The article draws attention to the limitations of age-equivalent (AE) scores in reporting the result of norm-referenced tests. Using a group study and the Peabody Picture Vocabulary test-III (PPVT-III), Emily Maloney and Linda Larrivee have built a strong argument against the use of AE scores. They provide ample information about the limitations of AE scores, as well as results that speech-language pathologists should not continue to use age-equivalence scores in reporting results of norm-referenced testing. This article supports the argument that speech-language pathologists should not use AE scores in reporting results of norm-referenced testing. Age-equivalent scores are the age at which a given raw score is average The authors give many limitations of AE test scores. The first limitation is that AE scores do not take into consideration the range of normal performance whose scores fall into the average range. Age-equivalent scores instead represent the age that the raw score is average. The article goes on to say that the lack of consideration for a normal performance range can result in these scores giving a false standard of performance (Maloney & Larrivee 2007). Another limitation the article discusses is that AE scores promote typological thinking. Age-equivalent scores compare clients to the average of their age group, when in reality, there is no average. Another limitation is the lack of info provided about the examinee’s performance. One cannot assume that because two people have the same score that they responded the same way. This only means that they answered the …show more content…
Standard scores are a more appropriate way to report scores because they are standardized. They have a range at which an individual’s score could fall. There are many limitations the use of AE scores has and SLP’s should not continue to use them in reporting results of norm-referenced
The specialist noticed that Lupita had a hard time answering test items that she did not understand. The specialist allowed the examinee to use scratch paper and pencil to eliminate test anxiety. The specialist also did away with the time requirements of the test and used accurate context vocabulary. It was evident that Lupita’s stress level went down; in addition, her new IQ score of 100 reflected it. In my opinion, the strategies that the specialist utilized reflected appropriate course of action to use with a child from culturally or linguistically diverse background
For all teens, the transition into adulthood is generally seen as a challenging and scary process. For teens diagnosed with Autism Spectrum Disorder (ASD) as well as their caregivers, this transition is often more complicated. The period of transition for individuals with ASD into adulthood is intensely more challenging due to their “unique characteristics, the lack of services that address the special needs of such individuals in adulthood, and the expectations of society for a typical path to adulthood in the face of atypical problems” (Geller and Greenberg, 2009, pg. 93). Without the necessary resources to transition, teens with ASD find themselves unprepared for life at work, in college, or community living. Through this paper, the reader will obtain knowledge in regards to what ASD is, the barriers it yields concerning the transition into adulthood, and the effects it has on the individual as well
After reading and reviewing the data sets, the U.S. Bureau of the Census thus reported changed in the population that were then reflected in a newly and revised set of normative statistics. Included in this normative update were revised geographical shifts, greater percentages for a population of children, a greater minority population, and an increase in urbanization. All of these changes then provided researchers to evaluate the test due to overall population changes. The changes were recorded into the 2005 census data and reflected in the Compuscore Normative Update, the Profiles Program, and the Technical Manual for the Woodcock-Johnson III: Tests if Cognitive Abilities. Reported as the center of technical revisions, the norming and standardization were reported from the procedures of the Woodcock-Johnson III NU: Tests of cognitive Abilities. The data for Woodcock-Johnson III norms and the data was collected from a large sample of 8,818 subjects nationally.
Hegde, M. N. (2001). Pocketguide to assessment in speech-language pathology. (2nd ed., pp. 198-215). San Diego, CA: Singular Thomson Learning.
Age-equivalent scored also do not represent children who scored extremely high and extremely low on the given test. Age-equivalent scores are not estimated for the extreme scores at either end of the spectrum. Children that fall within these ranges are given a generalized age-equivalent score of below the lowest age derived or above the highest age. This results in inadequate information for all individuals that scores are reflected on these parts of the
The term “ageism” is not easily understood by most of the population because of its acceptance as normal behavior due to the ingrained attitudes that most people develop in their youth, but health care workers must fully embrace the term within their profession in order to avoid becoming a contributor to the historical prevalence of prejudices and discrimination. The term ageism is defined by Klein and Liu (2010) as “the discrimination of individuals based solely on age” (p. 334). “Ageism is a social construct that is internalized in the attitudes, beliefs, and behaviors of individuals” (Klein & Liu, 2010, p. 334). Robert Butler, a well-known gerontologist, coined the term “ageism” citing that the discrimination and prejudice associated with this term is often based on the lack of a person’s experience with older people (Ferrini & Ferrini, 2013, p. 6). Ferrini and Ferrini (2013) refer to the strong influence that cultural beliefs and attitudes as well as a person’s current age influence the perception of aging (p. 6). Everywhere within society there are influences that encourage ageist attitudes such as media conveyances through movies, books, television, greeting cards, magazines and the Internet (Ferrini and Ferrini, 2013, p. 6). These negative connotations related to growing older begin to influence all people at a very young age and therefore impact their attitudes as they make career decisions. This has directly impacted the number of health care providers who specialize in geriatrics as well as the attitudes of those who do provide services for older adults. These false perceptions and negative attitudes are currently impacting the q...
Applicable populations: The assessment is designed to be utilized with individuals between the ages of 18-73 (SASSI, 2001).
Adults entering the midlife years (middle adulthood) are experiencing an overabundance of life changes. Hall, Hernandez, Wong, and Justice (2015) stated that, during middle adulthood important changes occur across the physical, cognitive, and social domains of development. There is a mounting amount of research on the changes that middle-aged adults experience. One of the most unexplored factor that middle-aged adults experience is Ageism. Ageism can be defined as the act of being prejudice or discriminative towards a specific age group. Although, Ageism can occur at any given place and in any age group. Research shows that it is more prevalent in older adults,
Norm-referenced standardized tests (NRST) used for different administration over the decades. The NRST classifies individuals. It highlights achievements differences between and among students to develop reliable scores. In school systems NRSTs helps identified students for remedial programs. The U.S. Congress, Office of Technology Assessment (1992), establish a standardized test as one that uses (NAGC - ED Norm- and Criterion-Referenced Testing. (n.d.) (Retrieved from http://www.nagc.org/index.aspx?id=314). Similar procedures for application and scoring in order to ensure that results from different people are comparable (Bond, 2010). NRST compares the performance of students with other students from large groups. Using a standardized test like the NRST will grade students in order from high to low achievers. A valid population must be from the widest range of the student population. Accordingly, the assessment must also report the status of student achievement “broken down by gender, ethnicity, disability, economic disadvantage, English proficiency, and...
Coming to age means various things in different cultures, religions and regions in the world. As an example, in the Jewish religion coming of age happens when a boy or girl reaches the age of thirteen and has a Bar Mitzvah or Bat Mitzvah, which symbolizes reaching religious maturity. On the other hand, coming to age is not about turning a certain age or being able to bare a child, but rather coming to terms with your personal identity. Coming to terms with your personal identity does not happen over night, it entails finding yourself and accepting yourself as an individual. Moreover, in the short story, “Birthmark” and the excerpt of The Curious Incident of the Dog in the night, they depict characters that have a hard time coming to terms with themselves. In both scenarios the characters face adversities that the majority of the population do not face which makes them feel like outcasts. Additionally, both characters come-to-age by finding their personal identity through all of the tribulations that they face.
Very Late Adulthood: Ageism. America's older population is growing at an alarming rate. Statistical evidence indicates growth amongst the very late adult age group. For instance, the CB (2011) found that, between 1960 and 1994, the population group 85 and older had risen by 274 percent in contrast to the general elderly population that rose to 100 percent. The upsurge of the elderly population could potentially escalate occurrences of ageism and abuse within the cohort.
When you consider ageism, you think about people being labeled as other 's sees fit. It 's just another term to judge or deny people of their humanity. When you think about people in their late adulthood what comes to mind? Some may think about gray hair, saggy skin, dentures, and a wheelchair. So my question is why? According to (Palmore, 2005, p. 90) “Ageism is a social disease, much like racism and sexism” in that it considers people as part of a category and not as individuals, creating “needless fear, waste, illness, and misery.” The more people grow and develop, they will learn that aging must go on.
Applying the sports analysis on relative age to academics is quickly revealed to be a flawed approach. In athletics, it’s simple; if you’re older, bigger, and stronger, you can probably hit a baseball a longer way than your smaller competitors. However, the academic playing field has a tendency to even the odds.
“The Tests Don’t Measure Achievement Adequately.” The Myths of Standardized Test: Why They Don’t Tell You What You Think They Do. N.p.: Hoover Institution, 2011. 33-45.
Every time a second passes by, you have grown older. You will never get back the time you spend doing unavailing matters, however, you will learn and strengthen from these principles. Whether you are hanging with peers or doing simple things like sleeping, you will learn and grow. In the act of flourishing, you learn how to stimulate your development of creativity, causing it to expand. As you flourish, you gain new experience, allowing you to become wise, sharing the experience with others. Like a blossoming flower, always leaving something behind. Unpleasant and unlawful acts are bound to happen as you mature, but ageing provides a way for you to conceal as well as let go. Ageing