back 197

As more individuals are included in the sample, each observation has less effect on the mean or aveage of all observations(scores); that is the mean becomes increasingly "__STABLE__".

Front 198

As more individuals are included in the sample, the __________ the mean of their observations(scores) will "estimate" the actual mean for the entire population.

Back 198

As more individuals are included in the sample, the __CLOSER__ the mean of their observations(scores) will "estimate" the actual mean for the entire population.

Front 199

If hypothetically the sample included every individual from the popluation but one, the estimate of the mean would be "as close as it could get" and still be an "___________".

Back 199

If hypothetically the sample included every individual from the popluation but one, the estimate of the mean would be "as close as it could get" and still be an "_ESTIMATE__".

Front 200

A normal curve would be a __________ distribution.

Back 200

A normal curve would be a _NORMAL_ distribution.

Front 201

Parameters for describing a population

Back 201

Norms

Front 202

A theoretical "bell-shaped curve" derived mathematically to represent the normal distribution of a trait in a population

Back 202

Normal Distribution "the normal curve"

Front 203

Most people approach the _________ in a population.

Back 203

Most people approach the __AVERAGE__ in a population.

Front 204

The tendency for observations or values to cluster around some value.

Back 204

Central tendency

Front 205

What are 3 measures of central tendency?

Back 205

1. Mean
2. Median
3. Mode

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Ther arithmetic average of a set of values divided by the number of values in a set.

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Mean

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This central tendency is sensitive to extreme values; excessively high or low values affect the value of it.

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Mean

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The score that divides the top half from the bottom half of scores in a distribution. The score that occurs midway in the distribution of scores.

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Median

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The socre or value that occurs most frequently in a distribution.

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Mode

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If 20 people took a test:
10 people scored 95%
5 people scored 90%
5 people socred 85%
---90% would be which measure of central tendency?

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Mode
(it was the score that occured most frequently)

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When the mean, median, and mode occur NEAR each other, what type of ditribution do you have?

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Normal Distribution

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When the mean, median, and mode occur FAR APART from each other, what type of ditribution do you have?

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NOT a Normal Distribution

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We usually base our test "score" on which measure of central tendency?

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the MEAN

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The Mean is sometimes called the ____________.

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The Mean is sometimes called the _AVERAGE SCORE___.

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The tendency for values to vary, disperse, or scatter around or away from the "average" value.

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Dispersion or Variability

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What are 2 types of Dispersion or Variablility?

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1. Range
2. Standard Deviation (SD)

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The difference between the highest and lowest scores or values in a distribution.

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Range

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Why is range a weak measure of dispersion or variability?

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because it takes into account only two values (the highest and the lowest) in a set of values and reveals nothing about the distribution of values between them

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Expreses the dispersion or variablility in a set of scores in original units.

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Standard Deviation (SD)

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Why is standard deviation(SD) a stronger measure of dispersion or variability?

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because it is based on the degree of dispersion of each value from teh mean for that set of values

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The mean and standard deviation for a set of values are "____________" that mark how much of the distribution is clustered near the mean or scattered away from the mean.

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The mean and standard deviation for a set of values are "_MILESTONES__" that mark how much of the distribution is clustered near the mean or scattered away from the mean.

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The mean and standard deviation for a set of values are milestones that mark how much of the distribution is ___________ near the mean or _____________ away from the mean.

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The mean and standard deviation for a set of values are milestones that mark how much of the distribution is ___CLUSTERED__ near the mean or __SCATTERED__ away from the mean.

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Smaller Standard Deviations (SD's) indicate more scores are?

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clustered more densely around the mean

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Larger Standard Deviations (SD's) indicate more scores are?

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dispersed farther from the mean

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defined loosely as that which is "typical", "average", or "expected"

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Normal

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"Normal" has also might be thought of the absense of "______________".

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"Normal" has also might be thought of the absense of "____ABNORMALITIES____".

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The Stastical Definition of "_____________": it can be defined in terms of statistical parameters using standard deviations to define how far away from the mean(or "average") an observation(or score) can fall and still be considered _______________.

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The Stastical Definition of "_NORMAL_": it can be defined in terms of statistical parameters using standard deviations to define how far away from the mean(or "average") an observation(or score) can fall and still be considered __NORMAL__.

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Which view of normal?
-Set the boundaries of normal as one standard deviation above (+1SD) and below the mean (-1SD)

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Narrow View of Normal

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Which view of Normal?
-approximately 68% of the population are within these boundaries and considered "normal" -32% would be outside these boundaries (16% above and 16% below) and would be considered "abnormal"

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Narrow View of Normal

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Individuals with language abilities well above the mean, at the upper end of the normal curve, might be considered atypical (perhaps "advanced" or "precocious") but would not be considered what?

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disordered

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In a Narrow View of Normal, the portion of the distribution considered disordered would be the 16% of people _________ the 1st SD of the mean.

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In a Narrow View of Normal, the portion of the distribution considered disordered would be the 16% of people _BELOW_ the 1st SD of the mean.

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Sets the boundaries of normal as two standard deviations above (+2 SD) and below the mean (-2 SD)

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Broad View of Normal

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Which view of Normal"
-approximately 95% of the population are within these boundaries and considered "normal"; 5% would be outside these boundaries (2.5% above and (2.5% below) and be considered "abnormal".

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Broad View of Normal

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Which view of Normal-
The portion of distribution considered "disordered" according to this perspective would be the approximately 3% below the 2nd SD bleow the mean.

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Broad View of Normal

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This is a Negative about which "View of Normal"?
-would identify more children, many of whom may not actually need intervention

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Narrow View of Normal

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This is a Negative about which "View of Normal"?
-excessive "false positives" may result in wasted time and resources

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Narrow View of Normal

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This is a Negative about which "View of Normal"?
-would risk overlooking some children who might benefit from intervention

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Broad View of Normal

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This is a Negative about which "View of Normal"?
-excessive "false-negatives" may allow too many children to "slip through the cracks"

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Broad View of Normal

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Using the Broad View of Normal may be justifiable and practical is there is what?

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a viable alternative system for identifying and referring children who need intervention

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What are the Standard Scores (Mean & SD) for:
Deviation Quotients (DQ)?

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Mean = 100
SD = 15

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What are the Standard Scores (Mean & SD) for:
T-scores

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Mean = 50
SD =10

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What are the Standard Scores (Mean & SD) for:
z-score

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Mean = 0
SD = 1

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What are the Standard Scores (Mean & SD) for:
Stanines

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Mean = 5
SD = 2

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What are the Standard Scores (Mean & SD) for:
Scaled Scores

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Mean = ?
SD = ?
Scale scores are based on individual means and SD's