Examiner's Manual & Technical Report - Kaplanco.com

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Table 6. Adults and Number of Children Living in Home by Language Group for Project Sample (n=2099)Type of Family Member English Sample Spanish Sample Total Project SampleNumber of Adults in Homen % n % N %o 1 188 17.8 090 10.1 0278 13.2o 2 760 71.8 572 64.3 1332 63.5o 3 or more 110 10.4 228 25.6 0338 16.1o Not reported - - - - 151 7.2Number of Children in Homeo 1 245 23.9 134 15.3 379 18.1o 2 441 43.1 321 36.7 762 36.3o 3 or more 338 33.0 554 48.0 892 42.5o Not reported - - - - 66 3.1Table 7 depicts the distribution of household income for the total project sample and within eachlanguage group. Of the 1,617 families who reported annual income, a somewhat higherproportion of Spanish-speaking children were from low-income homes than English-speakingchildren.Table 7. Household Income Reported for Project Sample and by Language Group (n=1617) 1HH Income English Sample Spanish Sample Total Project SampleLevel 2 n % n % N %Under $10k 126 7.78 159 09.83 0285 17.63$10k-$20k 155 9.59 263 16.30 0418 25.85$20k-$30k 108 6.68 131 08.10 0239 14.78$30k-$40k 077 4.76 048 02.97 0125 07.73$40k-$50k 075 4.64 027 01.67 0102 06.31$50k-$60k 062 3.83 007 00.43 0069 04.27$60k-$70k 076 4.70 001 00.001 0077 04.76$70k-$80k 092 5.69 007 00.43 0099 06.12$80k+ 179 11.1 024 01.48 0203 12.55Total 950 58.8 667 41.2 1617 100.001 1617 of the 2099 families in the project sample reported household income.2 The 2000 US Census reports the median household income for all races as $43,052, for Hispanics and Latinos of any race as $33,946.48
Parents were asked to indicate the highest education level completed. Table 8 shows thedistribution of highest education level completed for mothers and fathers separately for eachlanguage group and the total project sample. This distribution is consistent with U.S. Censusreports (2000), which indicate lower literacy and high school completion rates among the Latinopopulation than among African-American and White populations.Table 8. Highest Grade Completed of Mothers and Fathers by Language for Project Sample (n=2099)English Sample 1 Spanish Sample 2 Total Project SampleMother Father Mother Father Mother FatherHighest Grade n % n % n % n % n % N %< High school 0113 010.1 0098 008.7 391 34.8 346 035.5 504 24.0 444 21.2High school 0369 032.8 0356 031.7 278 24.7 251 025.7 647 30.8 607 28.9AssociatesdegreeBachelorsdegree0191 017.0 0133 011.8 087 7.7 079 008.1 278 13.2 212 10.10242 021.5 0207 018.4 043 3.8 028 02.9 285 13.6 235 11.2Masters degree 0103 009.2 0076 006.8 010 0.9 012 01.2 113 5.4 88 4.2Doctoral degree 0012 001.1 0018 001.6 002 000.2 003 000.3 14 0.7 21 1.0Not reported 0094 008.4 0236 021.0 0164 14.6 256 026.3 258 12.3 492 23.4Total 1124 100.0 1124 100.0 975 100.0 975 100.0 2099 100.0 2099 100.01 The 2000 US Census reports the following percentages for highest education level completed for all races/ethnicities: less than high school, 10.5%; high schooldiploma/GED, 31.8%; Associates degree, 7.7%; Bachelors degree, 16.4%; Masters degree, 5.5%; Doctoral degree, 1.0%. (Additional categories include: Somecollege/no degree, 19.2%; Professional degree, 1.3%.)2 For Hispanics and Latinos of any races, the populations percentages were as follows: less than high school, 42.7%; high school diploma/GED, 28.4%; Associatesdegree, 4.8%; Bachelors degree, 7.0%; Masters degree, 1.6%; Doctoral degree, 0.3%. (Additional categories include: Some college/no degree, 14.6%; Professionaldegree, 0.6%.)Program TypesChildren were recruited from a variety of different settings. The primary types of settings were:center-based child care programs (n = 65, 50.0%), including developmental day, day care, andpreschool programs; Head Start programs (n = 24, 18.5%); private schools (n = 19, 14.6%);public schools (n = 12, 9.2%); and other settings such as WIC (n=10, 7.7%). A total of 130programs/schools participated in the study, with some variation in the types of settings across thefour geographic regions. For example, the Northeast site included a Head Start program, twocenter-based facilities, and one public school system. In the South, three community child carecenters, nine Head Start programs, 17 private schools, and one public school system participatedin the study. The participants in the Central site included 11 center-based programs, eight HeadStart programs, six public schools, and two private schools. The Southwestern site wascomposed of 22 center-based programs, eight Head Start programs, and four public schools. TheWIC and other miscellaneous types of settings were spread across the four geographic regions.MeasuresThis section describes the various measures used in the standardization study of the LAP-D.49
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 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 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 99 and 100: Table B-10. Percentile Ranks for LA
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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