Examiner's Manual & Technical Report - Kaplanco.com

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complete the Scoring Summary & Profile:1. Complete the demographic and date information at the top of the Scoring Summary &Profile by transferring the information from the cover page of the Scoring Booklet.2. Record all scores in the appropriate columns and “triangles” (beg-, mid- or end-ofyear). It is advisable to use a different color pencil or pen for recording assessmentinformation from each time period, to facilitate comparisons over time.3. Transfer the raw score from the bottom of each subscale sheet to the appropriatecolumn and “triangle.”4. Use the Percentile Ranks for the appropriate language in the appendices of thismanual for determining percentile ranks, and select the table for the correct age groupbased on the child’s chronological age. Locate the appropriate column for eachsubscale and find the raw score matching the child’s raw score. In the PercentileRank column of the Scoring Summary & Profile, record the percentile rank from thetable that corresponds to the child’s raw score.5. Use Table A-1, in either the English or Spanish appendices of this manual, to locatethe percentile rank recorded for a child in each subscale. Record the Z-scorecorresponding to the percentile rank. Be sure to note plus (+) or minus (-) beside eachscore.6. Use the appropriate tables in either the English or Spanish appendices of this manualfor the specified subscale for determining age equivalent scores. Locate the child’sraw score on the correct age equivalent table and record the corresponding ageequivalent score from the table in the Age Equivalent column of the Scoring Summary& Profile.7. Mark a “dot” on the approximate location of the corresponding Z-score for plottingthe profile. After plotting the Z-score on the profile for each subscale, connect thedots in a line-graph format to illustrate the relative strengths and weaknesses withineach subscale (see Figure 6). At different time periods, use different color markers orpencils when drawing profiles for the beg-, mid-, and end-of-year assessments toprovide a comparative picture of a child’s growth.Other standard scores such as total percentile ranks or domain percentile ranks may berequired for particular programs. These scores are available in both Appendix B and C,depending on the language of the child. Additional scores may be added to the ScoringSummary & Profile or to the “Observation and Recommendations” section of the ScoringBooklet.32
Figure 6. Scoring Summary & Profile.LAP-DSTANDARDIZED ASSESSMENT - SCORING SUMMARY & PROFILEChild’s Name _________________________________ Gender F ____ M ____ Race _____________ School/Program ____________________________Chronological Age in Months Pre:______ Mid: ______ Post:______Date of Assessment Pre:______ Mid: ______ Post:______LAP-D SUBSCALE Raw Percentile Age Standard PILOT PROFILE USING Z SCORESScore Rank Equivalent ScoreIn Months Z Score-5.0 -4.0 -3.0 -2.0 -1.0 0.0 +1.0 +2.0 +3.0 +4.0 +5.0Fine Motor: ManipulationFine Motor: WritingPre:Mid:Post:Pre:Mid:Post:Cognitive: MatchingCognitive: CountingLanguage: NamingLanguage: ComprehensionGross Motor: Body MovementGross Motor: Object MovementPre:Mid:Post:Pre:Mid:Post:Pre:Mid:Post:Pre:Mid:Post:Pre:Mid:Post:Pre:Mid:Post:Interpreting LAP-D ProfilesThe LAP-D profile on the “Scoring Summary & Profile” is a useful tool for communicatingassessment information to both parents and professionals. The shaded area of the profilerepresents 1.5 standard deviations on either side of the mean. Scores outside of the shaded areaindicate performance that is substantially below or above typical performance for a child of thatage. While standard scores are often used to assist in the identification of children withdisabilities, each program should follow applicable regulations and requirements with regard tothe identification of children with disabilities. Additional assessment, observation, and interviewinformation from multiple sources should always be used in conjunction with LAP-D standardscores when making decisions regarding the identification or placement of individual children.The illustrations and explanations for Figures 7-9 may be helpful to the user in interpretingLAP-D profiles and planning appropriate instruction.33
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 36 and 37: Additional Scoring Rules1. Administ
Page 38 and 39: Figure 5. Computing Raw ScoresDEVAG
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:
Page 119 and 120:
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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