Considerations in Assessment of Learning Aptitude

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Considerations in Assessment of Learning Aptitude

• Purposes
• Identify disability
• Issues and trends
• Nature and definition of intelligence
• Misuse of tests
• Current practices
• Assessment batteries
• Adaptive behavior assessment

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Sources of information about learning aptitude

• School records (group tests, prior individual
  tests, developmental and school histories)
• The student (individual tests and adaptive tests)
• Teachers (observed learning aptitude current
  adaptive behavior in nonacademic)
• Parents (developmental history, learning
  aptitude, current adaptive in home and community)

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Group Tests of Intellectual Performance

• Otis Lennon school ability test
• (SAI)

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Individual Test of Intellectual Performance
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Wechsler Intelligence scale for children third
edition (p. 216)

• Technical quality
• Administration considerations
• Results and interpretation

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Woodcock-Johnson Psycho-Educational
Battery-RevisedTests of Cognitive Ability

• Long term retrieval
• Short term retrieval
• Processing speed
• Auditory processing
• Visual processing
• Comprehensive knowledge
• Fluid reasoning

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Woodcock-Johnson R

• Technical quality
• Administrative considerations
• Results and interpretations

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Kaufman assessment battery for children
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Stanford-Binet intelligence scale 4th edition
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Non-Verbal Measures and Other Approaches to
Nonbiased Assessment

• Potential bias of traditional measures of
  intelligence
• Use with culturally and linguistically diverse
  students

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• Performance scale of the WISC-III
• Raven progressive matrices
• Leiter international performance scale revised
• Tests of nonverbal intelligence (TONI-3)

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Other approaches to nonbiased assessment

• System of multicultural pluralistic assessment
• Learning potential assessment device

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Adaptive Behavior Measures

• Usually not directly measured
• Parents or teachers informants
• Nonacademic functioning
• Interviews and/or questionnaires

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• AAMR adaptive behavior scale school (2nd)
• (ABS-S2)
• Adaptive and maladaptive behaviors
• 3-18 (or 21 for MR)
• Technical quality
• norm group info and
• reliability appears adequate
• Tech quality better than previous edition
• Administrative consideration
• Questionnaire and interview
• Training needed for parent scale

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ABS-S2 cont.

• Results and interpretation
• 5 factors personal self-sufficiency, community
  self-sufficiency, personal-social responsibility,
  social adjustment, and personal adjustment
• 10 adaptive skill areas communication,self
  care, home-living, social, community use,
  self-direction, health and safety, functional
  academics, leisure, and work.

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Other Measures of Adaptive Behavior
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• Vineland Adaptive Behavior Scales
• Three scales (2 interview and one classroom)
• Birth to 18-11 and low-functioning adults
• About 20 minutes
• Communication (receptive, expressive, and
  written)
• Daily living skills (personal, domestic and
  community)
• Socialization (relationships)
• Motor skills (gross and fine)

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• Scales of Independent Behavior-revised
• (SIB-R)
• Motor skills
• Social interaction and communication skills
• Personal living skills
• Community living skills

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• Weller-Strawser Scales of Adaptive Behavior for
  the Learning Disabled
• Social coping
• Relationships
• Pragmatic language
• Production
• Contains 35 items
• Limitation classifies students into 2 categories,
  Mild-moderate or moderate severe and lack of
  sample group

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• Adaptive Behavior Evaluation Scale Revised
  (ABES-R)
• 10 adaptive skill areas MR definition

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