Examiner's Manual & Technical Report - Kaplanco.com

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About the AuthorsBelinda J. Hardin is the Director of the Special Projects and Research Division at Chapel HillTraining Outreach Project, Inc. She has a Ph.D. in Early Childhood, Families, and Literacyfrom the University of North Carolina at Chapel Hill. Dr. Hardin has directed international,national, and local studies and projects related to services for children and families, andauthored numerous publications. She is a former kindergarten and special education teacherwith 25 years of experience in early childhood education.Ellen S. Peisner-Feinberg is a scientist at the Frank Porter Graham Child DevelopmentInstitute at the University of North Carolina at Chapel Hill. She has a Ph.D. in developmentalpsychology from the University of North Carolina at Chapel Hill. She has conducted avariety of statewide and national research studies focused on early childhood care andeducation practices and the outcomes for children and families, and has conductedevaluations of a variety of early childhood initiatives and training programs for earlychildhood staff. Dr. Peisner-Feinberg has authored numerous publications in these areas andhas disseminated the findings of her work to a variety of audiences, including earlychildhood practitioners, researchers, policymakers, and parents.Stephanie W. Weeks is a research and development specialist for the Special Projects andResearch Division and the Anne R. Sanford Center for Research at Chapel Hill TrainingOutreach Project, Inc. She has a Ph.D. in Social Psychology from North Carolina StateUniversity with a focus on research methodology. Dr. Weeks has co-directed severalstatewide and national projects on social cognition and attribution and has presentednationally on these topics.V
Table of ContentsChapter 1: Introduction: The Learning Accomplishment Profile-Diagnostic (LAP-D) Third Edition ......1Overview........................................................................................................................................1Features of the LAP-D ...................................................................................................................2Differences between the LAP-D Second Edition (1992) and the LAP-D Third Edition (2005).....3Applications of the LAP-D.............................................................................................................4Limitations of the LAP-D...............................................................................................................5User Qualifications ........................................................................................................................5Chapter 2: Overview of the LAP-D ............................................................................................................7Underlying Principles of The LAP System.....................................................................................7History of the LAP-D.....................................................................................................................7LAP-D Content ............................................................................................................................10LAP-D Assessment Materials ......................................................................................................11LAP-D Assessment Manual ............................................................................................13LAP-D Scoring Booklet ..................................................................................................13LAP-D Examiner’s Manual & Technical Report ...........................................................13LAP-D Assessment Kit ...................................................................................................13LAP-D Software..............................................................................................................13LAP-D Planning Cards....................................................................................................13Chapter 3: Test Administration Guidelines .............................................................................................15Order of Assessment....................................................................................................................15Methods of Assessment ...............................................................................................................15Test Administration Considerations ............................................................................................15Administration Time.......................................................................................................15Physical Setting...............................................................................................................16Arrangement of Materials...............................................................................................16Establishing and Maintaining Rapport............................................................................16Avoiding Cues ................................................................................................................17Following Procedures .....................................................................................................17Computing Chronological Age ....................................................................................................17Determining Starting Points............................................................................................20Determining Starting Points for Children with Disabilities............................................20Scoring Procedures Rules ............................................................................................................22Establishing Basals and Ceilings .................................................................................................23Basal Rules .....................................................................................................................23Ceiling Rules...................................................................................................................26Additional Scoring Rules................................................................................................28Chapter 4: Scoring and Interpreting LAP-D Results................................................................................29Computing Raw Scores................................................................................................................29Types of Assessments Results ........................................................................................31Completing the Scoring Summary & Profile ...............................................................................31VI
Page 3 and 4: Initial DevelopmentDavid Wilson LeM
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 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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