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Assessment Instruments & Methods in Special Education (Peabody…
Assessment Instruments & Methods in Special Education
Stanford-Binet Intelligence Scale
The Scale was developed to help identify children who needed to be in special education programs.
The test was used by the American Psychological Association to test the intelligence of army recruits. And since then, later and updated versions were released in 1937, 1960, 1986, and 2003. The latest is the fifth edition that is simply referred to as the Stanford-Binet 5.
Purpose
Use to measure an individual’s intelligence. The Stanford-Binet Intelligence Scale measures three key mental abilities of individuals whose ages range from 2 to 23 years old.
These are memory retention, basic cognitive processing, and general intelligence.
These are measured using five factors, namely, working memory, visual-spatial processing, knowledge, quantitative reasoning, and fluid reasoning.
The test also pinpoints communication disorders: five factors are tested in two domains, the verbal, and the non-verbal.
The results can also be used in predicting a student’s academic success; treated as an aptitude test.
Many psychologists still use the test to diagnose a student’s learning disabilities and to evaluate the mental capacity to reveal either retardation or giftedness. This evaluation leads to better educational plans.
Administration
The Stanford-Binet Intelligence Scale may take as little as 45 minutes or as long as 2 hours and 30 minutes, depending on the number of sub-tests administered to the examinee.
The older ones take more sub-tests and more sub-tests take a longer time to complete.
All examinee must take six of these sub-tests, which are
1.Comprehension
2.Vocabulary
3.Quantitative
4.Pattern Analysis
5.Bead Memory
6.Memory for Sentences
There are a total of 15 sub-tests in which the scores are grouped into four areas:
Groups
Verbal Reasoning – The score in verbal reasoning is supposed to reflect the examinee’s verbal knowledge, which is acquired in school and at home. The score shows the examinee’s ability to apply such knowledge to new situations.
Quantitative Reasoning – The score in quantitative reasoning demonstrates the examinee’s knowledge and skill in using numerical concepts.
Abstract/Visual Reasoning – The score in abstract/visual reasoning indicates the examinee’s abilities to solve problems through reasoning, to determine the logic behind patterns, and to perform mathematical operations.
Short-Term Memory – The score in short-term memory shows the examinee’s skills in focusing, using short-term memory, and understanding sequences.
Limitations
One of the most well developed standardized tests in the field of education, scores of this assessment instrument are sometimes treated as unquestionable.
High score are treated as giftedness and exceptionality and a low scores means mental retardation.
Teachers sometimes forget that an individual’s intelligence is assessed by using more than one instrument and is influenced by several factors.
There are cases when the scores obtained from this test was rendered invalid.
Example
A considerable number of preschoolers may obtain a score of zero. This does not imply that the preschoolers have profound mental retardation. The zero score might be due to the preschoolers’ lack of co-operation and concentration during the test. Or it might be due to the test’s difficulty.
Peabody Developmental Motor Scale
The Peabody Developmental Motor Scale-2, of course, is just one of the most commonly-used assessments for measuring the motor skills of toddlers.
For children with special needs, the Peabody Development Motor Scale is one of the most reliable testing instruments used by many professionals, such as therapists, psychologists, and diagnosticians.
Purpose--- is to test the motor skills of children.
Fine motor skills, on the other hand, involve using smaller muscles, particularly the muscles in the hand. A child, at a specific age, is expected to display proficiency at certain motor skills.
Results will be use by the IEP team to develop a more responsive learning and remediation program for the child with special needs
Gross motor skills involve using large muscles such as in bending, balancing, crawling, walking, and jumping.
Administration of the Test
The assessment is composed of six sub-tests that include special instructions on how each is administered to the preschool-age child.
Reflexes –This is administered only to children who are 11 months and younger because reflexes have been observed to be extensively integrated within 12 months.
Stationary – This aims to measure the child’s ability to maintain balance or equilibrium. It involves mainly the ability of the preschool-age child to control his or her body. It is composed of 30 items.
Locomotion – This evaluates the child’s ability to move. The movement involves crawling, walking, running, and other similar actions. The sub-test has 89 items.
Object Manipulation – In this aspect, the object that is manipulated is a ball with children who are older than 11 months. It involves 24-item activities such as throwing, catching, and kicking balls.
Grasping – This sub-test primarily measures the preschool-age child’s ability to use the muscles of the hand. Made of 26 items, the sub-test progressively determines their ability to grasp objects and to control fingers.
Visual-Motor Integration – This sub-test evaluates the child’s eye and hand co-ordination. The test also determines the level of the child’s visual perception. Some examples of the activities of this 72-item sub-test include building blocks and copying designs.
Limitations of the Test
limited only to children of preschool age or five years old and younger.
It can be used on children who are as old as eight years old, but this assessment tool cannot be used to diagnose motor skill dysfunctions in older children and adults.
Standardization
The normative sample used to standardize this assessment test was composed of 2,003 individuals coming from 46 states.
The results of the test are interpreted to produce three composites –
1.Gross Motor Quotient
2.Fine Motor Quotient
3.Total Motor Quotient.
References
https://www.brighthubeducation.com/special-ed-physical-disabilities/13499-assess-the-motor-skills-of-children-using-peabody-developmental-motor-scale/
https://www.brighthubeducation.com/special-ed-learning-disorders/13503-when-is-the-stanford-binet-intelligence-scale-not-valid/
Jermaine Davis