Unit 5 Assignment 1

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Running head: EVAL TECHNICAL QUALITY 1 Evaluation of Technical Quality Unit 5 Assignment 1 PSY – 7610 Tests and Measurements Dr. Lynette Bujack Capella University Fall 2023 Lindsay Simmons

Running head: EVAL TECHNICAL QUALITY 2 Introduction For the previous assignment, the selected standardized tests consisted of the Assessment of Basic Language and Learning Skills, Revised (ABLSS-R), the Verbal Behavior Milestone and Placement Program (VB-MAPP), and Motivation Assessment Scale (MAS) of behavioral analytic skills assessments. These standardized tests are used to assess various skills of individuals in the educational system who struggle with a disability. However, one of the main mental disorders which are observed is known as Autism Spectrum Disorder (ASD). While there are various types of ASD, these tests may access the impacted individual’s behavioral, social, and verbal functions from childhood to adulthood (Lord et al., 2020). In Educational Psychology, disability counselors and professors in the higher educational level may require documentation to provide the necessary accommodations for disabled students to succeed as well as understanding from an applied behavioral analysis standpoint of view (Barnard-Brak et al., 2010). Technical Review ABLLS-R Usry, J., Partington, S. W., & Partington, J. W. (2018). Using expert panels to examine the content validity and inter-rater reliability of the ABLLS-R. Journal of Developmental and Physical Disabilities, 30(1), 27-38. For this study, the purpose of the research is to determine content validity and inter-rater reliability of the ABLSS-R by the collected data of 2 expert panel groups (Usry et al., 2018). The first expert panel was comprised of 6 certified behavioral analysts. Each of these analysts had a minimum of 5 years of experience in working with children formally diagnosed with ASD, or if the individual was uncertified at the time, at least 7 years of experience. Each expert in the panel group completed the required training on administration of the ABLSS-R. The second expert

Running head: EVAL TECHNICAL QUALITY 3 panel was comprised of 5 individuals without expert training, but possessed either 1 of 3 criteria, which were ASD treatment therapies, experience with ASD children in the educational environment, or a college degree with behavioral background. Both panels were allowed 3 weeks to complete the VB-MAPP assessment, and both panels met the allotted timeframe. The first panel yielded an 81% content validity with 441 out of 544 items, which were considered essential, while the second panel yielded an intraclass correlation coefficient of 0.95 and a p value less than 0.001 (Usry et al., 2018). The results of this study suggest that ABLSS-R produced valid results from the assessment procedures. Partington, J. W., Bailey, A., & Partington, S. W. (2018). A Pilot Study Examining the Test– Retest and Internal Consistency Reliability of the ABLLS-R. Journal of Psychoeducational Assessment, 36(4), 405–410. The purpose of this study is to find evidence of internal consistency and test-retest reliability for ABLLS-R due to the lack of empirical evidence using data from young children which are not characterized by the range of autistic behavior (Partington et al., 2018). The children in the study consisted of 52 individuals ranging from the ages of 6 to 72 months of age with a total of 50 undergraduate assessors, who received training on administering the ABLSS-R assessment. All assessors knew the child who was taking the ABLSS-R assessment in the home setting for familiarity and comfort purposes. All data was entered into the WebABLSS-R system online during a total of 3-month intervals. All children scored within average developmental ranges. The study yielded evidence of decent test-retest reliability with correlation coefficients of 0.84 at 3 months, 0.77 at 6 months, and 0.62 at 9 months, and 0.54 at 12 months. The study

Running head: EVAL TECHNICAL QUALITY 4 yielded profound evidence of internal consistency reliability, considering the alpha coefficient was greater than 0.90 (Partington et al., 2018). Technical Review VB-MAPP Montallana, K. L., Gard, B. M., Lotfizadeh, A. D., & Poling, A. (2019). Inter-rater agreement for the milestones and barriers assessments of the verbal behavior milestones assessment and placement program (VB-MAPP). Journal of Autism and Developmental Disorders, 49(5), 2015-2023. Intraclass correlation coefficients were used to measure the VB-MAPP obstacles and milestone assessments in this study (Montallana et al., 2019). There were 32 participants diagnosed individuals with ASD who received a referral from a doctor for behavioral assessment services due to no experience with applied behavioral analysis therapy. A total of 24 experienced assessors, who received self-paced training by the manuals, administered the VB-MAPP in a familiar environment of the client. This environment was part of the client’s daily routine, whether it was the home, a facility, or a comfort area. These assessors also had experience with educational purposes in behavioral analysis. All data was collected and recorded on a scoring sheet, which displayed finalized results of a 98.7% reliable data input with reliable coefficients of 0.876 and 0.629 for the Barriers and Milestones Assessment (Montallana et al., 2019). A few noted limitations of this study may include a lack of age distribution, skewed gender results, expertise levels of the assessors, and the type of ASD, from mild to severe. Psychometric properties of the VB-MAPP are not established, and the assessment requires evaluation of reliability with additional studies and research (Montallana et al., 2019).

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