CDO 340 Ch 3

outside of language context.

• easy to measure
• get an objective score
• replicable
• we can use them to eliminate unwanted behaviors
• the goal is for us to test only the desired construct.

• Show that a child is significantly different from norming sample
• Establish eligibility for treatment services
• Examine classes of behaviors
• Narrow down areas to evaluate further
• Alerts broad areas of need for intervention
• A well constructed test allows for these meaningful differences between that tested child and the norms

• Engaging, age-appropriate test ,materials
• Clear picture stimuli
• Guidance in scoring and administration
• Sensitive to cultural differences
• Psychometrically sound

• Predictive Validity – how well a child will do if the test is given on another day.
• These tests get you in the ball park but not tell you exactly.
• The test must match the representativeness of the child.
• 1.Adequate description of standardized sample
• 2.Sufficiently large standardized sample
• 3.Item analysis
• 4.Means & standard deviations of performance norms
• 5.Proof of concurrent validity
• 6.Predictive validity
• 7.Test-retest reliability
• 8.Interexaminer reliability
• 9.Adequate description of test administration procedures
• 10.Description of tester qualifications

• Do not pinpoint the specific deficiencies
• Typically do not contain many samples of a particular construct
• Do not give us all of the information we need for remedial planning
• Do not account for complexity of language
• Do not give us language performance in authentic communication
• Do not easily accommodate differences

• Not any test will do
• Get the most recent version
• Match test to child’s needs
• Test comprehension & expression
• Understand the testing conventions
• Learn accurate basal & ceiling
• Test the appropriate age range
• Ensure the child understands the instructions
• Watch for fatigue
• Minimize distractions
• Offer choice of activities/tests

If you have a 14 year old speaking like a 3 year old then you can’t just use the 3 year old test, you have to use the 14 year old test.

Kids can wipe out on a ST just by not understanding the instructions.

• What is the child’s history/case profile?
• What is the presenting complaint?
• List the features of language you would like to evaluate?
• Choose tests that address the questions you want answered
• Choose tools based on time allotted
• Arrange the tests in a logical sequence

Put the most important test first unless you have latitude.