Examiner's Manual & Technical Report - Kaplanco.com

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Additional Scoring Rules1. Administer all items in the determined range. All items between the basal and ceilingmust be administered on each subscale to obtain a score. If an item cannot beadministered because a needed material is not available (e.g., stairs, chairs), the examinermay use other sources of information to obtain a response such as caregiver or parentreport. These reports should be used sparingly. It is important to recognize that the mostaccurate overall picture of the child's skills will be obtained from directly administeringitems to the child. Any other sources of information should be acknowledged on theScoring Booklet and in subsequent uses of the assessment information for individualplanning.2. Refusals. If the examiner administers an item and the child refuses to attempt it, the scoreshould be recorded as a minus (-) with the word “refused” written in the commentcolumn.3. Spontaneous corrections. If a child changes his/her response without adult assistance atany time during the administration of an item, the item should be scored based on the lastresponse the child gives.4. Language differences. If a child responds correctly in another language, the score shouldbe recorded as a plus (+), with a comment indicating the response was given in anotherlanguage and which language the child used.28
Chapter 4Scoring and Interpreting LAP-D ResultsThe rules for computing raw scores and completing the Scoring Summary and Profile arepresented in this chapter. The accurate interpretation and communication of assessment results toparents and teachers is vital to their effective application. In this chapter, we also provide somehelpful guidelines for interpreting results and applying this information to making decisionsconcerning young children.Computing Raw ScoresThe raw score for a subscale represents the number of items successfully completed between thebasal and the ceiling. All items prior to the basal are counted as correct and all items beyond theceiling are ignored. After obtaining the basal and ceiling for a specific subscale, the examinershould compute the raw score using the following rules.1. Write the item number (NOT the developmental age) of the last item of the ceiling (i.e.,third minus out of five consecutive items) at the bottom of the domain in the row labeled"Last item ceiling."2. Count the number of minuses between the first item of the basal and the last item of theceiling (including the ceiling minuses) and enter this number at the bottom of the domainin the row labeled "Subtract (minuses between basal/ceiling)."3. Subtract the number of minuses (second line) from the number of the last ceiling item(first line) and enter the result on the line labeled "Raw Score." This is the child’s rawscore for that domain.4. This number (the raw score) will be used to obtain standard scores from the normativetables in the Examiner’s Manual & Technical Report.Figure 5 presents examples of calculating raw scores for Jorge.29
Page 3 and 4: Initial DevelopmentDavid Wilson LeM
Page 6 and 7: About the AuthorsBelinda J. Hardin
Page 8 and 9: Interpreting LAP-D Profiles........
Page 10 and 11: validity, in English and Spanish?
Page 12 and 13: the LAP-D Third Edition is comprise
Page 15 and 16: Chapter 2Overview of the LAP-DThis
Page 17 and 18: egression procedures. This study ex
Page 19 and 20: Table 1. Subscales of the LAP-DDoma
Page 21: LAP-D Scoring Booklet. The Scoring
Page 24 and 25: ecomes inattentive or severely dist
Page 26 and 27: --When borrowing a month, borrow 30
Page 28 and 29: Determining Starting PointsOnce the
Page 30 and 31: Scoring Procedures RulesOnce the st
Page 32 and 33: Figure 3a. Determining the BasalJOR
Page 34 and 35: Ceiling RulesThe child’s ceiling
Page 38 and 39: Figure 5. Computing Raw ScoresDEVAG
Page 40 and 41: complete the Scoring Summary & Prof
Page 42 and 43: Figure 7: Shanika’s Scoring Summa
Page 44 and 45: Figure 9: Alan’s Scoring Summary
Page 46 and 47: Communicating Assessment Results to
Page 48 and 49: of training and experience required
Page 50 and 51: sessions, one to three weeks apart,
Page 52 and 53: Changes were made to the translatio
Page 54 and 55: 60-65 months 183 62.4 001.8 194 62.
Page 56 and 57: Table 6. Adults and Number of Child
Page 58 and 59: Prior to selection of the criterion
Page 60 and 61: additional 409 children (19.5%; n=2
Page 62 and 63: means, standard deviations, and cor
Page 64 and 65: • Comprehension30-35 months 99 08
Page 66 and 67: Table 12b. Internal Consistency of
Page 68 and 69: Table 13b. Standard Errors of Measu
Page 70 and 71: Test-retest reliability was determi
Page 72 and 73: speaking children, 8.62% were Black
Page 74 and 75: Table 17b. Means, Standard Deviatio
Page 76 and 77: Table 18b. Zero-order Correlations
Page 78 and 79: Table 20. Correlations Between LAP-
Page 80 and 81: Table 23 depicts the means, standar
Page 82 and 83: Age Equivalent ScoresAn age equival
Page 85 and 86: ReferencesAmerican Educational Rese
Page 87 and 88:
Errata for theExaminer’s Manual &
Page 89 and 90:
Table A-1. Percentile Rank, NCE, t-
Page 91 and 92:
Table B-2. Percentile Ranks for LAP
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Table B-10. Percentile Ranks for LA
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
30-35 MONTHS 36-41 MONTHS 42-47 MON
Page 107 and 108:
30-35 MONTHS 36-41 MONTHS 42-47 MON
Page 109 and 110:
Table C-1. Percentile Ranks for LAP
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
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Table C-11. Percentile Ranks for LA
Page 121 and 122:
Table C-13. Percentile Ranks for LA
Page 123 and 124:
Table C-15. Percentile Ranks for To
Page 125:
Table C-16. Spanish Age Equivalents
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