{"id":104,"date":"2019-01-11T17:15:29","date_gmt":"2019-01-11T22:15:29","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/jengle\/?post_type=chapter&#038;p=104"},"modified":"2021-07-14T00:35:01","modified_gmt":"2021-07-14T04:35:01","slug":"out-of-age-range","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/jengle\/chapter\/out-of-age-range\/","title":{"raw":"Plan B: Out of age range assessments and age equivalent scores","rendered":"Plan B: Out of age range assessments and age equivalent scores"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><a id=\"#out\"><\/a>Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Describe the benefits and drawbacks of using a developmental assessment measure in older children with severe disabilities.<\/li>\r\n \t<li>Understand the limitations of age equivalent scores.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2><strong>Developmental assessments in older children<\/strong><\/h2>\r\nSome children will not be able to complete standardized, age-appropriate measures, even when using tests with \"low floors,\"\u00a0 and with appropriate accommodations. This is often the case for children who's developmental level is below approximately age 3. For these children, one way of conducting a structured assessment of developmental level is to use one of the infant (developmental) assessment measures such as the Bayley-4. These measures are designed to directly measure developmental level through a series of interactive activities. Doing a developmental assessment allows for documentation of functioning through developmentally appropriate assessment materials.\r\n\r\n<span style=\"font-size: 1em\">However, developmental assessments are designed for children with typical motor and sensory functioning. For children with multiple, severe <\/span>disabilities<span style=\"font-size: 1em\">, you may only be able to complete certain parts of a developmental assessment (e.g., if a child has significant motor or sensory dysfunction). For example, the Bayley-4 Cognitive asks children to place blocks in a cup, which would be impossible for some children with severe motor disabilities. Also, if there is a query of Autism, self-directed behaviour may interfere with the child\u2019s ability to follow directions and thus results could under-estimate capabilities.<\/span>\r\n\r\n<span style=\"font-size: 1em\">Using a developmental measure, you will get valuable direct observations of the child's developmental capabilities. For example, do they have object permanence? Do they understand simple cause and effect reasoning? What level of play skills do they demonstrate?\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">If you are able to complete a full measure, you can also calculate\u00a0age equivalent scores.\u00a0An age equivalent (AE) score indicates the age at which a given raw score is equal to the median (or mean) raw score for a particular age level.<\/span>\r\n<h2><span style=\"text-align: initial;font-size: 1em\"><strong><a id=\"age\"><\/a>Limitations of <\/strong><\/span><strong>age equivalent scores<\/strong><\/h2>\r\n<ul>\r\n \t<li>AE scores are an ordinal, not a ratio or an interval scale of measurement. They cannot be added, subtracted, or averaged. Being ordinal, a 3 month difference at age 4 can be very different than a 3 month difference at age 14.<\/li>\r\n \t<li>AEs do not take into account the range of normal performance. A child age 8:0 with an AE of 6:10 on WISC-5 Vocabulary may appear to be impaired based on the AE, but this is equivalent to a Standard Score of 8 (Average).<\/li>\r\n \t<li>AEs are not comparable across subtests (even on the same test). For example, you may see an AE score on the WIAT Word Reading subtest which is lower than the AE score on WIAT Numerical Operations subtest, even though Word Reading has a higher standard score compared to Numerical Operations.<\/li>\r\n \t<li>A 14 year old who scores at the 12 month old level on the Bayley-4 has a very different developmental experience than a typical 12 month old infant. It is unlikely that they function like a typical 12 month old child.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">So what to do? Be aware of the limitation of AE scores.\u00a0Use AEs when they are useful, but interpret with caution and <strong>only in the context of a broader assessment of the child<\/strong>.<\/p>\r\n\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Using a structured developmental assessment (such as the Bayley-4), can be a useful way of gathering information about a child's developmental level in a child who cannot complete a standardized measure of IQ.<\/li>\r\n \t<li>Developmental assessments were not designed for children with motor or sensory impairments, and thus may be difficult to administer and interpret in this population.<\/li>\r\n \t<li>For children who can complete a developmental assessment, an age equivalent score can provide information which can be incorporated into your broader assessment of the child. Age equivalent scores have significant psychometric limitations and should be interpreted with caution, only in the context of the broader assessment.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Resources for Further Education<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Maloney, E.S. &amp; Larrivee, L.S. (2007)\u00a0<a href=\"https:\/\/doi.org\/10.1044\/cicsd_34_F_86\">Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests.<\/a> Contemporary Issues in Communication Science and Disorders, 34, 86-93.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><a id=\"#out\"><\/a>Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Describe the benefits and drawbacks of using a developmental assessment measure in older children with severe disabilities.<\/li>\n<li>Understand the limitations of age equivalent scores.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2><strong>Developmental assessments in older children<\/strong><\/h2>\n<p>Some children will not be able to complete standardized, age-appropriate measures, even when using tests with &#8220;low floors,&#8221;\u00a0 and with appropriate accommodations. This is often the case for children who&#8217;s developmental level is below approximately age 3. For these children, one way of conducting a structured assessment of developmental level is to use one of the infant (developmental) assessment measures such as the Bayley-4. These measures are designed to directly measure developmental level through a series of interactive activities. Doing a developmental assessment allows for documentation of functioning through developmentally appropriate assessment materials.<\/p>\n<p><span style=\"font-size: 1em\">However, developmental assessments are designed for children with typical motor and sensory functioning. For children with multiple, severe <\/span>disabilities<span style=\"font-size: 1em\">, you may only be able to complete certain parts of a developmental assessment (e.g., if a child has significant motor or sensory dysfunction). For example, the Bayley-4 Cognitive asks children to place blocks in a cup, which would be impossible for some children with severe motor disabilities. Also, if there is a query of Autism, self-directed behaviour may interfere with the child\u2019s ability to follow directions and thus results could under-estimate capabilities.<\/span><\/p>\n<p><span style=\"font-size: 1em\">Using a developmental measure, you will get valuable direct observations of the child&#8217;s developmental capabilities. For example, do they have object permanence? Do they understand simple cause and effect reasoning? What level of play skills do they demonstrate?\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">If you are able to complete a full measure, you can also calculate\u00a0age equivalent scores.\u00a0An age equivalent (AE) score indicates the age at which a given raw score is equal to the median (or mean) raw score for a particular age level.<\/span><\/p>\n<h2><span style=\"text-align: initial;font-size: 1em\"><strong><a id=\"age\"><\/a>Limitations of <\/strong><\/span><strong>age equivalent scores<\/strong><\/h2>\n<ul>\n<li>AE scores are an ordinal, not a ratio or an interval scale of measurement. They cannot be added, subtracted, or averaged. Being ordinal, a 3 month difference at age 4 can be very different than a 3 month difference at age 14.<\/li>\n<li>AEs do not take into account the range of normal performance. A child age 8:0 with an AE of 6:10 on WISC-5 Vocabulary may appear to be impaired based on the AE, but this is equivalent to a Standard Score of 8 (Average).<\/li>\n<li>AEs are not comparable across subtests (even on the same test). For example, you may see an AE score on the WIAT Word Reading subtest which is lower than the AE score on WIAT Numerical Operations subtest, even though Word Reading has a higher standard score compared to Numerical Operations.<\/li>\n<li>A 14 year old who scores at the 12 month old level on the Bayley-4 has a very different developmental experience than a typical 12 month old infant. It is unlikely that they function like a typical 12 month old child.<\/li>\n<\/ul>\n<p class=\"import-Normal\">So what to do? Be aware of the limitation of AE scores.\u00a0Use AEs when they are useful, but interpret with caution and <strong>only in the context of a broader assessment of the child<\/strong>.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Using a structured developmental assessment (such as the Bayley-4), can be a useful way of gathering information about a child&#8217;s developmental level in a child who cannot complete a standardized measure of IQ.<\/li>\n<li>Developmental assessments were not designed for children with motor or sensory impairments, and thus may be difficult to administer and interpret in this population.<\/li>\n<li>For children who can complete a developmental assessment, an age equivalent score can provide information which can be incorporated into your broader assessment of the child. Age equivalent scores have significant psychometric limitations and should be interpreted with caution, only in the context of the broader assessment.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Resources for Further Education<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Maloney, E.S. &amp; Larrivee, L.S. (2007)\u00a0<a href=\"https:\/\/doi.org\/10.1044\/cicsd_34_F_86\">Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests.<\/a> Contemporary Issues in Communication Science and Disorders, 34, 86-93.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":620,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[59],"license":[],"class_list":["post-104","chapter","type-chapter","status-publish","hentry","contributor-jen-3"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/chapters\/104","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/wp\/v2\/users\/620"}],"version-history":[{"count":24,"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/chapters\/104\/revisions"}],"predecessor-version":[{"id":806,"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/chapters\/104\/revisions\/806"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/chapters\/104\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/wp\/v2\/media?parent=104"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/pressbooks\/v2\/chapter-type?post=104"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/wp\/v2\/contributor?post=104"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jengle\/wp-json\/wp\/v2\/license?post=104"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}