The Denver II Assessment And The Goodenough Draw A- Man Test

To measure progress over a period of time, the protocol can be used three times in order to monitor the child’s progress in developmental areas. The assessment is made up of subtests which

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

The subtests in the IED-II include 11 areas of development. These areas include preambulatory motor skills, gross motor skills, fine motor, self-help skills, speech and language skills, general knowledge/comprehension, social emotional development, readiness, basic reading skills, basic math for criterion-referenced and manuscript writing (Davis pg 2). The

The test is administered in the spring and the results provide students, teachers, and parents with an objective view of the student’s strengths and weaknesses. The listening and speaking scores are combined to obtain an overall scale score, as are the reading and writing scores. The overall performance is determined by the scores in each combined area. A conversion chart is provided in each grade band, to convert the raw score to a scale score. Then depending on where the scale scores land will give you the placement level that the student is at. To move from one level to another both component scores must land in the upper level range. A student, who advances in only one

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

The two-pronged test was developed to “determine whether that information demonstrated probable cause” (Ingram p.172) where the first part of the test, “an informant’s veracity and reliability had to be determined prior to finding that the informant’s information supplied probable cause” (Ingram p.173) In this part of the test the police had to prove that the informant was a believable person” (Ingram p.173), such as having a history of “giving a reliable and truthful information to the police in the past, and might even implicated himself or herself in a crime just to prove to the police that he or she is telling the truth. The reliability of certain personalities as an informant such as the “local priest, mayor and another police officer

It tests cognitive performance in six domains: reaction time, processing speed, learning, working memory, delayed memory, and spatial memory (Kane, Roebuck-Spencer, Short, Kabat, Wilken, 2007;, Eonta, et al., 2011). It has been shown to be a reliable screening tool for detecting neurocognitive deficits, especially when compared to baseline measures (Kelly, Coldren, Parish, Dretsch, Russell, 2012; Johnson, Vincent, Johnson, Gilliland, & Schlegel, 2008; Roebuck-Spencer, Vincent, Gilliland, Johnson, & Cooper, 2013; Woodhouse, et al., 2013).

38 Eight year-old Daniel was administered the Binet-Simon Scale that suggested he was functioning at the same level as a senior in

The TGDM-2 is an effective assessment tool because it creates a baseline measure to see where the students are up to in each skill. With this test we see developmental differences in movement patterns among the students (Gallahue, 26). It shows teachers where students excel and where they struggle. It is beneficial for teachers to see what their students need to work on the most and what they have down. By altering the task and environment teachers can make students more successful and help them succeed (Gallahue,

Regarding educational-decision making, the mother reported that the child attended KinderCare at 10 months old. The child attended the program for six hours a day, five days a week. She continued there through pre-K. In the subsequent years she attended from 8:00 a.m. to 4:30 p.m.

The had to have an IQ of 80 or above, have a diagnosis of ADHD, have no other neurological disorders, have normal vision, and normal hand functions. The participants were also asked to not take any of their prescribed ADHD medications during the days in which they were tested. Each participant took the CPT-II twice with 4 weeks in-between each. The participants took the CPT-II while wearing a weighted vest that had roughly 10% of their body weight in it. The researchers also had a group of participants who were wearing vests that only contained 1% of their body weight in it. After the 4 week interval, the participants with the 10% vest then wore the 1% vest and the participants with the 1% vest wore the 10% vest. There were 2 occupational therapists recording data on the children and these therapists did not know what the researchers were

Major Concepts of the Theory: The major focus of Barnard’s theory or model was to develop an assessment tool to evaluate a child’s health, growth

If a child’s score for any area is at or below the cutoff point, the child is recommended for a referral for further developmental evaluation.

| |with each of the assessment tools, is also available in PDF format at the authors’ Web site at |

Individuals should have an easy time completing this assessment. The format should prevent any inaccuracy in responses. The questions are written at a sixth-grade level. This could cause a problem for some individuals who can’t