Examiner's Manual & Technical Report - Kaplanco.com

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Communicating Assessment Results to ParentsIt is the right of the parents to be honestly informed of the results of any formal evaluation oftheir child. The manner in which these results are communicated is very important, for they caneither enlighten and involve the parents, or alienate them and increase their anxiety about theirchild’s growth and development.Several principles should guide evaluators in their contact with parents. Assessment resultsshould, whenever possible, be communicated in a face-to-face conference. Parents may havequestions and concerns that are difficult to express in written communications. The conferencecan be a rewarding experience for all concerned if the following suggested guidelines areobserved.Establish rapport. Spend some time in pleasant conversation. Parents are often intimidatedby conferences about their child, perhaps because schools are more likely to contact theparents when there is some difficulty with the child than when things are going well. Such aconference can be a good opportunity to establish a cooperative relationship with parents.Describe the type of information the assessment measures. For example, parents shouldknow that the LAP-D assesses children’s developmental skills. The areas measured by theLAP-D are straightforward and easily understandable. Because the child’s strengths are clearlyobservable, attention should be focused on those skills the child has demonstrated as well asthose that are emerging and/or lagging. Parents should be aware that the LAP-D measuresthose skills generally acquired during the preschool years.Seek the parents’ estimate of their child’s developmental progress. Parents are oftenaccurate in their appraisal of their child’s skills, although they may or may not have broaderconceptual knowledge about typical developmental sequences. Ask the parents about thechild’s activities at home. Should the parents’ estimates coincide with assessment results, it isexpected that the parents will gain confidence in the accuracy of the evaluation. Thisconfidence may enable them to listen with a greater degree of acceptance to an explanationof areas of possible disagreement.Seek verification of assessment results. Absolute confidence in the accuracy of anassessment can never be achieved. Ask parents to confirm or question the results of theevaluation. Parents may explain the circumstances under which a certain behavior isobserved, and provide advice in the interpretation of results. This process should afforda more complete picture of the child and prevent inaccurate assumptions.Avoid labels. Parents are best informed when they are made aware of the strengths of thechild, for it is on these strengths that the instructional program rests. By sharing positiveresults with the parents, the support and assistance of the parents can be enlisted. Discussfacts, not theories, with parents. The LAP-D measures observable behaviors. The goal is thefacilitation of development at its optimal level. A behavioral description of obtained results isinformative and useful.38
Interpret normative data appropriately. When interpreting normative data to parents, it isimportant that the evaluator have a clear understanding of standard scores and theirlimitations. Although norms are important as yardsticks of developmental stages, they mustbe used cautiously.Provide a written summary of the assessment. Because it is difficult to remember andprocess a wide array of data, a written summary, similar to the report given to the teacher,should be given to the parents. Parents will then be able to consider the report and raisequestions later.Provide suggestions for cooperation between home and school. With assistance, parentscan be enlisted as colleagues in the provision of appropriate developmental activities for thechild. The assessment of behaviors is not an end in itself. Parents should not see it as aterminal process, but rather as the means by which appropriate instructional strategies aredevised for the child. Along with a statement of the child’s strengths and his immediatelearning goals, the evaluator should provide the parents with suggestions for supplementingthe formal instructional program at home.Assure confidentiality. Assure parents of your commitment to the ethical standards that underliethe use of assessment procedures. Parents should feel confident that the child’s and family’s rightto privacy are being maintained and that no assessment results or diagnostic reports will bedisseminated in a manner which could cause harm to the child. The evaluator must assumeresponsibility for guarding against any misuse or misinterpretation that could result fromfailure to protect the rights of the individual and/or possible misuses of assessment results(labeling, unfair placement, unrealistic expectations, and so forth).Ethnical Use and Interpretation of Assessment ResultsThe ethical standards that apply to the use of assessments are the safeguards against their misuse.Whether or not a code of ethics governing the use of assessment results has legal bearings on theevaluator, a few guidelines ought to be incorporated into one’s modus operandi. Kirby et al.(1973) suggest adherence to the ethical standards set forth by the American Personnel andGuidance Association. Paraphrasing the American Personnel and Guidance Association, thesestandards state, among other things, that:1. The results of an individual assessment should be viewed in perspective, that is, asconstituting only one facet of a total evaluation. The evaluator should see that undueemphasis is not placed on the results of a “single” assessment.2. When communicating the results of assessments, the evaluator should avoid making falseclaims about the implications of the child’s performance. In other words, the information theassessment provides should be clearly designated as a limited evaluation of the individual.3. The evaluator should recognize his/her own competence level and should not attempt toperform functions that are clearly beyond that level. This manual generally states the degree39
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 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 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 97 and 98:
Table B-8. Percentile Ranks for LAP
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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