Psychometric Evaluation of Test

Test Evaluations

Student of the Week

Liberty University

Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale, School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).

The AAMD Adaptive Behavior Scale School Edition (ABS-SE) is a first-person or third party assessment designed to measure children’s personal independence and social skills. The Adaptive Behavior Scale School Edition is a revision of the AAMD Adaptive behavior Scale, Public School Version (ABS-PSV). The revision of this test includes an increase in the size of the representativeness of the standardization sample, an extension of the age norms, the development of factor scores, and the inclusion of an interpretive guide for parents making it the most wide-ranging, standardized measure of adaptive behavior available (Elliott, 1981).

The ABS-SE is made up of 95 items which are grouped into 21 domains. The item format varies among four types which are displayed somewhat irregularly in a 15 page assessment. Elliott (1981), states that with his previous experience with this testing instrument he would suggest that unless the respondent is familiar with the scale, it is best to complete at least part of the assessment using the third party or interview arrangement. Most of the items are written in behavioral or objective terms; but a few of the items are vague and subjective. A distinctive trait of some of the items on the assessment is the ability to personalize the inventory. Elliott (1981), explains that this is carried out by adding an explanation of a behavior of concern that fits within am established sub-domain so its frequency can be rated. There are spate norms for males and females and for children from different ethnic groups, ranging in age from 3 to 17.

Reliability data for this scale is limited. The only form of reliability in the technical manual is the internal consistency of each factor using the coefficient alpha. The coefficient alphas are high ranging from .71 to .97 (Elliot, 1981). Two types of validity data are given in the ABS-SE manual, data on the relationship between adaptive behavior ratings and intelligence test performance and data on the predictive power of the ABS-SE for accurately classifying normal and mentally disabled children. Comment by KMcLean: Need to be more specifc in which types of validity are being reviewed

My younger brother has Oppositional Defiant Disorder, his disorder effects the way he interacts with his teachers, peers, and family. Having a test that would aid our family and his teachers in understanding how he adapts to new environments and situations would make transitions at home and school much easier.

Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008). Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL: Okeechobee.

The Pediatric Attention Disorders Diagnostic Screener (PADDS) is designed to assist in the diagnosis of Attention Deficit Hyperactivity Disorder in children between the ages of 6 and 12 years old. This screener uses many different measuring tools including a computer administered diagnostic interview. Administration of the PADDS takes approximately 25-30 minutes, with an additional 10 minutes to enter data from parent and teacher reports, checklist data, and behavioral observations. The assessment consists of three computer administered tasks. Each task is given after a short period of practice and instruction that needs to be completed before the program will allow a participant to move on to the next task. Feedback is given after each response; correct or wrong will show on the screen depending on the response given to a question. If the participant does not respondent within five seconds, the program will stop, and that trial will ne scored as missed. Scoring is preformed immediately by the computer. The results of the assessment give standard t-scores, z-scores, and percentile ranks.

Psychometric properties of the PADDS have been reported for internal consistency, test-retest reliability reported ti be .85, concurrent validity (reported by correlation coefficients of -.39 to .43 between three PADDS tests), convergent validity, discriminant validity, and construct validity. The internal consistency coefficient has been reported to be .86 and the test-retest reliability has been reported as .85. the test- retest interval was 1 to 2 years. Comment by KMcLean: Please give additional detail about one of these types of validity Comment by Anderson, Nancy A: Need reference for all this paragraph of information.

This test is used for identifying ADHD in young children. My younger brother was diagnosed as having both Attention Deficit Disorder with Hyperactivity as well as an Oppositional Defiant Disorder at the age of 9. This test would have been helpful because it tests for ADHD at such a young age, and it would have saved a lot of unnecessary disciplinary action given at home as well as in school. It would have helped in placing him in the proper schools with teachers equip to handle students with multiple behavioral disorders earlier.

Psychological Assessment Resources, Inc. (2007). Personality Assessment Inventory- Adolescent FL: Lutz

The Personality Assessment Inventory- Adolescent (PAI-A) is a self report personality questionnaire for clinical assessment for adolescents ranging in age from 12 to 18 years old. Kade & Sandoval (2007) identifies this assessment as an objective test for personality, designed to give insight on vital client variables in professional settings. The manual for the test provides that there are 264 items that take participants 30-45 minutes to complete and examiners 10-15 minutes to score. Each item is answered on a 4-point likard scale ranging from false/not at all true, to very true. The option of having computer based administration, scoring, and interpretive report software is available. Analysis of the test instructions and items shows reading comprehension at a fifth grade level is required for test completion.

Norms for the scores were based in 707 participants. The sample was not random, because data was collected on 1,032 participants in matching demographics. Norms are not broken down by age, ethnicity, or gender because observed group differences were typically within the range of measurement error and account for less than 5% of the variance in scores.

There was an average test-retest reliability coefficient of .78 for the scales after a mean of 18 days. Kade & Sandoval (2007) explain that six validity studies were completed with samples ranging from 77 to 1,160 and support the assessments criterion related validity. Kade & Sandoval also provide that the PAI-A gives a much better alternative to the growing number of other self report measures available for this age group in clinical decision making. Comment by KMcLean: Please review a second kind of validity

This test will be very helpful for my brother, whom I have previously mentioned in this test evaluation, when he is older and starts venturing into more professional settings. It would be very beneficial to be knowledgeable about the different aspects of his personality when sending him to college or into the work place so that he may be as effective and productive as possible. Knowing what affect his other behavioral disorders have on his personality will enable our family to equip him with the tools necessary to succeed and achieve to his fullest potential.

References

Elliott, S. N. (1981). Test review of the AAMD Adaptive Behavior Scale, School Edition (ABS-SE.) In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook. Retrieved from the Buros University Mental Measurements Yearbook online database.

Kade, H. D.,Sandoval, J. (2007). Test review of the Personality Assessment Inventory-Adolescent. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook. Retrieved from the Buros University Mental Measurement Yearbook online database.

Mishra, R. K., Reed, J. (2008). The review of the Pediatric Attention Disorders Diagnostic Screener. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurements yearbook. Retrieved from the Buros University Mental Measurement Yearbook online database.

Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale, School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).

Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008). Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL: Okeechobee.

Psychological Assessment Resources, Inc. (2007). Personality Assessment Inventory- Adolescent. FL: Lutz Comment by KMcLean: Need to find and use the author of the test (i.e. Morey, L)