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Chapter 8. Learning Aptitude. Purposes for Assessing Learning Aptitudes. Identification of level of intellectual performance Evaluation of adaptive behavior Determine if students meet requirement for services for mental retardation

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chapter 8
Chapter 8

Learning Aptitude

purposes for assessing learning aptitudes
Purposes for Assessing Learning Aptitudes
  • Identification of level of intellectual performance
  • Evaluation of adaptive behavior
  • Determine if students meet requirement for services for mental retardation
  • Determine if there is average to above average intellectual functioning
issues and trends
Issues and Trends
  • Intelligence testing is controversial
  • Misplacement of students from diverse groups in special education
  • PL 94-142 provided safeguards against testing abuses
current practices
Current Practices
  • Individual intelligence tests are currently used in special education
  • Adaptive behavior measures rely on informants
sources of information about learning aptitude
Sources of Information About Learning Aptitude
  • School Records
    • Group intelligence test results
    • Individual intelligence test results
    • Developmental and school histories
  • Students
    • Individual test of intellectual performance
    • Current adaptive behavior is observed
sources of information about learning aptitude6
Sources of Information About Learning Aptitude
  • Teachers
    • Observations of
      • learning aptitudes
      • adaptive behavior
  • Parents
    • Developmental histories
    • Observations of learning aptitudes
    • Information about behavior outside of school
group tests of intellectual performance
Group Tests of Intellectual Performance
  • Rely heavily on reading skills
  • Use a multiple choice format
  • Tend to be low estimates of actual abilities
  • Should only be used for screening purposes
wechsler intelligence scale for children fourth edition wisc iv
Wechsler Intelligence Scale for Children–FourthEdition (WISC–IV)
  • Most commonly used test
  • One global score: Full Scale IQ
  • Four composite scores
    • Verbal Comprehension
    • Perceptual Reasoning
    • Working Memory
    • Processing Speed
woodcock johnson iii tests of cognitive ability
Woodcock-Johnson III Tests of Cognitive Ability
  • Cognitive factors assessed are:
    • Comprehension-Knowledge
    • Long-Term Retrieval
    • Visual-Spatial Thinking
    • Auditory Processing
    • Fluid Reasoning
    • Processing Speed
    • Short-Term Memory
kaufman assessment battery for children k abc
Kaufman Assessment Battery for Children (K-ABC)
  • Norms available only to age 12
  • Cognitive factors assessed are:
    • Sequential processing
    • Simultaneous processing
    • Achievement
stanford binet intelligence scale fifth edition
Stanford-Binet Intelligence Scale: Fifth Edition
  • Arranges subtests in skill areas rather than by age
  • Cognitive factors assessed are:
    • Fluid Reasoning
    • Knowledge
    • Quantitative Reasoning
    • Visual-Spatial Processing
    • Working Memory
hamill multiability intelligence test hamit
Hamill Multiability Intelligence Test (HAMIT)
  • Special version of Detroit Tests of Learning Aptitude–4
  • Results in three composite quotients:
    • General intelligence
    • Verbal intelligence
    • Nonverbal intelligence
nonverbal measures of intelligence
Nonverbal Measures of Intelligence
  • Raven Progressive Matrices
  • Leiter International Performance Scale–Revised
  • Tests of Nonverbal Intelligence (3rd ed.)


nonbiased assessment of learning aptitude
Nonbiased Assessment of Learning Aptitude
  • System of Multicultural Pluralistic Assessment (SOMPA)
    • Rescores WISC–R based on socio-cultural factors
    • Includes a measure of adaptive behavior
  • Dynamic Assessment
  • Learning Potential Assessment Device (LPAD)
    • Uses a test-teach-test format
    • Results are primarily descriptive
adaptive behavior measures
Adaptive Behavior Measures
  • AAMR Adaptive Behavior Scale-School (2nd ed.) ABS-S 2
  • Vineland Adaptive Behavior Scales
  • Scales of Independent Behavior–Revised


  • Weller-Strawser Scales of Adaptive Behavior for the Learning Disabled
  • Adaptive Behavior Evaluation Scale– Revised (ABE–R)
answering the assessment question
Answering the Assessment Question
  • Types of procedures
    • Group or individual intelligence testing
    • Adaptive behavior is assessed through:
      • Interviewing
      • Questionnaires to informants
      • Direct observation
  • The nature of tasks affect results
  • Learning aptitude must be documented for all mild disabilities