Once consent was received the following report was conducted. Assessments Given Wechsler Preschool and Primary Scale of Intelligence 3rd Edition (WPPSI-III) “Use[s] age-appropriate word-based activities and mechanical, puzzle-like activities to test problem-solving skills. The assessments return scores involving verbal IQ and performance IQ, which may be broken down into several groupings” (Waltz, 1999). The test results for the Wechsler are in scaled format as well as IQ scores. The point of giving the WPPSI-III is “to measure intellectual abilities and academic achievement” of children 2.6 years to 7.3 years (Sellers, 2014).
Using the Stanford-Binet Intelligence Scales to Detect Developmental Delays in Pre-school Children Tania Feliciano Psychological Testing GPS 231.6 Professor Lynn Mudryk Abstract This paper explores the effectiveness in using the Stanford-Binet Intelligence Scale to detect developmental delays in pre-school age children. The study of intelligence has captivated the interest of many psychologists and scientists of different fields. They have encountered complexities of an individual and in their learning abilities. We will examine one of such tests in the beginnings of intelligence testing. The articles used will explain how this test was developed and how, when administered correctly, it can identify the signs of early developmental delays in children.
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
The child’s responses (Form C) page 4 5. The paper on which the child has drawn page 6 The essay in Section A: 1. Introduction page 7 2. Importance of psychological assessment in early childhood page 8 3. Factors to consider when assessing children page 9 3.1.
b. distinguish between academic and practical intelligence. c. identify children likely to have difficulty learning in school. d. assess general capacity for goal-directed adaptive behavior. 3. For the original version of the Stanford-Binet, IQ was defined as: a. mental age multiplied by 100. b. chronological age subtracted from mental age and multiplied by 100. d. chronological age divided by mental age and multiplied by 100. e. mental age divided by chronological age and multiplied by 100.
Effects of Research in Educational Psychology on Learning Braden R. Andrews Liberty University The purpose of the study conducted by Pedro Blanco and Dee Ray was to examine the effects of Child-Centered Play Therapy or CCPT on 1st graders who were academically challenged. Forty-three academically at-risk children were selected from Title I schools for the study. Students were deemed academically at-risk if they had been held back, did not perform well on stadnarized test, or if they were in custody of the state. The Young Children’s Achievement Test (YCAT), a comprehensive test that measures early academic achievement levels in children ages 4-8, was used as the testing instrument. After parental consent was received, each participant was administered the YCAT as a pre-test.
Journal Article Review Kurth, J, Mastergeorge, A, 2009, Academic and cognitive profile of students with Autism: Implications for classroom practice and placement. International Journal of Special Education, volume 24 pages 8-14. This article compared two different studies researching adolescents. with mild to moderate autism placements in an inclusion and special education classroom. It first defined autism as children having poor communication , extreme difficulty with social interactions, and respective behavior.
Therefore, a team was established to brainstorm and formulate a plan on how to remedy the problem in hopes to bring the scores up for the following year. As the new district Compliance Officer, I have been asked to lead the Language Arts Compliance Team and find solutions for the low scores received on the standardized tests. There are six members on the Language Arts Compliance Team. Each member represents a different grade level. Kindergarten through fifth grade are represented on the team, we also have one moderator.
Functional Behavioral Assessment and Behavioral Intervention Plan Grand Canyon University: Classroom Management for Students with Special Needs Karen Moeller April 24, 2013 A Functional Behavioral Assessment (FBA) is a systematic process of collecting information and identifying specific behaviors, relationships and patterns that lead to classification of behavior based upon function and context, not on how the behavior looks. A functional behavioral assessment is done when the classroom and school discipline plans are not working. It can also be put in place after repeated attempts to change undesired behavior have not been successful or after 10 days of suspension for identified students. The Functional Behavioral Assessment is data driven, and uses an assortment of strategies and techniques to recognize the reason or reasons for unsuitable or unacceptable behavior. The reason for developing a FBA would be to identify and encourage behavior that serves that same function for the students as the improper behavior but is more acceptable or appropriate.
Aptitude tests usually measure knowledge of an individual that has already gained before taking a test. These tests measure academic knowledge in subjects such as Math, English language and literature, science and reading comprehension. ( Abari, Tonya, 2012) While both the achievement and aptitude test measure an individual's knowledge in a number of subjects, aptitude tests scores are often used as college and military criteria. Many aptitude tests are considered predictive, often times gauging how a student will preform in other subjects at higher levels of education. Lower grades use tests that are generalized, predicting overall performance over a range of learning areas, the higher the grade level, the more specific the test becomes to a particular subject area.