Examiner's Manual & Technical Report - Kaplanco.com

egression procedures. This study extended the age range of the sample beyond the previousstudy to children between 30 and 73 months of age (mean = 46.63 months, SD = 11.7 months).From 1977-1992, early childhood educators across the United States used the first edition of theLAP-D, which was a criterion-referenced instrument. A number of local pilot studies, such asone conducted with over 800 kindergarten children in Kentucky in 1978-79, reported favorablyon the assessment’s reliability and validity.In 1992, with the expansive growth of preschool programs in the first 15 years since theinstrument was developed, the demand for norm-referenced assessments appropriate for youngchildren increased. In response to numerous requests, the publisher in collaboration with CHTOPinitiated a study to revise, standardize, and norm the second edition of the LAP-D. A select teamof professionals, including psychologists, teachers, administrators, and other early childhoodeducators, assisted in the review of the final revisions to the LAP-D.Changes to the second edition of the LAP-D included new, updated color illustrations; a newmanual format with more explicit written procedures, instructions, and scoring criteria; new,updated, standardized materials in the assessment kit; deletion of items with little or nodiscrimination and minimal educational value; a revised Scoring Booklet; an updated andexpanded Examiner’s Manual; and the addition of a Technical Report describing thestandardization study. The Self-Help subscales found in the first edition of the LAP-D weredeleted since they were originally designed for children ages birth to 36 months and because thesecond edition of the LAP-D was standardized on children ages 30 to 72 months, there were noempirical data supporting the validity of these scales.In 2002, CHTOP received funding to re-norm the LAP-D in English and to translate/adapt andestablish norms for a Spanish version of the LAP-D. CHTOP coordinated the translation/adaptation of the LAP-D into Spanish in collaboration with the Miami-Dade School ReadinessCoalition. Once the translation/adaptation was completed, a pilot study was conducted thatincluded 92 children representing different ages, race and ethnicity, gender, socioeconomicstatus, and types of program settings. Each child was administered the LAP-D and the PeabodyPicture Vocabulary Test-III (PPVT-III) or Test de Vocabulario en Imágenes Peabody (TVIP) intheir primary language (English or Spanish). These data were analyzed and changes were madeto the Spanish version to create the field test edition used in the norming study. In addition,changes were made to the English version of the LAP-D to ensure the consistency of theinstrument across languages. Once these changes were completed, the field test edition of theLAP-D in both languages was used for the norming study.To re-norm the LAP-D in English and standardize the Spanish LAP-D, a sample of 2099 childrenparticipated in the study from five areas throughout the United States representing different ages,race and ethnicity, gender, socioeconomic status, rural/urban settings, and types of programsettings participated in the study. Recruitment and data collection took place from October, 2002through January, 2004. The study included 1124 English-speaking children and 975 Spanishspeakingchildren. The results suggest that the LAP-D is a reliable and valid measure forassessing the skill development of both English- and Spanish-speaking children. Study results9