CAS 310 EXAM 2 STUDY GUIDE
Common theme across definition of intelligence
"Broadly speaking, the experts tend to agree that intelligence is (1) the capacity to learn from experience and (2) the capacity to adapt to one's environment" (Gregory, 2016, p. 101). "Most definitions of intelligence incorporate abilities such as problem solving, abstract reasoning, and the ability to acquire knowledge" (Reynolds & Livingston, 2012, p. 283). Learning AND Adaptation are both crucial
Is one popular IQ test better than the others.
"For large, heterogeneous samples, scores on any two mainstream instruments (e.g., Wechsler, Stanford-Binet, Kaufman scales) typically correlate .80-.90. Often the correlation between two mainstream scales is as high as the test—retest correlation for either instrument alone." (Gregory, 2016) When looking for a global IQ score, it appears that any instrument will be sufficient. However, each instrument produces distinct subscale scores, and the theoretical approach may differ from instrument-to-instrument. So, with a specific goal in mind, the choice of instrument should be more carefully considered.
Developmental delay
"a slower rate of development resulting in children showing functional levels below the norm for their age".
Predictive Validity
1 approach of criterion-related validity. TEST SCORES obtained FIRST, CRITERION SCORES obtained LATER. Extent to which the test score "predicts" the later criterion measure. E.g., employment exam and supervisor ratings six months after starting the job. Example: Fall 2008 5th grade science Achievement test --- Spring 2009 5th Grade Science Grade
Concurrent Validity
1 approach of criterion-related validity. Test scores and criterion information are obtained at the SAME TIME. Extent to which the test score is associated with the criterion simultaneously ("concurrently"). E.g., arithmetic achievement test could be used to predict current standing of students in math class. Example: Fall 2008 5th grade science Achievement test ---Fall 2008 5th grade Science Grade
Sternberg's Triarchic Theory of Successful Intelligence
1.) Componential Intelligence (Analytical Intelligence): Executive processing, performance components, and knowledge acquisition. 2.) Experimental Intelligence (Creative Intelligence): ability to deal with novelty and automatize tasks that are encountered repeatedly 3.) Contextual Intelligence (Practical Intelligence): Selecting, adapting to , and shaping real-life environments
2 Approaches of Criterion-related Validity
1.) Concurrent Validity 2.) Predictive validity. Each approach is best suited to different testing situations. Often demonstrated through correlation (Pearson r) to assess the level of association
3 Validity Categories
1.) Content Validity 2.) Criterion-related validity 3.) Construct validity
Steps of Test Construction
1.) Defining the Test: Identifying scope and purpose. 2.) Selecting a Scaling Method: setting rules about numbers assigned to test results. 3.) Constructing the Items: Creating the test content. 4.) Testing the Items: Collect Initial data from small sample. Item analysis. 5.) Revising the Test: retain, revise, and omit items (additional testing may be required). 6.) Publishing the Test: test materials and user-friendly test manual.
Most common methods for measuring IQ
1.) Direct individual testing (our focus for this class) 2.) Group testing (not our focus; e.g. Army testing) ~Norm-referenced interpretations: just know the intended population when administering an IQ test and some tests are developed and normed for use with a wide range of ages/populations, others are only for specific groups. ~Highly standardized: clear structure and rules for administration and scoring, any deviation from procedures must be noted and interpreted carefully, issues of reliability and validity MUST be considered.
Item Analysis Approaches
1.) Item-difficulty Index 2.) Item-discrimination index 3.) Distractor Analysis 4.) Others
Predictive Validity of Early Cognitive Tests
1.) Maturation Model: school readiness is a biological issue; cognitive, motor, and emotional readiness are factors of biological maturation 2.) Environmental Model: school readiness is based on skills learned from early socialization experiences 3.) Constructivist Model: School readiness is a function of how well children can learn from more knowledge peers and adults 4.) Cumulative-skills model: school readiness is dependent on whether the child has the prerequisite skills necessary for core subjects, like reading and math. 5.) Ecological model: school readiness is dependent on the interaction between the child's development and his/her environment; context matters
Principles fo a good screening program
1.) Reliable and valid measures 2.) Acceptability for child and parent 3.) Appropriate setting for screening 4.) Follow-up and treatment when necessary 5.) Cost-effectiveness
Common Features of Wechsler Tests
13-15 subsets: allows examiner to analyze individual strengths and weaknesses, not just rely on a single IQ score. Composite scores in 4 areas: 1.) verbal reasoning 2.) perceptual (nonverbal) reasoning 3.) working memory 4.) processing speed.
Guidelines for Sensitivity and Specificity
>/= 0.90------High 0.70-0.80-----Moderate </=0.69-----Low
Decision Theory
A part of Criterion-related validity. The purpose of psychological tests is not measurement per se, but measurement in the service of decision making. True Positive and True Negative are Good predictive evidence.
What is a construct?
A theoretical, intangible quality or trait in which individuals differ. An attribute, proficiency, ability or skill defined by established theories... things we can conceptualize which are related to events" Examples: intelligence, sensitivity, anxiety, motivation, and many more.
Convergent Validity
A type of Construct Validity. Extent to which a test correlates highly with other variables or tests thought to measure the same or similar constructs. If two tests are said to measure the same construct, their scores should be related.
Child Factors
Age, Language, Developmental level, temperament, attention, motivation, and behavior, and relative strengths and weaknesses
Ages and Stages Questionnaire (ASQ)
Ages: 1 month-5 ½ years Direct testing, but completed by parents Screens all 5 core domains: Cognition, language, gross and fine motor, and social-emotional functioning.
Instrument Factors/Tests Properties
Approach to measuring IQ, intended population, test standardization sample, length and format, floor and ceiling effects, psychometric properties (reliability, validity)
Bayley Scales of Infant and Toddler Development-III
Appropriate for children 1 to 42 months. Measures across 5 domains: 1.) Cognitive 2.) Language ~Receptive communication ~Expressive communication 3.) Motor ~Fine motor ~Gross motor 4.) Social emotional 5.) Adaptive behavior
Item Analysis
As test development proceeds, psychometricians expect to discard or revise many items. Initially many more items are included than the developer intends to include. Once a test is drafted, items must be tested on a tryout sample (similar to the sample for which the test is ultimately intended). How the final sample of test items are selected from the larger pool of items. Family of statistical procedures to identify the best items. Purpose: to determine which items should be kept, revised, and thrown out.
Devereux Early Childhood Assessment (DECA)
Assess BOTH social/emotional/behavioral concerns AND protective factors. appropriate for children 2:0 to 5:11 Consists of 3 protective factor scales: ~Initiative ~Self-control ~Attachment And 4 problem scales: ~Attention problems ~Aggression `withdrawal/depression ~Emotional control problems
IDEA definition of autism
Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Perceptual Reasoning Core Subtests
Block design: ~Examines asked to reproduce 2-D geometric designs by properly rotating and placing 3-D blocks ~Timed, so speed is a factor Picture Concepts: ~Examinee is shown card with 2-3 rows of pictures and asked to choose one picture from each row to form a group with common characteristics Matrix Reasoning ~Requires the examinee to recognize a pattern by identifying the missing piece from 5 choices.
3 Theories of Intelligence
Cattell-Horn-Caroll (CHC) theory Gardener's Theory of Multiple Intelligences Sternberg's Triarchic theory of successful intelligence
How do we choose which IQ test to use?
Choice should be based on knowledge of the instrument and relation to the referral question. What are the instruments strengths in this particular case? What are the instruments weaknesses in this particular case? Examiner must be familiar with many testing options and choose the best one based on the individual case at hand.
Processing speed Core Subtests
Coding: digit symbol items similar to those found on the WAIS-IV and symbol search: items similar to those on the WISC-IV
Which fo the 3 types of validity is regarded as a unifying concept for all types fo validity
Construct Validity
Are early childhood IQ Tests practical?
Correlations between IQ scores at age 5-18 years and assessment scores from tests administered when the child was between 7 and 18 months are around r = .20 It is not until 19-30 months that the predictive validity increases (to r = .40-.55) Preschool tests (beginning around age 3) are far more stable (Sontag et al. ,1958) Correlations over time range from .40-.90, depending on the age at which IQ was measured and when the follow up measure was obtained Results showed that IQ becomes relatively stable by age 8
Test Construction
Creating a valid test is both a science and an art. Validity isn't something that just happens at the end of development. Built in from the beginning. Considered at every stage.
Non-probability sampling
DOES NOT involve RANDOM SELECTION. E.g., Haphazard or Convenience sampling. Far from ideal!
Content Validity
Determined by the degree to which to questions, tasks, or items on a test are representative or the universe of behavior the test was designed to measure. Are the items on the test representative of the entire range of possible items that the test should cover? If yes, then the test possess content validity. Ex: Exam #1 or 3rd Grade test achievement in spelling.
Working Memory Subtests
Digital Span: ~For digits forward, examiner reads series of digits at one per second, and examinee must repeat them back. ~For digits backwards, examiner reads a series of digits at one per second, and the examinee must repeat them back in the reverse order (e.g. "6-1-3-4-2-8-5→ "5-8-2-4-3-1-6" Letter-Number Sequencing: ~Examiner presents a series of letters and numbers that are in random order (e.g., "R-3-B-5-Z-1-C" ~Examinee must repeat the list by saying numbers in ascending order and letters in alphabetical order (e.g., 1-3-5-B-C-R-Z)
General Recommendations for Item Construction
Directions should be clear and concise. Avoid: vague terms, wording cues (never, always, none, all), grammatical cues. For items with a single correct response: ~correct and incorrect answers should be similar in length; ~Make sure there is ONE clear correct response
random sampling
Each person in the population for whom the test is intended has an equal chance of being selected to take the test. Ideal source of normative data. With a large random sample, very likely that a homogenous/diverse group would result: ethnicity, SES, geographic location, Urban v. rural setting, etc.
Construct Validity
Extent to which a test measures complex, multidimensional, and theory-bound psychological constructs. Involves an integration of evidence that relates to the meaning or interpretation of test scores. Regarded by many as the unifying concept for all types of validity evidence.
Reality when selecting a norm group
Few fully empty random or stratified random approaches in selecting a norm group. Good faith effort to choose a diverse and representative sample. Norms are not absolute, universal, or timeless
Pros/Cons of Selected Response
Flexible format, efficient to administer, often better content sampling. Efficient and objective to score, high scoring reliability. BUT, challenging to write, may be influenced by blind guessing, cannot be used to measure some skills
Neonatal Behavioral Assessment Scale
Given to infants 1 week to 2 months Documents "the contributions of the newborn to the parent-infant system" 28 items on behavior (e.g., consolability) 18 items on reflexes (e.g., sucking) 7 supplementary items on qualities of frail, high-risk infants (e.g., quality of alertness) No total score The test is used to provide feedback to parents on each item Purpose: Sensitize parents to their baby's uniqueness and promote positive parent-infant relationships ~Researchers have proposed scoring systems ~Quantitative scores have allowed researchers to link NBA'S performance to prenatal factors. Examples: •Prenatal exposure to cocaine à inferior infant performance on the NBAS •Prenatal exposure to fish from contaminated lake à inferior infant performance on the NBAS •Maternal depression during pregnancy à infant less attentiveness to face/voice stimulation •NBAS scores à Changes in feeding habits among premature infants Criticism for low reliability, but test-retest (even over just a few days or weeks) can be hard when individual traits in infants fluctuate greatly over short periods of time
Common deficits in Autism Screening
Having trouble understanding others' feelings, or talking about his own feelings, have delayed speech, repeat words or phrases over and over, get upset by minor changes in his/her routine, have obsessive interests, and flap his/her hands, rock his/her body, or spin in circles.
Stability of IQ
IQ begins to stabilize around age 5, notably by age 7 or 8
Relationship between validity and reliability
If a test is UNRELIABLE, it CANNOT BE VALID. Reliability is necessary for validity. A test can be RELIABLE BUT NOT VALID. Unlike reliability, it is virtually never possible to summarize the validity of a test in terms of a single statistic. Example: We may be able to measure head circumference with near perfect accuracy, but it does not tell us IQ or what a child is thinking.
Origin of Wechsler Tests
In 1932, David Wechsler, a psychologist a Bellevue Hospital in New York, set out to create an instrument suitable for testing the diverse patients in the psychiatric ward. Influenced by already developed Binet scales and Army tests. Replaced the traditional formula: IQ= (mental age/chronological age) with a new formula IQ= (Attained or Actual Score/Expected Mean Score for Age. "Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment." (Wechsler, 1939) He also believed that "we can only know intelligence by what it enables a person to do."
Response format for Content Validity
It is important to the concept of content validity. Examples: multiple choice for a spelling test, essay format for a driving skills test, true or false for a test of cooking abilities.
Content Validity- Consultation with Experts
Item review/rating. Do experts raters agree that items are important. Cell "D" is the only cell that reflects valid agreement between judges. This method cannot identify nonexistent items that should be added to the collection of questions to better represent the construct being measured. Item Relevance vs. content Coverage. Face Validity. _________________Weak Relev. | Strong Relev. Weak Relev.-----A--------|-----B------ Strong Relev.----C--------|----D------
Language and communication
Language delays Difficulties initiating and sustaining back-and-forth conversations Repetitive or idiosyncratic language Repetitive behaviors, restricted interests, and motor mannerisms
Representative Scaling Methods
Likert scale: presents examinees with five responses ordered on agree/disagree or approve/disapprove (or similar) continuum. Guttman scale: Items arranged along a continuum, and the later all measure a similar construct. If the respondent agrees with a stronger rating, he almost certainly agrees with the weaker ratings. Example of Guttman Scale: Beck Depression Inventory (BDI) item: () I occasionally feel sad or blue () I often feel sad or blue () I feel sad or blue most of the time () I always feel sad, and I can't stand it.
Gardner's Theory of Multiple Intelligences
Linguistic Logical-mathematical Musical Spatial Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic ~Spiritual ~Existential
Common metric for IQ scores
M= 100 and SD=15. Composite core subtests: Similarities, vocabulary, comprehension, information, block design, matrix reasoning.
Methods of developmental screening
Methods: 1.Direct Testing with observation notes 2.) parent report
Pros/Cons of Constructed Response
More to access to problem solving strategies, processes, and higher-order thinking. Not influenced by random guessing. BUT, less content sampling, more time consuming to administer and score, less scoring reliability
Selecting a Norm Group
Norms will need to be established on the final version before the test is published. A norm Group is a sample of examinees who are representative of the population for whom the test was intended. Want to obtain a representative sample of the population for whom the test was designed. E.g., how would we design a scholastic achievement test designed for 6th graders in the US?
Stratified Random Sampling
Obtaining norm samples is never simple as the hypothetical case of the test for 6th graders. Researchers would not have a complete list of every 6 graders, cannot require everyone to participate, and the cost would be high. This type of sampling is a selection strategy in which subjects are chosen randomly, with the constraint that the sample matches the population on relevant background variables such as race, sex, occupation, and so on. E.g., if 12% of the relevant population is Asian, the test developer will choose examinees randomly but with the constraint that 12% of the norm group must also be Asian.
IQ Test Type of Interpretation
Predictive Validity evidence. Infant and toddler assessment are best considered measures of "CURRENT FUNCTIONING". Generally not predictive of later IQ (though extreme scores predict better). Preschool tests often have moderately good predictive validity evidence. But better evidence around age 7 or 8 (middle childhood and beyond)
Ideal Sampling Method
Random Sampling
Factors that must be considered when giving an IQ test
Referral Question Child Factors Instrument Factors/Test Properties Environmental Factors
Criterion must be
Reliable (if it is unreliable, it can't be predicted), appropriate for the test under investigation (the rationale for choosing a particular criterion variable should be explicit), and free of contamination from the test itself (the test must be independent from the criterion measure. E.g., item overlap, rater's knowledge of scores.
Selected Response
Require examinees to select a response from available alternatives. Multiple choice, matching, true/false, etc. Often used for group tests
Constructed-Response
Requires examinees to create or construct a response. Fill-in-the-blank, short-answer, essay items, oral responses, projective tests. Recommendations: USE SCORING RUBRIC!
Domains of developmental screening
Screeners include one or more of the following domains: -Cognition -Language -Fine and gross motor -Social-emotional developmental -Can also focus on specific symptoms or diagnoses
Stability in early childhood IQ Testing
Several appropriate intelligence tests are available for the assessment of preschool children. These typically assess areas such as... ~Verbal comprehensive ~Nonverbal reasoning skills ~Visual spatial abilities ~Working memory Examples of most commonly used intelligence tests for preschool children -Kaufman Assessment Battery for Children-2 (KABC-2; Kaufman & Kaufman, 2004) -Differential Abilities Scales-II (DAS-II; Elliott, 2007) -Wechsler Preschool and Primary Scale of Intelligence-IV (WPPSI-IV, Wechsler, 2012) -Stanford-Binet Intelligence Scales of Early Childhood, Fifth Edition (Early SB5; Roid, 2005
Verbal Reasoning Core Subtests
Similarities: ~Examines ability to distinguish important from unimportant resemblances. ~E.g., "In what way are shirts and socks alike? Vocabulary: ~Examinee is asked to define words of increasing difficulty. ~E.g., what is a cup? ~Vocabulary turns out to be the single best measure of overall IQ correlating the highest with the total score Comprehension ~Requires examinee to give an explanation of about certain topics ~E.g., "Why do people wear clothes?"
How often should tests be updated?
Some experts believe that tests must be updated at least every 10 years.
Wechsler Intelligence Scale for Children (WISC)
Span toddlerhood through adulthood. Among the most widely used and common measures of intelligence. Tests assess IQ differently depending upon age. We will focus on the test designed for school-age children (WISC-IV)
Signs of Autism Spectrum disorder
Stereotyped or repetitive motor movements, use of objects, or speech Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior Highly restricted, fixated interests abnormal in intensity or focus Hyper- or hypo reactivity to sensory input or unusual interest in sensory aspects of the environment
Catell-Horn-Caroll (CHC) Theory
Stratum III-Underlying Factor: General Intelligence (g) Stratum II- 9 primary broad abilities: Fluid Intelligence/Reasoning (Gf) Comprehension-Knowledge (Gc) Short-term memory (Gsm) Visual-Spatial Processing (Gv) Broad-Retrieval (Long-term memory) (Glr) Cognitive Processing Speed (Gs) Reading and Writing (Grw) Quantitative Knowledge (Gq) Stratum I- narrow abilities- 70 in all
True Specificity
The ability to accurately exclude cases (the ability to detect the absence of disorder) Accurate detection of absence (TRUE NEGATIVE). The probability of a negative test result among individuals without the disorder. # of True Negatives/ of true Negatives + # of False Positives
Validity
The extent to which a test measures what it claims to measure. It defines the meaning of test scores. How adequately a test measures the attribute(s) it was designed to measure. At test is ______ to the extent that inferences made from it are appropriate, meaningful, and useful. Arguably the MOST IMPORTANT test characteristic. A test score is MEANINGLESS until inferences are drawn from it based on the test manual or research findings. Not a simple issue: ~begins with test construction, ~ongoing issue-continues indefinitely, ~hinges upon the accumulation of research findings.
Do early child IQ test predict later outcomes?
The most important and sound use of infant screening tests is for detection of developmental disabilities (e.g., intellectual disability, autism). Although as a whole, infant intelligence tests have been found to have poor predictive validity to childhood and adult intelligence, there is an EXCEPTION: ~Infants who score 2 or more SDs from the mean and assessments like the Bayley have a high probability of meeting criteria for intellectual disability (previously referred to as mental retardation) later is childhood.
Developmental Surveillance
The process of recognizing children who may be at risk for developmental delays. 1.) Ask and listen to parents concerns 2.) Document developmental history 3.) Make accurate child observations 4.) Identify risk and protective factors 5.) Maintain an accurate record
Working Memory
This core test assesses: Memory span, mental manipulation of auditory information, also involves attention
Perceptual Reasoning
This core test assesses: novel problem solving, ability to form concepts and find relationships between non-verbal materials, spatial and visual-spatial skills, ability to integrate visual, spatial, and motor skills.
verbal reasoning
This core test assesses: vocabulary (word) knowledge, general factual knowledge, ability to comprehend and express language, ability to form language-based concepts, ability to reason abstractly with language
Processing Speed
This core test assesses: speed with which an individual processes nonverbal (visual) information. Also involve aspects of: Attention and motivation, short-term memory, visual-motor integration
Environmental Factors
Time Setting Parental knowledge Assessor training and skills
Specific Recommendation
True/False. Multiple Choice. Matching
Distracter Analysis
Type of Item Analysis Approach Allows for examination of the number of examinees in the top and bottom groups who selected each option on a multiple choice item
Item Discrimination Index
Type of Item Analysis Approach Index for identifying how efficiently an item discriminates between people who obtain high and low scores on a test. Indicates how adequately a test item discriminates between high and low scorers on the test. d= (# of examiners in upper range answered correctly)- (#of examinees in lower range answered correctly) / Total # of examinees in the upper or lower range. The closer to +1.0 the better. Generally, we want d>.30.
Item Difficulty Index
Type of Item Analysis Approach Index for identifying items that should be changed or thrown out. Indicates proportion of test takers who correctly answered an item. Range from 0 (no one) to 1.00 (everyone correct)
Others
Type of Item Analysis Approach. qualitative item analysis. Item characteristic curves. Item Response Theory
Criterion
Variable of primary interest. Outcome variable. Ex: College entrance exam should predict how well the student will do in college (e.g., GPA). We are often interested in how well a test predicts a diagnosis.
Wechsler Intelligence Tests and Ages
WPPSI-IV: 2:6-7:7 WISC-IV: 6:0-16:11 WAIS-IV: 16:0-90:11. Tests in the series overlap at certain ages primarily choose based on the child's age and anticipated skill level. Considerations related to FLOOR and CEILING EFFECTS
Intelligence definitions differ in other cultures
Western definitions omit certain elements that others believe are important Eastern notions of intelligence include concepts such as compassion, humility, freedom from conventional standards of judgment, and doing what is right as essential to the definition. Many African conceptions of intelligence place emphasis on social qualities, such as maintaining harmonious and intergroup relations.
Referral Question
What information is needed? What are the concerns
Discriminant Validity
When a test DOES NOT correlate with another test from which it should differ. Tests that measure dissimilar constructs should not be significantly related. Example: IQ and Anxiety.
Criterion-Related Validity
When a test is shown to be effective in ESTIMATING or PREDICTING an examinee's performance. 2 approaches: concurrent validity and predictive validity
What are we looking for/Goal of developmental screening and assessment
When development appears to be atypical (i.e., slow, impaired) assessment can help to answer questions about what is going on. Developmental delay: " a slower rate of development resulting in children showing functional levels below the norm for their age". A child does not gain new skills at the same time and pace as other children his/her age. Early Screening---Early Identification---Early Intervention
Issues to consider in developmental screening
When measuring ANYTHING in very young children, we must keep in mind that several factors can influence the quality of our assessment. Some examples: -Cooperation -Attention -Persistence -Ability to sit still -Temperament -Sociability -Comfort/responses to the testing situation Etc... Must take care not to infer low abilities or place diagnostic labels when inappropriate
Examples of Convergent and Discriminant Validity
You have created a new measure of student-teacher relationships. Convergent Evidence: Your new measure is significantly positively associated (correlated) with an existing, established measure of student-teacher relationships. Discriminant Evidence: Your new measure is not significantly correlated with aggression, motor skills, shoe size, etc.
Face Validity
does a test look like it measures what it is supposed to measure? Examples: What is 2 + 3? What is 9+1? What is 20+ 10? What am I measuring? Matter of social acceptability- if test takers are dissatisfied with the test or question its value, it does not have face validity. NOT A TRUE FORM OF VALIDITY. Doesn't provide us with objective information about content. A test could be highly socially acceptable (good face validity), but produce scores that are meaningless.
content coverage
experts look at the overall test and rate the degree to which the items cover the specified domain
Item Relevance
items contribute to the goals of testing
Distribution of IQ Scores
mental age/chronological age X 100 Mean: 100 SD: 15
Autism Spectrum Disorder (ASD)
persistent deficits in social communication and social interaction across multiple contexts, including deficits in social-emotional reciprocity, nonverbal communicative behaviors for social interaction, and developing maintaining and understanding relationships.
Joint attention
the ability to coordinate attention with a social partner Response to joint attention: the child's ability to follow the direction of the gaze and gestures of others in order to share a common point of reference Inititiation of joint attention: the child's use of gestures and eye contact Foundationfor social-emotional competence Limitations are often observable early (by 12 mo)
Test sensitivity
the ability to detect a condition when it is present. Accurate identification (TRUE POSITIVE) Probability of a positive test result among individuals with the disorder. # of True Positives/ of true Positives + # of False Negatives
Reliability
the attributes of consistency in measurement. Stability
4 Wechsler Core Tests
verbal reasoning Perceptual (nonverbal) reasoning working memory processing speed
