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DAS-II

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Sarah Drought

on 15 July 2013

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Transcript of DAS-II

Differential Ability Scales,
Second Edition (DAS-II)

Sarah Drought and Heather Fehring
Overview
Test Administration
Scoring
Interpretation and Sample Report
Core Cluster and Composite Scores

130+ Very High Average
120-129 High Average
110-119 Above Average
90-109 Average
80-89 Below Average
70-79 Low Average
69 or lower Very Low Average range

-Comprehensive, individually administered, clinical instrument
-Created for ages 2:6 through 17:11
-Includes 20 possible subtests
-Measure cognitive abilities important to learning:
Verbal and visual working memory
Immediate and delayed recall
Visual recognition and matching
Processing and naming speed
Phonological processing
Understanding basic number concepts

Two separate batteries
Early Years Cognitive Battery
School-Age Cognitive Battery
-Verbal, nonverbal, spatial reasoning
-Ages 2:6 to 6:11
-Verbal, nonverbal reasoning, spatial reasoning
-Ages 7 to 17:11
-Also ages 5 to 6:11 (measure for gifted)
-Working memory, processing speed, school readiness
Recall of Designs
Word Definitions
Pattern Construction
Matrices
Verbal Similarities
Sequential & Quantitative Reasoning
Objective
-Measures nonverbal reasoning
-Perception and application of relationships among abstract figures
Administration
- Presented nonverbally, requires no oral response
- Multiple choice format
-Basal: Fewer than 3 wrong-continue to next decision point; Fewer than 3 correct- reverse to previous start point
- Ceiling: Set A- 4 failures on 5 consecutive items; Set B- 5 failures on 5 consecutive items
Objective
Administration
-Verbal reasoning and verbal knowledge
-Measures ability of child to identify the common concept linking three words
-Child given 3 words, asked how they go together or how they are alike
-Basal: Fewer than 3 wrong-continue to next decision point; Fewer than 3 correct- reverse to previous start point
- Ceiling: 5 consecutive failures
Scoring
- 1 point for correct response
- 0 for incorrect
Interpretation
-Reasoning ability
-Visual-spatial difficulties
Tips
-Consider ability when determining start point
-Directions repeated as often as necessary, but must adhere to script
- Give praise for teaching items
Matrices (Continued)
Scoring
Interpretation
Tips
Verbal Similarities (Continued)
-Verbal, inductive reasoning ability, vocabulary, general knowledge, logical or abstract thinking
-Score child's best response if several listed
-Items 1-26: 1 point for correct; 0 for incorrect
-Items 26- 33: 2 points for correct; 1 for partially correct after query; 0 for incorrect

- Consider ability for start point
- Can only repeat items 3 times
-Sample responses in administration
-Watch for query items!
-Praise for teaching items
Objective
Administration
Sequential & Quantitative Reasoning (Continued)
Scoring
Interpretation
Tips
-Detection of sequential patterns in figures or numbers
-Provides measure of nonverbal reasoning through the education of relations and correlates
- Items presented visually, with minimal verbal instruction
-Child provides missing item in series varying in location
- Basal: Fewer than 3 wrong-continue to next decision point; Fewer than 3 correct- reverse to previous start point
- Ceiling: Set A- 3 failures in 4 consecutive items; Set B- 4 consecutive failures
- 1 point for correct response
- 0 for incorrect
- Perceive sequential patterns/relationships, draw conclusions from known facts, analytical reasoning, integration of visual information processing with verbal, solution strategies
-Consider ability for start point
-Child must point to response
-Items may be repeated as necessary
- Give praise for teaching items
School Age Core Subtests
Early Year Core Subtests
Core and Diagnostic Subtests
Diagnostic Subtests
Verbal Comprehension
Picture Similarities
Naming Vocabulary
Pattern Construction
Matricies
Copying

Verbal Similarities (Verbal)
Word Definitions (Verbal)
Pattern Construction (Spatial)
Recall Designs (Spatial)
Matricies (Nonverbal Reasoning)
Sequential and Quantitative
Reasoning (Nonverbal Reasoning)
Recall of Digits Forward (2:6-17:11)
Recognition of Pictures (2:6-13:5)
Early Number Concepts (2:6-6:11)
Matching Letter-Like Forms (4:0-6:11)
Recall of Objects- Immediate & Delayed (4:0-17:11)
Phonological Processing (5:0-12:11)
Recall of Sequential Order (5:0-17:11)
Speed of Information Processing (5:0-17:11)
Recall of Digits Backwards (5:0-17:11)
Rapid Naming (5:0-17:11)

Verbal Similarities
Pattern Construction
-Overall standardization sample's average reliability coefficients of Early Years subtest range from .79 to .94
-School-Age ranged from .74 to .94
-Subtest reliabilities for special populations are similar to or higher than the normative sample
Reliability
Validity
-The mean scores of the DAS-II were very consistent with WPPSI-III and WISC-IV
-Internal and external validity of the DAS-II have shown evidence for the structure of the battery and for the relationship with its composites, clusters, and subtests with other cognitive and achievement measures
Statistics Used
-U.S. population 3,480 participants
- Ages 2:6-17:11
-Equal number male & female
-Race/Ethnicity proportions were equivalent to October 2002 Census data
- U.S. was divided into four major geographic regions


Objective
-Measures the ability of the child to recall briefly exposed abstract designs by drawing them with pencil & paper.
Administration
-A design is shown to a child, then taken away. The child has to draw it from memory
-Basal: Fewer than 3 passes (at least 1 point)
-Ceiling: 5 consecutive failures
Scoring
Interpretation
Tips
-Points are not assigned until after testing is complete
-Drawings receive 0-3 points depending on quality (see scoring manual)
-Visual Spatial
-Retention
-Motor Skills
-Number the papers given to the child
-Put your hand over child's paper
-Allow child to make a second drawing
-Allow them to erase

Objective
-Measures the ability of the child to define words presented orally by the examiner
-Measures expressive language ability
Administration
-A word is presented orally to a child who is asked what the word means.
-Q & Apples
-Basal: Fewer than 3 wrong continue to next decision point, Fewer than 3 right go back to previous start point
-Ceiling: 5 Consecutive failures
Scoring
Interpretation
Tips
-Record each child's response verbatim
-Record a Q to indicate any responses that follows a questioning.
-Score 1 point for correct response, 0 for incorrect
-Measures acquired verbal knowledge
-Vocabulary knowledge
-Teaching items have an apple and a blue bolded text after each question
Objective
Administration
-Contributes to Nonverbal and Spatial Ability
-3 sets A,B,C
-Arrows on diagram indicate child's location to the model
-Items with 2 trials do not give a second trial if the child passes the first.
-Model, Picture, Demonstration
Scoring
Interpretation
Tips
-Rotated designs are correct for Set A
-Vertical designs must stand for 3 seconds
-Record incorrect constructions in blank grids on scoring sheet
-Alternative scoring for timed version
-Visual-Spatial skills
-Nonverbal reasoning
-Follow along in administration & scoring manual closely- each item is different with corrections, trials, and praise.
-Raw score to ability score (example)
-Ability score converted to T score using table A. 1
-Percentile using table A.1
-Age equivalent using table A.6
-Sum T scores
-Find standard score using Tables A.2-A.4
-For practice only find GCA (General Conceptual Ability) using table A.3
References
Elliott, C. D. (2006). Retrieved from http://www.pearsonassess.ca/ haiweb/Cultures/en-CA/Products/Product Detail.htm?CS_ProductID=158338847&CS_Category=psychological-cognition-intelligence&CS_Catalog=TPC-CACatalog
Dumont, W. (2007). Retrieved from http://alpha.fdu.edu/psychology/DAS.html
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