The Kaufman Assessment Battery For Children

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

According to the technical manual, Test Validity can be defined as the degree to which empirical evidence and theory support the use and interpretation of the test (Schrank & McGrew, 2001). The main constructs and measures attained by the WJ III are resultant from the Cattell Horn Carrol theory of the cognitive abilities (CHC theory). Content validity, which is how well a test measures the behaviors it was intended to measure, was accompanied through requirement of a master test and cluster-content revision blueprint. Each cluster of the Woodcock- Johnson COG battery was created to heighted the range of validity measurement (Schrank & McGrew, 2001). This was done by providing two qualitatively separate narrow abilities included in the broad ability, as defined by CHC theory. The WJ III ACH was also knowledgeable by CHC theory. In order to strengthen

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

The purpose of assessment and planning with children and young people in residential childcare is to identify their needs and abilities and then how staff can work with that child or young person and then also develop any of their needs. Planning takes into account the real needs of an individual young person, their age, likes and dislikes, goals, levels of ability etc. This is done to ensure that individual goals and targets are appropriate and fair. Young people will be most interested in activities and experiences that are designed to be relevant to them; therefore, they are able to learn more effectively.

I completed the Denver II Developmental Screening on a five year old boy, initials B. F. The Denver II Developmental Screening test is designed to compare children’s performance on a selection of tasks in order to assess developmental problems and risk of developing these problems in the future. Nurses must be able to perform developmental screenings in order to identify factors that could hinder optimal health (Gaines, 2005, p. 522). Gaines, Jenkins & Ash (2005) recommend that health screening activities be integrated into nursing education to empower future nurses to provide health promotion services.

The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.

I showed him a picture of a ball, pencil, the number 8, a book, a toy car, and a chair. He remembered the number 8 because that’s how old he was, the chair and ball because they were too easy, and the toy car because he loves cars.

Relating to KABC and the KTEA, Kaufman developed a test called the KTEA-3 for children who have been classified with specific learning disabilities, intellectual challenges, or may have some type of academic deficiencies. This test was critical to ensure that every child was able to be properly assessed based on their individual needs.

The normative information is limited. All that is known about the normative group is that it consisted of 200 children ages 3-10. This test is appropriate for the age group of children tested, 3-10. Knoff (1992) suggests that, “they fail to elaborate on this assertion, providing no data, documentation, or critical analysis. The CAT remains largely untested, despite the large number of articles published on its use.”

The Developmental Assessment of Young Children-Second Edition (DAYC-2) is a test given to children from birth through age 5 to measure if there are any delays in the early childhood development through the five different domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. This test is individually administered and is norm referenced measure of early childhood development.

List two potential problems that a nurse may discover in an assessment of each age group.

The subjects of the test were children between the ages of three to seven years

I enjoyed reading your post! You have made several good points. I like how you tied opinion into making a hypothesis, then using the assessments to confirm or disprove one's hypothesis about the behavior being observed. Behavior analysts have to observe what precedes (antecedent) a behavior before it happens and what happens after the behavior (consequence). They take what is called ABC data (Antecedent-Behavior-Consequence). This data helps to identify the function of the behavior. FBA's (Functional Behavior Assessments) are also given to help better understand what the behavior is and how it serves the client. The ABC data and FBA are both tools used to help a behavior analyst to confirm their professional opinion and provide the

identifying the relationships between the unique characteristics of the individual and the contextual variables that trigger and reinforce behavior can we begin to truly understand human behavior and work in concert with the person and those in his or her environment to develop interventions that lead to socially significant and meaningful behavior change. Identifying these relationships is the core of FBA. (Steege) Steege, Mark W. Conducting School-Based Functional Behavioral Assessments, Second Edition, 2nd Edition. The Guilford Press, 20090123. VitalBook file. The citation provided is a guideline. Please check each citation for accuracy before

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and