ED 043 688 TITLE INSTITUTION SPONS AGENCY BUREAU NO PUB DATE r7ONTRACT NOTE EDRS PRICE. DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME 24 TM 000 188 Early Education Screening Test. Battery of Basic Skills Development: Criteria for Personalizing Programs. University City School District, Mo. Office of Vducation (DfirW), Washington, D.C. Bureau of Research. BR-6-1328 Jan 69 OFC-?-7-061328-0322 33D. EDRS Price MF-$0.25 P.C-(g1.7 Basic Skills, Early Childhood Education, Fval.ation Criteria, *Kindergarten Children, *Norms, *Preschool Tests, *Profile Evaluation, *Screening Tests, Standardized Tests, Statistical Analysis, Tables (Data) *Early Education Screening Test Battery The development and content of the Early Education Screening Test Battery are described elsewhere (TM 000 184) . This report provides norms for the Gross Motor Test (GM0), Visual-Motor Integration (VMI), four scale:; of the Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Picture Vocabulary Test (ppvT), and the Pehavior Rating Scale (PBS). For each test, tables are which allow one to obtain the age equivalent, psycholinauistic ago, mental age, standard deviation, standard score, or TO score, as required, from the raw test scores. Tables are also Provided which alio', one to interpret these derived scores in tPrNs of developmental skill level- -very superior, superior, high borderline, etc. A profile sheet on which the latter results may be araphe,d is included. With a c-)mplt,ted profile, a teacher can determine a child's strengths and weaknesses at a glance. (DG)
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r7ONTRACT 33D. EDRS PRICE. · Age Equivalent from Raw Score by Sex Standard Deviation from Raw Score by Age Group BOYS PAGE 5 6 7 GIRLS 8 VISUAL-MOTOR INTEGRATION - VMI Age Equivalent
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ED 043 688
TITLE
INSTITUTIONSPONS AGENCY
BUREAU NOPUB DATEr7ONTRACTNOTE
EDRS PRICE.DESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
24 TM 000 188
Early Education Screening Test. Battery of BasicSkills Development: Criteria for PersonalizingPrograms.University City School District, Mo.Office of Vducation (DfirW), Washington, D.C. Bureauof Research.BR-6-1328Jan 69OFC-?-7-061328-032233D.
The development and content of the Early EducationScreening Test Battery are described elsewhere (TM 000 184) . Thisreport provides norms for the Gross Motor Test (GM0), Visual-MotorIntegration (VMI), four scale:; of the Illinois Test ofPsycholinguistic Abilities (ITPA), Peabody Picture Vocabulary Test(ppvT), and the Pehavior Rating Scale (PBS). For each test, tablesare which allow one to obtain the age equivalent,psycholinauistic ago, mental age, standard deviation, standard score,or TO score, as required, from the raw test scores. Tables are alsoProvided which alio', one to interpret these derived scores in tPrNsof developmental skill level- -very superior, superior, highborderline, etc. A profile sheet on which the latter results may bearaphe,d is included. With a c-)mplt,ted profile, a teacher candetermine a child's strengths and weaknesses at a glance. (DG)
EARLY EDUCATION SCREENING TEST BATTERYof Basic Skills Development
*
1.1.1 * CRITERIA FOR PERSONALIZING PROGRAMS
* * * * * * * * * * * * * * * * * * * * * * *
** ** ** ** ** ** * V & DEPART/AM Of HEALTH, WM/1MA& riftAPI* * °MCI OF tDOCATION
THIS DOCUMENT HAS MN itpobocto* * tuctir As *REMO MAIN!F1PSOM OPORGAPHIADON 014411dAtoPIO /1 POINTS Of* * VIEW OR OPINPONS SLATED DO Pd01 HIMSPAHY Pt/PISIP110FrifiAt
OFFICE Of EDO* * CATION POSIIrOld OR l'OttCY
* ** ** ** ** ** ** ** ** ** *
00 * *00 **"814
* *** *
ige- /32-r
* ** ** * Offioe of,
* * Researoh and Testing
C::)* ** * SCHOOL DISTRICT OF UNIVERSITY CITY
Unimereity City, Missouri* ** ** * January 1969
CONTENTS
PAGE
OVERVIEW 1
DEVELOPMENT OF CRITERIA 2
TEST NORMS AND PROFILE 4
Interpreting the Test Norma 5
Gross Motor Observations - (210 6
Visual-Motor Integration - VMI 9
Illinois Test of Psydholinguistio Abilities - ITPA 12
Visual Reception - VR
Auditory Reception - AR
Verbal Expression - VE
Grammatio Closure - GC
Peabody Picture Vocabulary Test - PPVT
Behavior Rating Scale BRS
Completing the Test Profile
REFERENCES
Table 1. Early Education Screening Test Battery and RecommendedOrder of Test Administration
Table 2. Standard Score and standard Deviation Equivalents
Figure 1. Interpretation of Standard Deviation and StandardScore in Term of Percentage of the General Population
Figure 2. Sample Profile
4,
21
27
28
30
1
3
2
29
EARLY EDUCATION SCREENING TEST BATTERYof Basic Skills Development
CRITERIA FOR PERSONALIZING PROGRAMS
OVERVIEW
The selection of tests to identify basic perceptual and cognitivestrengths and weaknesses in young children was an outgrowth of a U.S.O.E.Prokindorgarten-Kindergarten research study conducted over a two yearperiod (1, 2, 3, h, 5). The resulting Early Education Screening TestBattery (6) provides a short, objective instrument for the assessment ofmotor, auditory, visual, visual-motor, language, and cognitive skill develop-ment. The Battery also includes a subjective evaluation of behavior withan intra- interpersonal relations scale. The tests, together with thereoommended order of testing, are listed in Table 1. The present bookletprovides criteria and norms for personalizing program recommendationz.
Table 1. Early Education Screening Test Eatteryand Recommended Order of Test Administration
Test
Testing Order
One TesterTester lo. 1
MISCELLANEOUS INS1RUMEN15
PPVT - Peabody Picture Vocabulary Teat
VMI - Visual-Motor Integrations Beery
OMO - Gross Motor Observations (3, h)
BRS - Behavioi Rating Soalo (5)
(7)
(8) 2
3
ha
1
2
3
TesterNo, 2
ITPA - ILLINOIS TEST OF PSYCHOLINGUISTICAmaunnis (2, 10)
AR Auditory Reception (ITPA-1, Auditory Decoding)t! 5
YR . Visual Reception (ITPA -2, Visual Decoding)b 6
YE - Verbal Depression (ITPA-5, Vocal Mooding)b 7
GO - Orametatio Closure ITPA.?, Audit orpotooal Autosatio)b 8
1
2
3
Ii
To be completed by the examiner at any time during testing.
Nile first subtest designation refers to the 1968 Revised Edition to be usedin the So?eening Test Battery. The entry in parenthesis refers to the 1961Ekperhaental Edition used in this research.
-1-
DEVELOPMENT OF CRITERIA
In the general population, moat children soore about average for agoon most tests. Some soore considerably higher or lower than average, anda few obtain extremely high or low 'ores. The extent of deviation of achild's score from the average can be interpreted statistically in termsof the standard deviation (SD) of a particular sooro above or below themean score earned by children of the same age. A Standard Score (SS),based on the standard deviation, also can be used for this purpose.Figure 1 presents this concept graphioally. In using the Screening TestBattery, a knowledge of both concepts is neoessary because four of thetests are interpretated by standard deviation (SD), while the revisedITPA uses standard scores (SS).
In terms of standard deviation, children can be designated as average(-1.16 to +1.16 S.D.), high borderline (+1.17 to +1.50 SD),
gnsuperior to
very superior (+1.51 SD and above), low borderline (-1.17 to -1.50 SD),deficient to very deficient (-1.51 SD and below). The correspondingstandard scores are: overate (30 to h2 SS), high borderline (43 to 45 ss),superior to very superior ( 6 SS and above), low borderline (29 to 27 SS),defioient to very deficient (26 SS and below).
StandardScore
Low BorderlinDeficient
Very Defloient
18
StandardDeviation -340
Average
24 30
--1.17
-2.00 -1.00
36
ONigh BorderlineSuperior
Very Superior
i3--4
42 48
+1.17--+1.50
.00 +1.00 +2.00 +3.00
Figure 1. Interpretation of Standard_Deviation
and Standard Score in Terms of
Percentage of the General Population
Standard deviation and standard score equivalents are given in Table 2.
- 2 -
Table 2. Standard Score andStandard Deviation Equivalents
SS SD
SuperiorVery
andSuperior
66 +5.00
65 +4.83
64 +4.67
63 +4.50
62 +4.33
61 +4.17
60 +4.00
59 +3.83
58 +3.67
57 +3.5u
56 +3.33
55 +3.17
54 +3.00
53 +2.83
52 +2.67
51 +2.50
50 +2.33
+2.17
h8 +2.00
47 +1.63
46 +167
SS SD SS 1 SD L SS
HighBorderline
145
144
43
Deficient andVery Deficient
SD
+1.50 26
+1.33 25
+1.17 24
23Average
42
141
140
39
38
37
36
35
33
32
31
+1.00
+ .83
+ .67
+ .50
+ .33
+ .17
.00
- .17
.33
. .50
.67
43
30 -1.00
LoyBorderline
29
28
27
22
21
20
19
18
17
16
15
lh
13
12
11
10
9
- 3 -
-1.67
-1.83
-2.00
-2.17
-2.33
-2.50
-2.67
-2.83
-3.17
-3.33
.3.50
-3.67
.3.83
-4.00
-4.17
4.50
.4.67
4.83
4.00
5 .1?
-5.33
3 -5.50
2 -5.67
1 -5.83
0 -6.r.X)
TEST NORMS AND PROFILE
INTERPRETING THE TEST NORMS
GROSS MOTOR OBSERVATIONS - GMO
Age Equivalent from Raw Score by Sex
Standard Deviation from Raw Score by Age GroupBOYS
PAGE
5
6
7
GIRLS 8
VISUAL-MOTOR INTEGRATION - VMI
Age Equivalent from Raw Score by Sex 9
Standard Deviation from Raw Score by Age GroupBOYS 10
GIRLS 13.
ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES - ITPA
Psycholinguistic Age from Raw Score on Four Selected TestsDOTE SEXES 12
Standard Score from Raw Score by Age Group on FourSelected Mate
BOTH SEXES 13
PEABODY PICTURE VOCABULARY TEST - PPVT
Mental Age from Raw Score, Form ABOTH SEXES 21
Intelligenoe Quotient and Standard Deviation fromRaw Score by Age Group
BOTH SEXES 22
BEHAVIOR RATING SCALE - BRS
Standard Deviation from Raw Score for Ages 3-10 to 5-9BOYS AND GIRLS Separately...6...6.w 27
COMPLETING THE TEST PROFILE 26
Sample Profile - Early Education Screening Test Battery 29
INTERPRETING THE TEST NORMS
Norms are presented for each test in the Ea3.1y Education Test Batteryin the order they appear from left to right on the Profile (page 29).For each test, the age equivalent (AE)"i Psycholinguf.stic age (FLA), mentalage (MA), standard deviation (SD), standard score (SS), or intelligencequotient (IQ), as required, can be obtained directly from the raw score.
In using the tables of norms, care should be taken that the correctpage is located before a score is interpreted as the method of presentirgthe figs res necessarily varies from test to test.
The Gross Motor Test (OMO) and Visual-Motor Integration (WI) provideage equivalents separately for boys and girls and standard deviations bothty age group and by sex.
For the Illinois Test of Psycholinguistic Abilities (1TPA', the sanefigures are used for both sexes in obtaining the psycholinguistie ayesand standard scores, but standard scores are also arranged by age groups.
The Peabody Picture Vocabulary Test (PPVT, provides mental ages forboth sexes in n sagle table. The intelligence quotients and standarddeviations are arranged by age group, the same Table being used for bothsexes.
For the Behavior Rating Scale (BRS), standard deviations are givenfor boys and girls separately between 3 years, 10 months and 5 years,9 months. As behavior did not seen to correlate with increasing age,no ago norms could be developed.
A careful check of the information supplied for each test will enhancethe accuracy of interpreting the raw scores.
5
GROSS MOTOR OBSERVATIONS (GMO)a
Age Equivalent (AE) from Raw Score (RS) by Sex
RawScore
19
18
17
16
15
3.4
13
12
11
10
9
8
7
6
5
BOYS [ GIRLS
Age Equivalent (AE)
A.N.b
5-5
A.N.b 5-0
5-5 4-11
4-9
5-0 4-7
1-8 4.5
4-4 4-2
4-0
4-2 3.11
4-1 B.N.c
14-0
4.0
3-11
B.14.0
ADevised and norned locally.
. Above Horn.
°R.N. Below horn.
GROSS MOTOR OBSERVATIONS (GMO)a
Standard Deviation (SD) from Raw Score (RS) by Are Group
BOYS - AGE .GROUP3-10 4-1 4-4 4-7 14-10 5-1 7 574 7
Raw to to to to to to 1 toScore 4-0 4-3 4.6 4-9 5-0 5-3 1 5-7
A Profile sheet should be completed for each child tested. The
Profile provides space at the top to record the child's legal name (lastname first), school, sex, examiner(s) name, date of test administration,birthdate, age (in years and months), and program recommendations (majorand minor).
At the bottom of the sheet space is provided to record the rawscore; standard deviation or standard score; and psycholinguistic age,age equivalent, or mental age. (No age score is available for behaviorrating.) The I.Q. should be recorded under the letters PPVT.
When all test scores have been recorded, the points for each testindicated by the standard deviation or standard score should be designatedand connected. From the completed Profile, a child's strengths and weak-nesses (superior, high borderline, average, low borderline, deficiet)can be determined at a glance.
A sample profile is illustrated in Figure 2.
- 28 -
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66
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REFERENCES
1. Coffman, Alioe 0., and Dunlap, James M. The Effects of Assessmentand PersonalizedEs of Prekindergarten end Kindergarten Children. Unpublishedreport, Cooperative Research Project No. 6-13M-, Office ofEducation, U. S. Department of Health, Education and Welfare.University Missouri! School District of University City.July 196?. 113p.
2. Coffman, Alice 0., and Dunlap, James M. The Effeots of Assessmentand Personalized Proirliz_iyanwl:orSubse-ri.1t(7MkindergarteriatidearnPairishidreport, Cooperative Research PrOlitNO.6-1328,Office ofEduoation, U. S. Department of Health, Education, and Welfare.University City, Missouri: School District of University City.July 1968. 82p.
3. Office of Research and Testing.warcSte-toldl)evele
EarWie*MIcktroutert alkadrSelma District of UniversiV---
Prekindergarten Research Stu:nt Screening Test for Prekinder-
en. University City, Missouri:City. March 1968. 11p.
4. Office of Research and Testing. Prekinder erten Research Stu t
Criteria for Ident Skills vs n Needs for Use thtest for Prekinder-taps tow a S
gArten and Kindarg n dren. versi C ty, MissSchool District of University City. April 1968. 15P.
5. Office of Research and Testing. Prekindergarten Research StuTentative Criteria for thrBohaviorprse hSteps toward a EnUIVie enikr,1 st or nder-
?Arian and-Kindergarten_ :n. inversity City, ssourit
School flistriot of University City. April 1968. hp.
6. Office of Research and Testing. Early Education Scree Test
Batt. of Basio Skills Developmeatt A: Stu of Test e ec en.
vers City, ssourit lkhool-Distriot of University City.January 1969. 21p.
Vocaluliary Net: !bonded Manual.can dance -rvice, Inc. 1965. RP.
.ntt1 Test of Visual -Motor IntegrationsScoring us Chicago Follett Publishing
7. Dunn, Lloyd M. Pe*Minneapolis: e
8. Beery, Keith E. DoveAdministration
30
9. Kirk, Samuel A., McCarthy, James J., and Kirk, Winifred D. IllinoisTest of Pa cholinpuistio Abilities: ExaminerillanulgARECET--mum. Utbana, ino st Boarder TrusteesofItisityof Illinois. 1968. 136p.
10. McCarthy, James J., and Kirk, Sauuel A. Illinois Test of PMAnuit, Experimen Edition.
Vfbiiii,MinoieirniifititefcTr Research on Exceptional Children,University of Illinois. 1961. 130p.
31 -
CONTRIBUTORS
Alice 0. Coffman, DirectorPrekindergarten Research Center
Gordon W. Apperson, Research AssociateOn leave for aotive service withthe United States An
Shirley Berman, Project Secretary
Esther R. Satz, Research Secretary andStatistical Assistant