학술논문
Deviation scores: An innovative approach to interpreting cognitive test results for individuals with intellectual disabilities.
Document Type
Academic Journal
Author
Talapatra D; College of Education, Teaching and Learning Sciences Department, University of Denver, Denver, Colorado, USA.; Snider L; College of Education, The University of Alabama, Tuscaloosa, Alabama, USA.; Coleman J; Office of the Provost, Regis University, Denver, Colorado, USA.; Thompson T; School of Medicine, University of Colorado, Aurora, Colorado, USA.; Reinhardt JS; College of Education, Department of Psychological Studies in Education, Temple University, Philadelphia, Pennsylvania, USA.; Hessl D; MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA.; Riley K; Office of the President, Slippery Rock University, Slippery Rock, PA, USA.
Source
Publisher: Blackwell Science Country of Publication: England NLM ID: 9613616 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1468-3148 (Electronic) Linking ISSN: 13602322 NLM ISO Abbreviation: J Appl Res Intellect Disabil Subsets: MEDLINE
Subject
Language
English
Abstract
Background: Students with Intellectual Disability undergo frequent cognitive testing. Testing with this population is limited by insensitivity to relative strengths and weaknesses due to floor effects.
Aim: The study explored the utility of deviation scores via four case studies as a supplement to educational decision-making.
Methods: Four students with Intellectual Disability completed cognitive testing. Deviation scores were calculated using age dependent raw z-score transformations to determine deviation from the standardization sample norms.
Results: The application of deviation scores highlighted true relative strengths and weaknesses for students with Intellectual Disability rather than documenting previously known deficits. The four cases studies illustrated where deviation scores could, or could not, add value above and beyond traditional scoring.
Discussion: Deviation scores can supplement placement and service decisions for students. Practical and psychometric considerations are reviewed.
Conclusion: The findings highlight the usefulness of deviation scores in providing meaningful information to school- and clinic-based practitioners.
(© 2023 John Wiley & Sons Ltd.)
Aim: The study explored the utility of deviation scores via four case studies as a supplement to educational decision-making.
Methods: Four students with Intellectual Disability completed cognitive testing. Deviation scores were calculated using age dependent raw z-score transformations to determine deviation from the standardization sample norms.
Results: The application of deviation scores highlighted true relative strengths and weaknesses for students with Intellectual Disability rather than documenting previously known deficits. The four cases studies illustrated where deviation scores could, or could not, add value above and beyond traditional scoring.
Discussion: Deviation scores can supplement placement and service decisions for students. Practical and psychometric considerations are reviewed.
Conclusion: The findings highlight the usefulness of deviation scores in providing meaningful information to school- and clinic-based practitioners.
(© 2023 John Wiley & Sons Ltd.)