Deck 11: Other Individual Tests of Ability in Education and Special Education

Question 1

A major drawback of the Brazelton Scale is that

A) it does not contain information about social functioning.
B) no norms are available.
C) it is not effective for use with drug-addicted infants.
D) it is not a useful research tool.

Answer 1

B

Question 2

The Brazelton Scale

A) has relatively good norms.
B) lacks predictive validity.
C) has very poor inter-rater reliability.
D) is stable over time.

Answer 2

B

Question 3

Alternative individual ability tests

A) are often not as reliant on a verbal response as are the Binet and Wechsler scales.
B) depend more on complex integration of visual/motor functioning.
C) are psychometrically superior to the Binet and Wechsler scales.
D) do not make use of performance tasks.

Answer 3

A

Question 4

One way to overcome the limitations of a particular alternative ability tests is to

A) use several such tests in conjunction.
B) compare the results to one of the major scales.
C) compare the results at two different administrations.
D) There is no way to overcome these limitations.

Question 5

Which ability test preceded the development of the Binet scale?

A) Healy-Fernald Test
B) The Knox Battery
C) Seguin Form Board Test
D) Gesell Developmental Schedules

Question 6

After years of extensive use,the Gesell scale

A) still has a number of problems.
B) has relatively few problems.
C) is no longer used in clinical settings.
D) has excellent documentation in terms of reliability and validity.

Question 7

In comparison to the Binet and Wechsler scales,the alternative individual ability tests

A) are more stable.
B) are more established.
C) are superior from a psychometric standpoint.
D) can be used for specific populations.

Question 8

The Brazelton Scale

A) has relatively good norms.
B) purports to measure a newborn's competence.
C) has very good test-retest reliability.
D) is a very narrow neonatal exam.

Question 9

Which of the following is true of ability tests other than the Binet and Wechsler tests?

A) Nearly all yield scores that are directly comparable to the results of the Binet and/or Wechsler tests.
B) Nearly all are very easy to administer and require only brief training.
C) Because most focus on the needs of children with disabilities,they are nearly all non-verbal and require simple responses.
D) While some focus on a wide range of abilities,most focus on a narrow range.

Question 10

An IQ score based on one of the alternative tests

A) is usually interchangeable with a score from one of the major scales.
B) is usually more accurate than a score from one of the major scales.
C) should generally not be used interchangeably with a score from one of the major scales.
D) is generally more reliable than a score based on one of the major scales.

Question 11

Test-retest reliability coefficients for the Brazelton Scale

A) are both good and stable.
B) are generally good but unstable.
C) are generally poor but stable.
D) are both poor and unstable.

Question 12

A heavy emphasis was placed on speed in performance of the

A) Knox test battery.
B) Healy-Fernald Test.
C) Seguin Form Board Test.
D) BNAS.

Question 13

Alternative individual intelligence tests

A) tend to be more stable than the Binet and Wechsler scales.
B) are better than the two major scales when all relevant factors are considered.
C) find their major advantage when used for their own unique purposes.
D) are highly reliable and valid.

Question 14

No normative data is available for the

A) Brazelton Neonatal Assessment Scale.
B) Gesell Developmental Schedules.
C) Bayley Scales of Infant Development II.
D) Cattell Infant Intelligence Scale.

Question 15

Normative data for the Gesell Scale

A) were based on a large representative sample.
B) included 10 percent minorities.
C) were based on a small,but representative sample for the general population.
D) was not representative of the population.

Question 16

The Developmental Quotient (DQ)is employed in the

A) Brazelton Neonatal Assessment Scale.
B) Gesell Developmental Schedules.
C) Bayley Scales of Infant Development.
D) Cattell Infant Intelligence Scale.

Question 17

The developmental quotient (DQ)

A) parallels the Intelligence Quotient (IQ)concept.
B) parallels the Mental Age (MA)concept.
C) cannot be compared to the IQ or MA concept.
D) parallels the deviation IQ concept.

Question 18

In comparison to the Binet and Wechsler Scales,alternative forms

A) are more stable.
B) are not as psychometrically sound.
C) are more reliant on verbal responses.
D) provide more validity documentation.

Question 19

Which of the following is an advantage of alternative tests?

A) They have stronger validation.
B) They yield stable scores.
C) They are interchangeable with Wechsler.
D) They are suitable for use with populations with disabilities.

Question 20

Of the infant and preschool tests,the youngest age range is covered by

A) The Bayley Scales of Infant Development II.
B) The Brazelton Neonatal Assessment Scale.
C) The Cattell Infant Intelligence Scale.
D) Gesell Developmental Schedules.

Question 21

The McCarthy Scales

A) are psychometrically unsound.
B) are outdated and have only historical significance.
C) are widely used in research
D) represent a novel conceptualization of intelligence.

Question 22

The Kaufman Assessment Battery for Children (KABC)

A) was developed in the 1970s.
B) contains only three subtests.
C) is an ability test for children 3 to 18 years of age.
D) was developed to assess only infants.

Question 23

Which test purports to measure receptive (hearing)vocabulary?

A) KABC
B) McCarthy Scales
C) Peabody Picture Vocabulary
D) Porteus Maze Test

Question 24

The Columbia Mental Maturity Scale is a reliable instrument,but is not useful in assessing individuals

A) with sensory handicaps.
B) with physical handicaps.
C) under the age of 3 years.
D) with language handicaps.

Question 25

The McCarthy Scales for Children's Abilities

A) produces only a single score.
B) produces a score known as the general cognitive index.
C) measures abilities in children between 4.5 and 10.5 years of age.
D) are not psychometrically sound.

Question 26

The Gesell scale

A) presents strong evidence of reliability in the test manual.
B) presents strong evidence of validity in the test manual.
C) has an excellent normative sample.
D) is based on a longitudinal study of early human development.

Question 27

The General Cognitive Index

A) is derived by the formula GC = MA/CA X 100.
B) is derived by the formula GC = CA/MA X 100.
C) is a standard score with a mean of 50 and standard deviation of 10.
D) is a standard score with a mean of 100 and a standard deviation of 16.

Question 28

The KABC

A) has limited validity when evaluating gifted children.
B) is unbiased when used with Mexican-American children.
C) has a combined intelligence and achievement scale.
D) produces large differences between African-American and white children.

Question 29

What is the most psychometrically sound test of infant ability available to date?

A) Brazelton Neonatal Assessment Scale
B) Gesell Developmental Schedules
C) Bayley Scales of Infant Development II
D) Cattell Infant Intelligence Scale

Question 30

The General Cognitive Index (GCI)is made up of

A) verbal,perceptual-performance,and quantitative scales.
B) verbal,memory,and motor scales.
C) verbal,quantitative,and additional scales.
D) verbal,quantitative,and memory scales.

Question 31

Which of the following was designed as a downward extension of the Stanford-Binet scale?

A) Brazelton Neonatal Assessment Scale
B) Gesell Developmental Schedules
C) Bayley Scales of Infant Development II
D) Cattell Infant Intelligence Scale

Question 32

The KABC mental processing composite is made up of

A) sequential and simultaneous processing.
B) achievement and nonverbal scales.
C) hand movements and number recall.
D) face recognition and Gestalt closure.

Question 33

The KABC

A) tends to show larger African-American/white differences than the WISC-R or Binet.
B) tends to show smaller African-American/white differences than the WISC-R or Binet.
C) is not appropriate for evaluating African-American children.
D) is not appropriate for evaluating white children.

Question 34

The Bayley-II is designed to be used with children from ____ of age.

A) 3 days to 4 weeks
B) 1 month to 42 months
C) 2 months to 30 months
D) 2 years to 6 years

Question 35

Which of the following tests uses the General Cognitive Index (GCI)?

A) Bayley Scales II
B) Gesell Developmental Schedules
C) Brazelton Neonatal Assessment Scale
D) McCarthy Scales of Children's Abilities

Question 36

Which test is especially vulnerable to random errors?

A) Columbia Mental Maturity Scale
B) Leiter International Performance Scale
C) Porteus Maze Test
D) KABC

Question 37

Which of the following tests seems to be a good predictor for populations with cognitive limitations but does not predict future intelligence within the normal ranges?

A) Bayley Scales of Infant Development II
B) Cattell Infant Intelligence Scales
C) Gesell Developmental Schedules
D) Brazelton Neonatal Assessment Scale

Question 38

The Bayley II produces two main scores:

A) mental and verbal.
B) mental and performance.
C) social and motor.
D) mental and motor.

Question 39

The Bayley II Scales

A) are psychometrically rigorous.
B) predict future intelligence in children with high intelligence.
C) do not predict well for infants with cognitive impairments.
D) were designed for children between 3 and 5 years of age.

Question 40

The KABC distinguishes between Kaufman's three mental processing scales in terms of

A) sequential and simultaneous processing.
B) split brain and simultaneous processing.
C) number and word order recall.
D) simultaneous and parallel processing.

Question 41

Which test can be administered in about 20 minutes and requires no reading ability?

A) Columbia Mental Maturity Scale
B) Peabody Picture Vocabulary Test
C) Porteus Maze Test
D) KABC

Question 42

Which test is strictly a performance scale whose intent was to provide a nonverbal alternative to the Stanford-Binet?

A) Columbia Mental Maturity Scale
B) Peabody Picture Vocabulary Test
C) Leiter International Performance Scale-Revised
D) KABC

Question 43

The general reaction among reviewers to the Torrance Tests of Creative Thinking has been

A) unequivocal praise.
B) strongly positive with some negative criticism.
C) generally negative with some positive support.
D) a suggestion that more work is needed.

Question 44

The main purpose of the Illinois Test of Psycholinguistic Abilities is to measure

A) infant intelligence.
B) sensory handicaps.
C) specific learning disabilities.
D) brain damage.

Question 45

Which scale purports to measure general intelligence by sampling from a variety of functions,such as memory and nonverbal reasoning,in a completely nonverbal fashion?

A) KABC
B) Peabody Picture Vocabulary
C) CMMS
D) Leiter International Performance Scale-Revised

Question 46

One of the theoretical bases of the Kaufman battery is

A) Luria's model of brain functioning.
B) Skinner's model of learning.
C) Pavlov's approach to conditioning.
D) Binet's structure of intelligence.

Question 47

Which of the following is a drawback of the Brazelton test?

A) It does not predict future intelligence.
B) It is not suitable as a research tool.
C) It is not useful for diagnostic purposes.
D) It includes only elicited responses.

Question 48

Which of the following is a procedure with relevance for assessing brain damage?

A) Leiter International Performance Scale-Revised
B) Illinois Test of Psycholinguistic Abilities
C) Porteus Maze Test
D) Bender Visual Motor Gestalt Test

Question 49

Which of the following is true of most infant intelligence measures?

A) Predictive and construct validity are not well documented.
B) They differentiate well for infants who function at higher levels but do not do well with infants who are suspected of having disabilities.
C) They can be used in place of invasive medical tests and complex scanning methodologies.
D) Because of their psychometric weaknesses,they are no longer used.

Question 50

When used with adults,the ____ tends to underestimate IQ.

A) Wechsler
B) KABC
C) Binet
D) Peabody Picture Vocabulary

Question 51

Which of the following is an important feature of the Bayley-III?

A) It is entirely non-verbal.
B) It includes observations aimed at better informing interventions.
C) It yields a two-factor model: motor skills and intelligence.
D) It is strongly predictive of later intelligence.

Question 52

The underlying assumption of the Gesell Developmental Schedules is that

A) intelligent infants are better able to interact with their caregivers.
B) early developmental deficits are not predictive of continued deficits.
C) properly developed and administered infant intelligence tests predict subsequent intelligence.
D) human development unfolds in stages over time.

Question 53

Which of the following is true of the Brazelton test?

A) Infants must be at least 6 weeks old before it can be used.
B) It has the greatest breadth of infant tests.
C) It has very limited research support.
D) The norming sample was representative of the U.S.population.

Question 54

Which of the following is superior to the ITPA for evaluating learning disabilities?

A) Woodcock-Johnson
B) Bender
C) Leiter
D) Bender Visual Motor Gestalt Test

Question 55

Which of the following tests was developed as a non-verbal test for use with adolescent "delinquents?"

A) Seguin
B) Healy-Fernald
C) BNAS
D) GDS

Question 56

The concept of psychological deficit suggests that poor performance on a specific task is related to

A) observable behavioral deficits.
B) an underlying deficit.
C) poor verbal skills.
D) poor visual-spatial skills.

Question 57

Which of the following is an example of simultaneous processing?

A) synthesizing information to solve problems
B) arranging information in a systematic order
C) splitting attention between two sources of information
D) any activity that involves both verbal and nonverbal skills.

Question 58

What is the underlying assumption of the Benton Visual Retention Test?

A) Visuospatial skills are highly predictive of intelligence.
B) Brain damage can easily impair visual memory.
C) Individuals with brain damage will stay on dull visual tasks longer than individuals without brain damage.
D) Neurological tests should relate specific areas of the brain to function.

Question 59

Which of the following tests is based on the information processing approach?

A) Leiter International Performance Scale
B) Peabody Picture Vocabulary Test
C) Illinois Test of Psycholinguistic Abilities
D) Bender Visual Motor Gestalt Test

Question 60

The Peabody is

A) a useful component of a test battery.
B) a viable alternative to the Binet.
C) reliant on the ability to read.
D) psychometrically unsound.

Question 61

Identify and discuss three visiographic tests,their psychometric properties,and their uses.

Question 62

According to the concept of psychological deficit,

A) poor performance in a specific task is related to or caused by some underlying psychological deficit.
B) poor performance in a specific task is related to or caused by low intelligence.
C) poor performance in a specific task is related to or caused by low motivation.
D) poor performance in a specific task is related to or caused by a situational factors.

Question 63

Given what you have learned about testing and its legal ramifications in regard to education,what steps would you take to ensure the best possible evaluation of a school-age member in your family,should they need to be evaluated for a learning disability? What particular test or tests would you want (or not want)to be administered to the child? Why or why not?

Question 64

Discuss the implications of testing infants.What are the advantages and disadvantages of such procedures?

Question 65

The Wide Range Achievement Test-3 has been criticized because

A) it measures intelligence rather than achievement.
B) it is difficult to administer.
C) sample sizes in validity studies are too small.
D) it is not applicable to children younger than 10 years of age.

Question 66

Memory-for-Designs (MFD)is intended to assess

A) learning disorders.
B) children under age of 3.
C) brain injury or disease.
D) academic achievement.