Examiner's Manual & Technical Report - Kaplanco.com

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Age Equivalent ScoresAn age equivalent score indicates the age at which a given raw score may be considered average.For example, if a child is 30 months old and has a raw score on the Gross Motor: BodyMovement (GB) subscale equal to an age equivalent score of 42-45 months, this indicates that thechild's raw score is equal to the median raw score for a child in the 42-45 month age range in thenormative sample. Therefore, age equivalent scores are useful in communicating a child's level ofperformance when compared with other children at a particular age level. When properlyinterpreted and understood, age equivalent scores are helpful to parents and teachers in understandingthe magnitude of a child's deficit or strength on a particular LAP-D subscale.In this study, age equivalent scores were calculated by determining the median (or mid-point)score for each age range. That is, the score at which 50% of the norming sample scored at orbelow and 50% scored at or above within each age range was considered the age equivalent scorefor that range. In order to make these scores somewhat more useful, three-month age ranges wereused wherever possible. When any given three- month age range was comprised of fewer than 40children, that age range was combined with the next oldest three month range. In the Englishspeakingsample, the first three month age range (30-32 months) and the second three month agerange (33-35 months) were combined for each subscale. In the Spanish-speaking sample, thesetwo age ranges were also combined, as well as the third age range (36-38 months) and the fourthage range (39-41 months).Z-ScoresThe z-score is used to compare an individual's raw score to the mean of thestandardization sample. The z-score expresses an individual's score in units given instandard deviations. For example, a z -score of + 1.0 would mean the child's score wasone (1.00) standard deviation unit above the mean of the standardization sample mean.A z-score is computed by the formula:z=X–M/δXwhere X is the observed score, M is the mean of the standardization sample, and δX isthe standard deviation. z-scores are useful in determining whether a child's performancefalls far enough below the mean to warrant identification of significant developmentaldelays and/or the recommendation of special intervention. A widely used principle is toidentify any performance as possibly indicating a deficit if the score is 1.5 standarddeviations below the mean. Since a z-score indicates the number of standard deviations a rawscore is above or below the mean, a z-score of -1.5 would indicate such a deficit.T-ScoresA difficulty with standard z-scores is that they are given in both positive and negative values.This characteristic makes them somewhat difficult to use when providing feedback toparents. To overcome this difficulty, z-scores may be transformed to t-scores (McCall, 1970).74
t-scores have a mean of 50 points and a standard deviation of 10 points. Interpretations madewith respect to z-scores are also true for t-scores.Normal Curve Equivalents (NCE)Normal curve equivalents have a mean of 50 and a standard deviation of 21.06. These scoreshave been included because they may be required by certain funding agencies as part ofprogrammatic guidelines. NCEs have been associated with a norm-referenced evaluation modelfor the ESEA Title I Evaluation and Reporting System. NCEs are obtained by making atransformation of the z-score as follows.NCE = 50 + 21.06( z)Norming tables are located in Appendices A, B, and C. Appendix A includes the table forobtaining percentile ranks, NCE, t-score, and z-score and age equivalents. The tables inAppendix B should be used with English-speaking children and the tables in Appendix C shouldbe used with Spanish-speaking children.75
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........
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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 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 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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