Advertisement

Instrument Selection

  • Nancy C. Hubert
  • Jan L. Wallander
Part of the Perspectives in Developmental Psychology book series (PDPS)

Abstract

Assessment of developmentally disabled infants and preschoolers is a vital yet challenging task. Throughout the development of disabled children, assessments are conducted across numerous skill domains to aid in the multiple decisions that face affected parents and professionals. However, because of the great variation in the type, degree, and display of developmental disabilities, these children can seemingly defy standardized assessment. Nonetheless, professionals from many disciplines are repeatedly confronted with decisions, if not dilemmas, regarding how best is the selection of instruments for assessment. Three major types of considerations are involved in selecting an instrument: practical considerations, psychometric considerations and consideration of the assessment objectives. This chapter will discuss each of these, with the greatest emphasis placed on assessment objectives. The goal is to articulate a model or strategy for making decisions regarding the selection of assessment instruments for developmentally disabled children. The resulting model represents an attempt to integrate these three major types of considerations. Particular reference will be made to the assessment of cognitive abilities because of the authors’ familiarity with this area; however, it is our belief that the discussion is applicable to the assessment of other abilities as well.

Keywords

Decision Theory Assessment Objective Assessment Procedure Disable Child Deaf Child 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Allen, M. G., & Yen, W.M. (1979). Introduction to measurement theory. Monterey, CA: Brooks/Cole.Google Scholar
  2. American Psychological Association. (1974). Standards for educational and psychological tests. Washington, DC: American Psychological Association.Google Scholar
  3. Anderson, R. J., & Sisco, F. H. (1977). Standardization of the WISC-R performance scale for deaf children. Washington, DC: Gallaudet College Office of Demographic Studies.Google Scholar
  4. Arthur, G. (1949). The Arthur adaptation of the Leiter International Performance Scale. Journal of Clinical Psychology, 5, 345–349.PubMedCrossRefGoogle Scholar
  5. Bagnato, S., & Neisworth, J. (1981). Linking developmental assessment and curricula. Rockville, MD: Aspen.Google Scholar
  6. Baker, A. (1983). Psychological assessment of autistic children. Clinical Psychology Review, 3, 41–59.CrossRefGoogle Scholar
  7. Bayley, N. (1969). Bayley Scales of Infant Development: Birth to two years. New York: Psychological Corporation.Google Scholar
  8. Buros, O. K. (Ed.). (1978). The Eighth Mental Measurement Yearbook. Highland Park, NJ: Gryphon.Google Scholar
  9. Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multi-method matrix. Psychological Bulletin, 56, 81–105.PubMedCrossRefGoogle Scholar
  10. Conger, A. J. (1974). Estimating profile reliability and maximally reliable composites. Multivariate Behavioral Research, 9, 85–104.CrossRefGoogle Scholar
  11. Conger, A. J., & Lipshitz, R. (1973). Measures of reliability for profiles and test batteries. Psychometrike, 38, 411–427.CrossRefGoogle Scholar
  12. Cronbach, L. J. (1970). Essentials of psychological testing. New York: Harper & Row.Google Scholar
  13. Cronbach, L. J., & Glaser, G. C. (1965). Psychological tests and personnel decisions. Urbana: University of Illinois Press.Google Scholar
  14. Doll, E. A. (1953). Vineland Social Maturity Scale. In A. Weider (Ed.), Contributions toward medical psychology: Theory and psychodiagnostics method (Vol. 2.). New York: Ronald Press.Google Scholar
  15. Frankenburg, W. K., Dobbs, J. B., Fandal, A.W., Kazuka, E. & Cohrs, M. (1975). The Denver Developmental Screening Test. Journal of Pediatrics, 71, 181–191.Google Scholar
  16. French, J. L. (1964). Manual: Pictorial test of intelligence. Boston: Houghton Mifflin.Google Scholar
  17. Green, B.F. (1981). The primer of testing. American Psychologist, 35, 1012–1027.Google Scholar
  18. Hayes, S. P. (1950). Measuring the intelligence of the blind. In P. A. Zahl (Ed.), Blindness, modern approaches to the unseen environment. Princeton: Princeton University Press.Google Scholar
  19. Hiskey, M. (1966). Hiskey-Nebraska Test of Learning Aptitude. Lincoln, NE: Union College Press.Google Scholar
  20. Hoffman, H. (1974). The Bayley Scales of Infant development: Modifications for youngsters with handicapping conditions. Commack, NY: Suffolk Rehabilitation Center.Google Scholar
  21. Kaufman, A. S. (1979). Intelligent testing with the WISC-R. New York: Wiley-Interscience.Google Scholar
  22. Leiter, R. G. (1948). Leiter International Performance Scale. Chicago: Stoelting.Google Scholar
  23. Maxfield, K. E., & Buchholz, S. (1957). A Social Maturity Scale for Blind Preschool Children: A guide to its use. New York: American Foundation for the Blind.Google Scholar
  24. McCarthy, D. (1972). McCarthy Scales of Children’s Abilities. New York: Psychological Corporation.Google Scholar
  25. Reynell, J. (1979). Reynell-Zinkin Scales: Developmental scales for young visually handicapped children Part 1: Mental development. Windsor, Berkshire, Great Britain: NSER Publishing.Google Scholar
  26. Sanford, A. R. (1974). Learning Accomplishment Profile. Chapel Hill, NC: Chapel Hill Training Outreach Project.Google Scholar
  27. Sattler, J. M. (1982). Assessment of children’s intelligence and special abilities. Boston: Allyn & Bacon.Google Scholar
  28. Schopler, E., & Reichler, R. J. (1979). Individualized assessment and treatment for autistic and developmentally disabled children. Vol. 1: Psychoeducation profile. Baltimore: University Park Press.Google Scholar
  29. Stutsman, R. (1948). Merrill-Palmer Scale of Mental Tests. Los Angeles: Western Psychological Services.Google Scholar
  30. Swaminathan, H., Hambleton, R. K., & Algina, J. (1974). Reliability of criterion-referenced tests: A decision-theoretic formulation. Journal of Educational Measurement, 11, 263–267.CrossRefGoogle Scholar
  31. Terman, L. M., & Merrill, M. A. (1960). Stanford-Binet Intelligence Scale. Boston: Houghton Mifflin.Google Scholar
  32. Ulrey, G., & Rogers, S. J. (1982). Psychological assessment of handicapped infants and young children. New York: Thieme-Stratton.Google Scholar
  33. Wechsler, D. (1967). Wechsler Preschool and Primary Scale of Intelligence. New York: Psychological Corporation.Google Scholar
  34. Wechsler, D. (1974). Wechsler Intelligence Scale for Children—Revised. New York: Psychological Corporation.Google Scholar

Copyright information

© Springer Science+Business Media New York 1988

Authors and Affiliations

  • Nancy C. Hubert
    • 1
  • Jan L. Wallander
    • 1
  1. 1.Sparks Center for Developmental and Learning Disorders, and the Department of PsychologyUniversity of Alabama at BirminghamBirminghamUSA

Personalised recommendations