Developmental Assessment Tools For Young Children

The Developmental Assessment Of Young Children Second...
The Developmental Assessment of Young Children–Second Edition (DAYC–2) is a test given to
children from birth through age 5 to measure if there are any delays in the early childhood
development through the five different domains: cognition, communication, social–emotional
development, physical development, and adaptive behavior. This test is individually administered
and is norm referenced measure of early childhood development. – The Cognitive Domain measures
the child ability to conceptual think, measure memory, and mental process. – Communication
Domain measures the ability to comprehend language and express his thoughts, which is divided
into two subdomains: Receptive Language and Expressive Language. – Social–Emotional Domain
measures social awareness, social relationships, and social competence. This will help the child
form meaning relationships with parents or caregivers in their environment. – Physical
Development Domain measures motor development, which is divided into two subdomains: Gross
Motor and Fine Motor. – Adaptive Behavior Domain measures the ability to achieve daily tasks. If
the child scores below average in one or more domains or 2 or more standard deviations below the
mean they are eligible for services. Procedure: Administration: In order to achieve accurate results,
the examiner must determine the correct age. This isn't just the child's chronological age, but the
child's month age as well. The child's age has to be written out in months
... Get more on HelpWriting.net ...

Evaluation Of Language Transcripts From Salt ] Software...
A language sample was elicited during the last hour of the evaluation. The sample was transcribed
and evaluated using the Systematic Analysis of Language Transcripts [SALT] software for
quantitative and qualitative analysis.
Andrea enthusiastically participated with the examiner during the language sample. She initiated the
conversation by choosing to explain how to play the game "Googly Eyes" rather than utilize any of
the activities provided by the examiner. Andrea's explanation of the game was mostly chronological,
she occasionally forgot a part of the game, but always corrected herself for any confusion. Her
speech was fluent, though used the word "like" frequently. The slight overuse of the word could be
attributed to her age, rather than a reflection of her lexical diversity. Her descriptions of the game
were spontaneous, mostly fluid, and she was 100% intelligible. These observations suggest this
sample was a valid representation of Andrea's language abilities as the game required several
complex explanations in which she performed well.
Throughout the conversation, Andrea displayed a mastery of complex syntactic and morphological
form (mean length of utterance= 7.87) which is expected for her age. Of the 57 utterances
examined, Andrea only abandoned 10 utterances (accounting for only 17% of the sample), usually
in favor of of a clearer explanation of sequence of events or choice of words. Her mastery of
semantics was not displayed as appropriately (type token

Web Calculator Exercise 1
Web Calculator Exercise 1
Descriptive Statistics
1. The table below presents data for a sample of people who completed a religious survey.
|Age |Gender |Denomination |Church Attendance |
|56 |1 |7 |4 |
|46 |2 |6 |5 |
|49 |2 |6 |5 |
|49 |1 |1 |5 |
|27 |2 |9 |5 |
|51 |1 |4 |2 |
|47 |2 |2 ... Show more content on Helpwriting.net ...
The price of cars is normally distributed.
a. What is a Z score for a car with a price of $ 33,000? The Z score for a car with a price of $33,000
is 2.8571.
http://easycalculation.com/statistics/z–score–standard.php
b. What is a Z score for a car with a price of $30,000?
The Z score for a car with the price of $30,000 is 2.0.
http://easycalculation.com/statistics/z–score–standard.php
c. At what percentile rank is a car that sold for $30,000?
With a Z score of 2, the percentile rank of a car sold at $30,000 is .977 x 100 = 97.7 percentile.
I found this information by taking the Z score and looking at the Z table under the number curve,
located in appendix of my textbook.
3. In one elementary school, 200 students are tested on the subject of Math and English. The table

below shows the mean and standard deviation for each subject.
| |Mean |SD |
|Math |67 |9.58 |
|English |78 |12.45 |
One student's Math score was 70 and the same individual's English score was 84. On which exam
did the student

Assessing The Effect Of A New Teaching Approach
Part B. Descriptive statistics: assessing the effects of a new teaching approach
1. The main goal of the analysis being conducted is to assess whether the new curriculum on basic
electricity in basic science yields better achievement outcomes compared to the existing curriculum,
which is a more traditional teaching approach, for elementary school students in both urban and
suburban schools. In doing this analysis some questions that will be key to this study is to reveal if
this new curriculum is beneficial when compared to the traditional teaching approach. Indeed, some
students are randomly assigned to both the new curriculum and to the traditional teaching approach.
As a result, through this randomization biases will be kept from occurring. This investigation is
important because it will be determined what yielded better results through focusing on examining
differences in the posttest variable for children who did or did not experience the new curriculum.
2. After downloading the data file (Assignment 1.dta) and reading it on Stata, I was allowed to see
that there were some values that were missing: five to be exact. In other words, examining the ids I
was able to see that the number did not correlate with the id. The ids went to 178 and there were
only 173 entries. Indeed, the ids that were missing were 57,104,123,146, and 157. This was in
contrast to running the codebook command for each variable–id, treatment, urban, female, lowach,
posttest–which produced a table

Psy/300 Week 2 Practice Worksheet
University of Phoenix Material
Week 2 Practice Worksheet
Prepare a written response to the following questions.
Chapter 3
1. For the following scores, find the mean, median, and the mode. Which would be the most
appropriate measure for this data set?
2, 2, 0, 5,1, 4,1, 3, 0, 0, 1, 4, 4, 0,1, 4, 3, 4, 2, 1
Mean =42/20 =2.1 Meidan = 2 Mode= 1 and 4
2. Based on the scale of measurement for each variable listed below, which measure of central
tendency is most appropriate for describing the data?
a. The time (in years) it takes a sample of students to graduate college (Mean)
b. The blood type (e.g., Type A, B, AB, O) of a group of participants (Mode)
c. The rankings ... Show more content on Helpwriting.net ...
governors and large corporations' CEOs in general.
a) Governors: 36; 44; 52; 40
Mean: 43
Standard deviation: 6.83
CEOs: 32; 60; 48; 36
Mean: 44
Standard deviation: 12.65

b) We have just found the average measurements of the desks of the governors and CEOs in major
US corporations. We also found the spread of the data.
c) The average, or mean of the measurements are almost the same in both cases. However, the
standard deviation of the CEOs' measurements is almost double of the governors', which means that
the CEO's desks can be either much bigger or much smaller than the governors.
5. Radel and colleagues (2011) conducted a study of how feeling overly controlled makes you
desire–even unconsciously–more freedom. In their study, 52 Canadian undergraduates played a
video game in a laboratory and were randomly assigned to either:
a. an automony deprivation condition, in which they were told to follow instructions precisely,
constantly given instructions over a loudspeaker, and carefully observed on everything they did. b. a
neutral condition, which was much more laid back.
After this activity, they were asked to do a "lexical decision task" (a standard approach for
measuring unconscious responses) in which they were shown a series of words and nonwords in
random order and had to press "C" if it was a real word or "N" if not. Half of the real words were
related to autonomy (e.g.,

The Tema 3 Measures The Early Mathematical Abilities Of...
a. General Description: The TEMA–3 measures the early mathematical abilities of young children.
b. Materials Provided/Needed: Examiner's Manual, Picture Book, Profile/Examiner Record
Booklets, Student Worksheets, Manipulatives, Assessment Probes & Instructional Activities Book.
Examiner and student will both need a pen or pencil.
c. Alternate Forms: The TEMA–3 has two equivalent forms (A and B).
III. ADMINISTRATION:
a. Age Ranges: The TEMA–3 was designed for children ages 3–0 to 8–11. It can also be used as a
criterion–referenced or diagnostic tool with older students who are having mathematical learning
difficulties.
b. Administration and Scoring Time: The TEMA–3 is not a timed test. Within reason, students
should be given as much time as they need to complete a question. On average, students will be able
to complete this test in 45 to 60 minutes. The scoring time should be minimal. The child receives 1
point for each item passed, and incorrect items are scored 0.
c. Types of Scores Reported: The raw score, age and grade equivalent, percentile rank, Math Ability
Score (standard score), standard error of measurement, confidence interval, and ability score range
are all recorded in the appropriately labeled spaces in the Profile/Examiner Record Booklets.
d. Starting Points, Basal and Ceiling Levels: The starting points are based on the child's
chronological age (shown in Table 2.1). The basal consists of the highest five consecutive items that
are answered correctly. All

Resilience Scales For Children And Adolescents
Resiliency Scales for Children and Adolescents Review
The Resiliency Scales for Children and Adolescents (RSCA) is a profile of personal strengths that
assess personal characteristics that are associated with resiliency (Prince–Embury, 2011). These
scales help identify how well a child and youth are able to recover from significant distress,
adversity, or life traumas. The RSCA was developed by Sandra Prince –Embury and published by
SAGE influenced largely by the Development Theory, Social Learning Theory, and Psychosocial
Theory (Prince–Embury, 2009). The RSCA aims to measure clients in three areas of perceived
strength, limitations, and/ or vulnerabilities that are related to psychological resilience, assessing
youth from 9 to 18 years of age (Prince–Embury, 2012). This tool assists administrators to identify
children who have low personal resource and high vulnerabilities before they fall behind and
become symptomatic. The assessment results are often utilized as a planning measure on which to
focus the treatment plan more towards resiliency intervention if needed (Prince–Embury, 2011). The
RSCA can be later used with the same individual as an evaluation measure of the impact of
resiliency interventions that have taken place. Even when a client is coping effectively in the present
the RSCA can identify how that particular individual may respond when adverse events are
encountered (2011).
The RSCA and manual comes complete with 25 combination scales booklets that range

Examination / Language Evaluation By Her Mother
Jacqueline Turn, age 4 years 2 months, was referred for a speech/language evaluation by her mother.
Her mother reports that she concerned about Jacqueline's ability to "make sounds right."
BACKGROUND INFORMATION 1. Case history information:
Jacqueline's mother completed a case history form. She indicated that she had a normal pregnancy,
but Jacqueline was born one month premature. Jacqueline's mother also wrote that Jaqueline had
numerous ear infections between the age of one and two, which were treated with oral antibiotics.
Since her last hearing screening she has not had any ear infections, and her hearing came back
normal. When Jaqueline was two years old, she was hospitalized as a result of pneumonia, but since
then has not had any ... Show more content on Helpwriting.net ...
In this assessment the consonant sounds are assessed in the initial, medial, and final positions of the
stimulus words. Jacqueline's raw score of 23 is equivalent to a standard score of 85, which
corresponded to a percentile rank of 16. Jacqueline's percentile rank of 16 indicated that her score
fell approximately one standard deviations below the mean score, for children with the same
chronological age. With a standard deviation that is one standard deviation below the mean, she was
within normal limits, but on the low end as normal limits extended from one standard deviation
below the mean to one standard deviation above the mean.
POSITION IN WORDS Initial Medial Final Error/Target
Substitutions: W/L W/L W/L
W/R W/R W/R
B/V B/V B/V
TH (voiceless)/S TH (voiceless)/S TH (voiceless)/S
D/DZH D/DZH D/DZH
BW/BL KW/KL FW/FL
Distortions: CH=D2 CH=D2 CH=D2 ZH=D3 SH=D1
Stimulability: There are many positive indicators for Jacqueline's communication development.
Jacqueline was stimulable for all her errored sounds. Her stimulability was found when the clinician
would produce a sound in isolation and see if she could correctly produce the target sound back.
Jacqueline's

Administration Essay
Preparation
Firstly, to prepare for the first administration of the CAS, I read the examiner manual which
explained that in order for the results to be interpretable and avoid reducing of reliability and
validity, the assessment should be administered according to the procedures and recommended
testing conditions (Das & Naglieri, 1997). There were several key points to be familiar with which
are: the materials needed in each subtest (ie. Response book, red pencil, stopwatch), the starting
points according to age, the time limits per item, scoring of each item, and the discontinue rules. I
then reviewed the record forms, response booklets, and marked the starting points according to
Jhallen's and Sierra's age with highlighter and post–it ... Show more content on Helpwriting.net ...
As a result, I made changes with Sierra's assessment and decided to split it in two sessions with two
subtests each session in order to avoid fatigueness.
Building Rapport According to Das and Naglieri (1997), it is important to establish rapport with the
examinee but also be aware of providing praise and compliment that may influence the results. I
found it fairly easy to build rapport with Jhallen as I have conducted an interview for the first
assignment. As the setting was more relaxed, Jhallen often asked some questions in which I found it
difficult to not repeat the item or give guidance. In order to not compromise the standardization of
the test, I reminded Jhallen in every beginning of the task that I cannot give guidance. On the other
hand, my assessment with Sierra required more effort in building rapport as she appeared to be shy
and quiet in the beginning. In order to establish rapport I had a brief conversation about her day and
introduced the assessment, emphasising that some of the tasks may be easy or difficulty but to try
her best. To maintain rapport during the assessment, I made sure that she understood the instructions
of every task and be aware that I could not provide help or feedback.
Report Writing The CAS Examiner's Manual provided steps in scoring and interpreting the scores. I
found the instructions to score the CAS results to be straightforward. It was also very

Julius Caesar Standard Score
Caesar is a 7–year–old second grader. Caesar claims that he does not like math. To understand
Caesar's results, you must understand the terms raw score, standard score, percentile rank, and
grade/age equivalent. Caesar was tested in basic concepts (numeration, rational numbers, geometry),
operations (addition, subtraction, multiplication, division, mental computation), and applications
(measurement, time, money, estimation, interpreting data, problem solving). From Caesar's scores
on the Key Math Revised he appears to be slightly above average in math comprehension. An
average standard score is 100. Caesar received a standard score of 101 in basic concepts, 102 in
operations, and 107 in applications. This shows that Caesar ranked highest in applications, meaning
that he is slightly above average in measurement, time, money, estimation, interpreting data, and
problem solving, and average in basic concepts. The ... Show more content on Helpwriting.net ...
The grade/age equivalent scores show what grade level matches the student's performance, and then
what age level matches the student's performance. Caesar received a 7–11 in basic concepts, 7–8 in
operations, and 8–3 in applications. These results are interesting, but do not determine his
knowledge in mathematics. Grade/age equivalent scores are a statistical abstraction; there is no
evidence to support the score. The grade/age equivalent score is an estimation of what the average
student can comprehend at a certain age or grade level. The Committee to Develop Standards
actually warns for people not to trust these scores as absolute truths of a students' intelligence. This
can be seen on how much these scores differ from the standard score and percentile–ranking Caesar
was given. It is highly unlikely that Caesar scored slightly above average on his standard score and
percentile ranking, and as high as an 8th grade or eleven year old

George Orwell 's Life And Accomplishments Essay
George Apprille, is a 13.1 year old English speaking male. George's grandparents reported, George's
mother would smoke cigarettes and drink alcohol while she was pregnant, and did not receive
prenatal care. Although, the grandfather did not remember George's exact birth weight he did recall
that George was a small baby. The grandfather also reported, George was colicky and had difficulty
sleeping and eating. George also suffered from many colds, middle ear infections, and food
allergies. He was a slow learner to walk, talk, and toilet train. As reported by grandparent, George
currently lives with his maternal grandparents. His grandfather is an employed gardener and his
grandmother works in a local grocery store in the deli department. His mother is deceased and he
sees his father occasionally, due to the fact that his father is currently in the military, and is stationed
outside the United States. George has attended Abrego Elementary School since kindergarten. The
records from school indicate George's 3rd grade teacher expressed concerns with George's academic
progress; therefore she referred him for testing. George was then diagnosed with a learning
disability and began receiving special education services for reading, writing, and math. In addition,
George qualified for speech and language services and occupational therapy services. He continues
to receive special education services in 6th grade. His teachers report that George works hard but
struggles to keep up

Evaluation Of The Post Assessment
For the post assessment, I have organized data results to display a score for each lesson taught as
well a total score for the entire test, for each student. This way, there is a clear result of student
understanding of standards and objectives in each section of the post test, organized by the lessons
that were taught. Based on the student scores, there is a balance of understanding throughout the
post assessment, for all lessons. Although there seems to be a balance of understanding for each
lesson, almost all students scored full points on the questions dealing with the first lesson. The post
assessment results for this lesson, shows that students understood the objective of that lesson. The
majority points students could score on ... Show more content on Helpwriting.net ...
My students could attain the standards and objectives, and this showed through their final scores of
the entire post assessment. I had two students score 10/10 on the post assessment. The rest of the
class was right behind these students. Most students scored points close to 7, 8, and 9 on the post–
test. There were only two students who scored poorly on this test. One student, had been absent, the
other student I know I need to work more closely with. Even though these scores were low, they still
improved from their original test–score. Overall, students could show attainment of the standards
and objectives, and showed me this through their test results. Students were able to take what they
learned and apply their skills through this test. As I stated above, levels of achievement were high!
My students showed high scores on their posttest with scores such as 7, 8, 9, and 10. Students who
did not score high, still showed growth and improvement from their original scores. Most students
improved immensely from their original scores of the pre–test. Pre–test scores showed that students
had little to no understanding of any of the standards and objectives to be taught. After teaching
these lessons, students jumped from zero or little points, to almost full points on their post–
assessment. Their scores really showed both growth and

Evaluation Of The Preschool Language
1. Interpretation
During today's evaluation, we used the Preschool Language Scale– Fifth Edition (PLS–5) and
general observations of the way Z plays and interacts with others to assess her speech and language
skills. The PLS–5 is a norm–referenced test, meaning that the creators of the test developed a set of
"typical" or "average" scores based on a large sample of children, to help clinician's determine
whether a child, like Z, performs at the same level as other children her age that were included in
the sample.
a. The PLS–5 looks at a few things that help us to determine Z's speech and language abilities. One
area that the test pinpoints is called auditory comprehension– this refers to things such as Z's
attention to her environment ... Show more content on Helpwriting.net ...
Z's score fell in the 1st percentile in both auditory comprehension and expressive communication.
What this means is that Z scored as well or better than 1% of the sample population of children her
age, but 99% of other children her age achieved a higher score.
e. Age–equivalent scores represent the average score of the children in the sample for a particular
age group in a specific area. For example, Z got an age equivalent score of 7–months for auditory
comprehension. This does not mean that Z understand language at a 7–month–old level, but rather
that Z's score corresponds to the average raw score obtained by 7–month–olds in the PLS–5 sample.
On the expressive communication section, Z's score translated to an age equivalency of 5–months,
meaning that her raw score corresponds to the average raw score obtained by 5–month–olds in the
PLS–5 sample. These scores try to compare children to the "average" X–year–old, but language
development is remarkably variable and the "average" child does not really exist. We like to look as
"average" as more of a range, rather than a set level of achievement.
2. Short–term Session goals:
a. Given a field of 5 objects out of her reach and vocal/gestural modeling by the clinician and
parent, Z will increase frequency of intentional communication, using signs, gestures or
vocalizations to request desired object in 8 out of

How Scores Are Calculated And How We Can Use Them ! Essay
New blog post about how scores are calculated... and how we can use them! After reading Salkind
Chapter 5, I was surprised to see that I knew very little about how scores are calculated. A large
percentage of this chapter was new to me. For example, I had no idea how to calculate percentile.
Additionally, the terms quartile, decile, and stanines were new to me. Finally, I have heard of z
scores and t scores. However, prior to reading this chapter, I was unaware of how they were used.
Several of the terms defined in this chapter I was familiar with include raw scores, norm–reference
scores, criterion–reference scores, and percentile ranks. I really like how Salkind presents the
information in this chapter. Salkind defines several terms throughout the chapter and identifies how
this information can be used to make decisions. Furthermore, Salkind identifies what is to "love"
and what is "not to love" about using a specific score. I found this information helpful when
understanding the limitations of using a particular score to make decisions about student
performance. For the majority of the chapter, Salkind identifies several types of normed scores
including percentile ranks, stanine scores, standard (fare) scores, z scores, normalized standard
scores, and t scores. He concludes the chapter by discussing the standard error of measurement
(SEM). In chapter 5, Salkind addresses the issue of test scores, what they mean and how we can use
them. Salkins defines a raw

Percentile Rank Standard Score
WIAT Subtests Percentile Rank Standard Score Qualitative Equivalent
Listening Comprehension 2 68 Below Average
Early Reading Skills 6 77 Below Average
Reading Comprehension 4 74 Below Average
Math Problem Solving 2 70 Below Average
Alphabet Writing Fluency 1 63 Below Average
Sentence Composition 8 79 Low
Word Reading 12 68 Low
Pseudoword Decoding 5 76 Low
Numerical Operations 27 91 Low
Spelling 4 74 Below Average
Math Fluency–Addition 14 73 Low
Math Fluency–Subtraction 7 68 Low
On December 27th & 28th of 2016, Jason XXX was administered the WIAT 3rd Edition. This test
was to measure a variation of skills such as: reading, listening, speaking, writing, and mathematics.
The test took two days to complete. Since his mother only allowed one ... Show more content on
Helpwriting.net ...
Both subtest in receptive vocabulary and oral discourse comprehension shows below he's in the
below average range. Receptive vocabulary he obtained a standard score of 73 and ranked in the 4th
percentile, and in the oral discourse comprehension he scored a 72 and ranked in the 3rd percentile.
This indicates that Jason's performance in this subtest of listening comprehension reveals he is in the
below average range. Also while testing, when asked a difficult question he seemed to shut down
and not answer. It was very difficult getting through this section of the

Creating New Learning Experiences Less Anxiety Provoking
04– Z scores
Slide 1: Hello! I hope this powerpoint finds you well. I realize that this is a rigorous course and that
you may be feeling discomfort as you navigate new terms and concepts. In practice courses, brain
will recall concepts that are familiar making new learning experiences less anxiety–provoking.
However, when learning research and statistics few students have little memory of previous learning
of this topic to reduce discomfort. That said, it is important for you to recognize and appreciate your
growth during this course as well as to balance your activities. Being an online student, I imagine
that you are very busy assuming many roles. Therefore, I suggest that you engage in a pleasurable
activity at least every day – for ... Show more content on Helpwriting.net ...
Slide 3: A Z–score informs us if a variable's score or value is equal, below, or above the mean. It
also determines the exact proportion or percentage of scores that fall between any two scores of
normally distributed scores. This sounds similar to the standard deviation; however, standard
deviations are set values that fall on a distribution; whereas, Z–scores or values may lie anywhere
on the normally distributed curve. Hold that thought and I will go into greater detail as we progress.
Slide 4. The following is a good guideline to understand Z scores and their relationship to standard
deviations.
Slide 5: Let's look at a normal curve, using Z scores. On the left, we see a distribution title Positive
Z. Look at the highlighted area, B, which represents the percentage of scores or values between the
mean and a particular Z–score above the mean. This Z score represents a positive Z–score as it is to
the right of the mean. Notice that the area to the left of the mean equals 50% of the scores or values
of a variable. Remember we have symmetry of the curve on both sides or 50% of scores or values
on both sides.
On the right, we see a normal curve with a highlighted area, B, which represents the percentage of
scores or values between the mean and a particular Z–score below the mean. This represents a
negative Z–score.
Slide 6: Before we move on, it might help you to learn the formula for obtaining a Z–score. A Z–
score equals the raw score of a

Are Common Core Standards Positively Affect Student Test...
Literature Review: Positivity of Common Core Standards
A literature review discusses published information in a particular subject area, and sometimes the
information in a particular subject area within a certain time frame (The Writing Center, 2014). A
literature review will almost always have an organized pattern and will combine both summary and
synthesis (The Writing Center, 2014). Why are literature reviews written? The answer is
straightforward; they provide a handy guide to a particular topic (The Writing Center, 2014).
According The Writing Center at The University of North Carolina of Chapel Hill (2014) sometimes
a researcher will not have time to conduct a predominant search of a topic; this makes literature
reviews relevant because they give an overview or act as a stepping stone. This essay will provide a
literature review for the research question: Do Common Core standards positively affect student test
scores?
Uncertainties in the Research Many uncertainties arise when doing research; it is important to read
various articles and look for gaps or ambiguities so see what needs to be focused on. For example,
reading through four to five articles about the positivity Common Core has on student test scores did
not provide a great deal of information about the positivity theses standards have on scores. The
articles provide information describing what Common Core does who and what it affects, as well as
more negativity than positivity. The articles also provide

Standard Scores
2. What is a standard score?
A standard score is a scores that enables us to refer to the performance of an individual pupil in
relation to the whole population where the mean is 100 and the standard deviation is usually 15. It
also allows schools to base their assessments per school year. This is due to standarised scores
taking into account the age of the pupil. A pupil in year 9 that has a date of birth of September
would generally be expected to get a higher raw score than a pupil born in July, both pupils being in
the same academic year. However, when calculating the standard score the age will be taken into
account. This ensures that relevant interventions/arrangements can be put in place for pupils based
on the standard score.
3. What scores are considered to fall within the average range?
Standardised scores that are ... Show more content on Helpwriting.net ...
One standard deviation is usually represented by 15 points from the mean. 2 standard deviations are
calculated usually by 30 points from the mean.
One standard deviation away from the mean in either direction represents around 68% of the
population that took that test. Two standard deviations away from the mean represent 95% of the
population.
8. What is reliability? What reliability should we choose when selecting a test?
Reliability of a test is measured by how accurate and consistent that test is when measuring a target
skill. For a test to be reliable it must have reliability of 0.8 or over. A reliable test should give us a
consistent score every time it is completed, i.e. if it a pupil was to complete the same test that was
delivered by 2 different assessors on 2 different days, a reliable test should still give us the same
outcome on both tests on both days.
9. What is validity? Name and describe the three mains types of validity.
Validity is a measurement of how well a test measures the skill that needs to be

Assessment For Student Learning Task One . Our Instructional
Assessment for Student Learning Task One
Our instructional setting consists of eighteen second grade students. One student joins us for ten
minute intervals throughout the day for social interaction. In the classroom, there are two English
Language Learners. One student does not need to be pulled out for extra help, while the other one
gets pulled out to receive extra help in math and reading. There are currently four students who are
below level learners in reading. Two of those students are reading at Kindergarten levels, and the
other two read well, but they are lacking in comprehension skills. For math, the same four students
who are below level in reading, are also below level in math.
Within this introduction, you will want to ... Show more content on Helpwriting.net ...
Students were given two days at the most to complete this assessment, and was reported on three
times in the school year. The first assessment, students were to describe a time they had fun in the
Winter, the second was to describe a funny even that happened to them, and the last was to write
about a time they had fun.
Describe the content and objective or standard being assessed. Discuss both the objective and
performance parts of this assessment; were the types of questions aligned with the objectives? Was
the assessment given on the same day or within a multi–day unit? Was it administered one–on–one
or in a whole group setting. Provide other details where pertinent. You may want to provide one or
two sample questions from each section of the assessment.
Objective Section: Analysis of Student Learning
The score that demonstrated mastery were three's and fours. "Almost there" students scored two's
and "not yet" students scored ones. The first narrative writing, three students scored ones, while the
rest of the class scored twos for the narrative form. In conventions, two students scored one's, and
ten students scored a two. The second test resulted in four students scoring a one, nine students
scoring a two, and three students scoring a four, for form. In conventions, six students scored a one,
two students

Behavioral Assessment Scale For Children Second Edition (...
Behavioral Assessment Scale for Children–Second Edition (BASC II) Cole's mother and English
teacher completed BASC II scales. The BASC II measures a student's emotional, behavioral, and
adaptive functioning. The score that is used for the scale is the T–score. The T–score indicates the
distance of a score from the norm group mean. The BASC II has a mean T–score of 50 with a
standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At–Risk range. The T–
scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the
BASC II, the T–Scores that are from 30 to 39 are in the At–Risk range. The T–scores that are below
29 are in the Clinically Significant range.
Cole 's teacher rated him in the Clinically Significant range in the area of Hyperactivity, Aggression,
and Somatization. His T score on Hyperactivity at 61. Cole 's teacher reports that he often engages
in a number of behaviors that may be adversely affecting other children in the classroom. At times,
Cole is considered to be restless and impulsive, and has difficulty maintaining his self–control. Cole
's T score on Aggression is. Cole 's teacher reports that he sometimes displays aggressive behaviors,
such as being argumentative, defiant, and/or threatening to others. Cole 's T score on Somatization is
67. Cole 's teacher reports that he displays several health–related concerns.
Cole's teacher rated him in the At–Risk range in the area of Attention

Research Paper On Abigail Language
Abigail was referred for a speech/language re–evaluation to determine current strengths, needs,
level of functioning and special education eligibility and programming.
II. BACKGROUND INFORMATION
Abby was born in New Hampshire but grew up in Honduras. The family moved to Arizona
approximately 6–1/2 years ago. Mrs. Cardenas revealed that she was ill during the first trimester of
her pregnancy; resulting in a sixteen pound weight loss. The remainder of the pregnancy and Abby's
delivery were unremarkable, with Abby weighing six pounds, six ounces at birth. Mrs. Cardenas
reports Abby's medical history to be unremarkable. Developmental milestones were within normal
expectancies, speaking at just about two years of age. There is not a history of ... Show more content
on Helpwriting.net ...
The length and complexity of her responses were age appropriate, and she demonstrated correct
grammar and syntax forms during her conversational exchanges with this examiner.
Pragmatics
Pragmatics is the area of language function that embraces the use of language in social contexts
(knowing what to say, how to say it, and when to say it – and how to "be" with other people).
Children with pragmatic difficulties have great trouble using language socially in ways that are
appropriate or typical of children of their age. Abigail did not demonstrate any difficulty staying on
topic or with turn–taking. Her responses were appropriate and relevant with this examiner. She
maintained eye contact during her interchanges with this examiner.
Arizona Virtual Academy C O N F I D E N T I A L
Abigail Cardenas DOB: 8/29/2002
Speech/Language Evaluation Page 4
VIII. SUMMARY
Based on the current evaluation results, Abigail exhibits average skills in the areas of expressive and
receptive language and vocabulary. Her articulation skills are commensurate to her age level peers.
Abigail's voice, fluency and oral motor skills were informally assessed and judged to be within
normal

Questions On The's Exhibit No
1. Please look Student's Exhibit No. __. Is this your report?
2. It is accurate that the last sentence of the first paragraph of your report you stated "This
evaluation was requested for diagnostic clarification and treatment planning"?
3. You testified in direct examination that you diagnosed Gabriella with:
Attention–Deficit/Hyperactivity Disorder, Combined Type (F90.2)
Mathematic Disorder – mathematical fluency (F81.2)
Oppositional Defiant Disorder (F91.3); and
Rule Out: Mood Disorder
Is that correct?
4. Are you familiar with the DSM–5?
5. What is the DSM–5 (Diagnostic and Statistical Manual of Mental Disorders – 5th edition)?
6. Did you utilize the DSM–5 in diagnosing Gabriella?
7. Please look at page 9 of your report. Isn't it correct that number–letter combinations which begin
with F and precede your diagnosis are IDC–10 codes that coincide with DSM diagnosis and are
used as billing codes for medical reimbursement?
8. Are you familiar with Individuals with Disabilities In Education Act (IDEA)?
9. What it is?
10. What is the special education eligibility criteria for specific learning disability in the area of
mathematics under the IDEA?
11. What is the special education eligibility criteria for other health impaired under the IDEA?
12. Did you apply the IDEA criteria in your evaluation of Gabriella?
13. IF NO – Is that because of your stated objective to diagnosis Gabriella?
14. If YES – On what page and paragraph of your report are your findings pertaining

Assessment Of Spoken And Language
The CASL or Comprehensive Assessment of spoken and language was administered by two student
clinicians. The Test consists of 15 sub tests in the domains of comprehension, expression, and
retrieval in the 4 categories of semantics, syntax, supra–linguistics, and pragmatics.. These sub tests
are then divided into core or supplementary categories. Core tests are meant to determine basic
language components where as supplementary test are meant to convey further information for a
diagnosis. Depending on the client's age, the test can take between thirty minutes to an hour and a
half to administer, but overall is not a difficult test and yields useful results. A variety of different
factors where taken into account when norming the CASL. The age group used was between 3.0 to
21.11 years, and taken from most areas of the country including the Northeast, northwest, central,
and west. Fifty percent of these participants were male and fifty percent were female. Almost 70%
of this reference population identified as white while about 20% of the reference population was
either Hispanic or African American. Based on these norms this test may be better for some
populations rather then others. For example, if a clinician has a Hispanic boy from Texas, she may
want to use a different test, or at least keep these norms in mind when scoring. Because this test is
normed on a large portion of the population, even with a price of about 500 dollars, many clinics
would find this test useful to

High Scores On Safety Standards
Scores on most of the items in this dimension are high. High scores represent a positive attitude
towards safety. The lowest score observed was on PA7 which questions about trade–off between
getting a task completed and doing it by the book. With a mean score of (3.72) it shows
disagreement among respondents as to how a task is completed according to their job. For instance,
ATC respondents show that half of them agree there is a trade–off between getting a task done and
doing it by the book, while the other half disagree with the statement. The highest score observed
was (4.75) in PA1 which questions about safety procedures making their job safer. This shows that
there is a strong agreement with the statement amongst respondents. ... Show more content on
Helpwriting.net ...
This means that more than half of the participants are ready to take risk other than those inherent in
their jobs to get a task done. Followed by SB4 with a mean score of (3.62) which questions if
participants are prepared to take short cuts to get a task done. Finally, SB6, with a mean score of
(3.82) which questions if participants are familiar with getting a job done without looking at the
manual or written procedures.
1.3 Summary of discussion
All scores in the items shows a general positive motive towards safety. However, there are a few
showing the opposite. For instance, 34% of the participants agreed with the statement I will take
shortcuts to get a task done. This is a high number for a high risk industry, especially where human
error is cited as major causal factor in accident occurrence. Airlines and other stakeholders in the
Nigerian aviation industry need to encourage employees regarding such type of behaviour.
Due to the cultural nature of Nigerians and their strong believes in in culture. Nigeria scores 13 in
Hofsetede 2001 Hosftede 2010) culture dimension for long term orientation. This means that culture
normative instead pragmatic. People tend to exhibit great respect for traditions (Hofsetede 2001
Hosftede 2010). Majority of Nigerians usually believe accidents just happen, there is little one can
do to avoid it. Hence, a significant amount of the participants agreed to the

Glad To See You Again Lv Team!. These Past Few Weeks We
Glad to see you again LV Team!
These past few weeks we have covered the central tendency, variability, correlation and now we will
look at something that has a correlation with standard deviation and mean. I hope you still
remember the bell shape of the standard deviation graph! That is ok, if you do not. I will briefly do
my best to summarize it. The Standard Deviation (SD) is the average distance from the mean. In a
normal distribution, the standard deviation is the standard that is 34 % of the cases to the right that
would be one positive standard deviation and 34% to the left and that would be one negative SD.
Majority of the data will be between –3 and +3 standard deviation from the mean; which is
applicable to all normal ... Show more content on Helpwriting.net ...
For example, chemistry and physics grade are completely different; however, if one has the SD,
mean then one could find out the z–score to compare the location. Mary got a score of 70, SD= 10
and mean of 60 on a chemistry exam. She also got a score of 80, SD= 5, mean= 75 for physics.
Z–score for chemistry= (70–60)/1= 1
Z–score for physics= (80–75)/10= 0.5
We can say that Mary's score for chemistry was 1 SD above the class mean and physics was 0.5
above the class mean.
Let's do some more practices!
***The following four cases are based on a normal distribution of scores with Mean = 75 and the
SD = 6.38.
¥ What is the probability of a score falling between a raw score of 70 and 80?
We are in Olive oil business and we would like to know the probability of selling 70 to 80 bottles?
The average mean is 75 and the SD is 6.38 Z= (70–75)/6.38= –0.78 Z= (80–75)/6.38= 0.78
Once we get the z–score, we want to convert it to probability values. We know at 1value it is 34%
but we have only 0.78. We will use the appendix D that is on the screen, find 0.78 in section A (z
value) and run your finger to section B (area between mean and Z). The results are 0.2823 convert
in %; which is 28.23%. One thing, there is no negative z values in the appendix because it
symmetrical. So to the right of the mean it is 28.23% and to the left 28.23%; with a total % of
56.46%.
The probability of selling 70 to 80 bottles would be 56.46%.
What is the probability of a score falling above a

EXERCISE 18 Mean Standard Deviation And 95 And 99 Of The...
Name: Ashley Lee
Class: HLT–362 Applied Statistics for Healthcare Professionals
Date: 04/01/2015
EXERCISE 18 Mean, Standard Deviation, and 95% and 99% of the Normal Curve
1. Assuming that the distribution is normal for weight relative to the ideal and 99% of the male
participants scored between (–53.68, 64.64), where did 95% of the values for weight relative to the
ideal lie? Round your answer to two decimal places.
In order to find where 95% of the values for the weight of relative to the ideal lies you would use
the formula that is presented in the text on page 132 of Exercise 18. This formula is:. The = MEAN
(5.48) and the (SD) =Standard Deviation (22.93). These numbers were derived from table 1 on
pg.133 under the column ... Show more content on Helpwriting.net ...
To find the 95% of the men's scores you would again use the formula:. The Mean=52.53 and the
SD=30.90. These scores were found on pg. 134 in table 2 column labeled Male in the pain category.
Formula: 52.53±1.96(30.90)
52.53–1.96(30.90) = 52.53–60.56
52.53–60.56= –8.03
52.53+1.96(30.90) = 52.53+60.56
52.53+60.56= 113.09
ANSWER= (–8.03,113.09)
5. Were the body image scores significantly different for women versus men? Provide a rationale for
your Answer.
On pg. 133 of the workbook Exercise 18 the body image scores were found to be significantly
higher in women versus men. The rationale for this information was stated in the information
provided on pg.133 stating that women had a score of (73.1±17.0) and men had a score of
(60.2±17.0).
6. Assuming that the distribution of Mental Health scores for men is normal, where are 99% of the
men's mental health scores around the mean in this distribution? Round your answer to two decimal
places.
To find the 99% of the men's mental health scores you would use the formula:. This formula was

found on page 132 of Exercise 18 in the second paragraph. The Mean=57.09 and the SD=23.72.
These scores were found on pg. 134 in table 2 column labeled Male in the mental health category.
Formula: 57.09±2.58(23.72)
57.09–2.58(23.72) = 57.09–61.20
57.09–61.20= –4.11
57.09+2.58(23.72) = 57.09+61.20
57.09+61.20= 118.29
ANSWER=

Test Results : Standard Score
Test Results SHIPLEY–2 (age = 22 yrs old) Raw Score Standard Score Percentile Rank SEM* 95%
Confidence Interval** (Standard Score±2SEM) Interpretive Category (for 95% Confidence
Interval)*** Vocabulary 32 111 77 4.86 102–120 Average–well above Abstraction 14 97 42 7.26
88–106 Below average–average Composite A 208 106 66 4.57 97–115 Average–above average
WPT (Wonderlic Personnel Test) Age–Corrected Raw Score WAIS Full–Scale IQ Equivalent Score
Percentile Rank – Adult Working Population Percentile Rank – College Graduates 95% Confidence
Interval (Raw Score±2SEM)* WAIS Full–Scale IQ Equivalent 95% Confidence Interval**
Wechsler Classification (for WAIS Full– Scale IQ Equivalent 95% Confidence Interval)*** Total 25
111 67 25 22–28 104–116 Average– high average Based on the results of the Shipley–2, my raw
score for Vocabulary was 32, 14 for Abstraction, and 208 for Composite A. My standard score for
this test was 111 for Vocabulary, 97 for Abstraction, and 106 for Composite A. The percentile rank
for my scores were 77 for Vocabulary, 42 for Abstraction, and 66 for Composite A. My SEM scores
for this test were 4.86 for Vocabulary, 7.26 for Abstraction, and 4.57 for Composite A. My
confidence intervals calculated for this test based off of my scores are 102–120 for Vocabulary, 88–
106 for Abstraction, and 97–115 for Composite A. Based on the interpretive category for my
confidence intervals, in Vocabulary I was average–well above average, for Abstraction I was below

Psy315 Week 4
Ch. 4 Practice Problems 11, 14, & 18
11. List the five steps of hypothesis testing, and explain the procedure and logic of each.
The first step in testing hypotheses is to take the question at hand and turn it into a pair of theories
that can be tested; the question is stated as a research hypothesis, and as a null hypothesis about the
populations to be studied. The purpose behind this is to establish something to test the research
hypothesis against, and essentially proving that the opposite of something is false is the same as
proving that the thing is right. A prediction is made and then the polar opposite of the prediction is
studied to ascertain its validity. If the null is proved wrong then the research hypothesis testing ...
Show more content on Helpwriting.net ...
A researcher predicts that listening to music while solving math problems will make a particular
area of the brain more active. To test this, a research participant has her brain scanned while
listening to music and solving math problems, and the brain area of interest has a percentage signal
change of 58. From many previous studies with the same math problems procedure (but not
listening to music), it is known that the signal change in this brain area is normally distributed with
a mean of 35 and a standard deviation of 10. (a) Using the .01 level, what should the researchers
conclude? Solve this problem explicitly using all five steps of hypothesis testing, and illustrate your
answers with a sketch showing the comparison distribution, the cutoff (or cutoffs), and the score of
the sample on this distribution. (b) Then explain your answer to someone who has never had a
course in statistics (but who is familiar with mean, standard deviation, and Z scores). The hypothesis
testing process begins by forming a question about the topic at hand. In this case, "Does listening to
music while doing math stimulate a certain region of the brain that is not affected when doing math
without music?" This question is then turned into a pair of

RIPA-G:2 Diagnostic Test Evaluation
Ross Information Processing Assessment – Geriatric: Second Edition
(RIPA G:2) Diagnostic Test Critique
General Information
Ross–Swain, D., & Fogle, P.T., (2012). Ross Information Processing Assessment–Geriatric. (2nd
ed.). Austin, TX: Pro–Ed.
No reference was given as to what revisions/changes occurred in the production of the RIPA–G:2
from its previous edition.
Purpose of Test The purpose of the Ross Information Processing Assessment–Geriatric: Second
Edition (RIPA–G:2) is to provide a comprehensive and norm–referenced cognitive–linguistic
assessment instrument that is designed to identify, describe, and quantify cognitive–linguistic
deficits in individuals ages 55 years and older.
Test Composition The RIPA–G:2 ... Show more content on Helpwriting.net ...
Scoring For every subtest (except for part A of Subtest 6) each response is given a score of 3 when
the response is correct, 2 when the response is partially correct, self–corrected, or correct but
accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated,
or confabulated, or 0 when the response is denied or unintelligible, or no response is elicited. These
scores are in conjunction with the diacritical notations so as to better describe the examinees
performance. For Subtest 6 part A, the examiner should make a note of what strategies the examinee
employs and tally the number of correct objects named. For this part of Subtest 6 the rubric follows
the same 3–0 scale, however the criteria is different. A score of 3 is given when all items are correct
and the total tally of responses is 15 or more, 2 when all responses are self–corrected or the total
tally of responses is 10–14, 1 when there are error responses, perseverations, or denials, or the total
tally of responses is 9 or less, and 0 when the response is unintelligible or no response is elicited.
The RIPA–G:2 produces three types of scores: raw scores, scaled scores, and percentile ranks. The
percentile rank can be converted to a corresponding severity rating that provides a general indication
of the examinee's performance in comparison to others. The raw score is calculated for each subtest
by summing

Sampling In Travel Agency
Sampling
Stratified Random Sampling was used in the case of employees, while Random Sampling was used
in the case of the top management. From each travel agency, a sample of ten was taken, where one
associate was the top management, two were senior level employees, three were middle level
employees and four were junior level employees, in order to have an adequate representation. On
this basis, there were 30 associates from government travel agencies, 300 from Indian travel
agencies, 130 associates from multinational travel agencies and 40 associates from online travel
agencies. All efforts were taken to ensure that all the organizations taken in the study met the
criteria. The top management consisted of Travel Agency Owner, Managing Director and CEO. The
senior level associates consisted of those who had 6.1 years and above experience in the agency.
The middle level associates consisted of those who had experience between 2.1 – 6 years. The
junior level employees consisted of those having experience upto 2 years. The senior level, middle
level and junior level employees belonged to sales and operations departments of the travel
agencies. The design of ... Show more content on Helpwriting.net ...
Essential Trainings – These are important trainings which are considered essential from the
perspective of either the top management or the employee. These are useful in improving the
employees' interactions with the customer and they add value to the employee in enhancing his
interpersonal skills, both with internal employees and with external customers. These include
Itinerary Planning, Computers, Telephone Etiquettes, Train the Trainer, Consultative Selling,
Negotiation Skills, Key Account Management, Customer Service, Time Management, Customer
Relationship Management, Presentation Skills, Leadership Skills, Decision Making and Problem
Solving, Business Communication, and Team Building. This list is dominated by Soft skills
trainings and it is the top management which has responded to them in a positive

The Selection System Of A Multiphasic Hurdle Approach Essay
In the selection system, a multiphasic hurdle approach will be used, meaning that individuals must
meet minimal standards from the current stage before being moved on to the next. As mentioned
previously, the initial assessment will involve having applicants fill out an application blank. This
application will then be scored according to our minimal standards, ensuring that applicants meet
the minimum age requirement and that they are authorized to work in the United States. Therefore,
the process will essentially require those two things, and the rest of the applicants will be passed
along to the next stage. As a result of the requirements, we do not expect this assessment to have an
adverse impact. Candidate reactions will likely be at least moderately positive, as it will involve
little effort on their part, and will provide necessary information to move forward in the employment
process. However, these applications may take significant amounts of time to process, so we will be
using an online application that will allow us to receive our data and easily sort out those who do
not meet minimum requirements, saving time and money. Work experience will be scored, but not
used to determine whether or not applicants make it over the first hurdle. This information will only
be used in the final decision. Work experience will be placed in three distinct categories: no relevant
experience, minimal relevant experience (0–3 months), and substantial relevant experience (3
months or

Background Information On Middle School And The...
Background Information: George is a 13 year 1 month old (13;1) English speaking male. George is
currently attending 6th grade at Abrego Elementary School, where he as attended since
kindergarten. George will begin middle school in the Fall, and was assessed using the Clinical
Evaluation of Language Fundamentals– Fourth Edition (CELF–4) in order to obtain a profile that
addresses his communicative strengths and weaknesses. This profile will help to begin planning his
transition into middle school and the appropriate interventions that will be required. Utilizing school
records and interviews with George's maternal grandparents and teachers, the following information
was obtained: George currently lives with and is taken care of by his maternal grandparents. His
father is in the military and is deployed overseas; his mother is deceased. George's mother drank
alcohol and smoked cigarettes while pregnant and did not receive prenatal care. George's birth
weight is unknown, but was reported to be a small baby, per his grandparents. Additionally, the
grandparents reported that as an infant he had difficulty eating and sleeping, food allergies (not
specified), and that he had many colds and middle ear infections (otitis media). George's third grade
teacher first expressed a concern with his academics, and referred him for testing. Consequently,
George was diagnosed with having a learning disability (LD) and began receiving special education
services for reading, writing, and math.

Nt1310 Unit 4 Learning Journal
1. Unit 4 Learning Journal Reflective Comments What I Learned This Week What parameters of a
population are and what the sample space is. What the probability of a random variable is and how
to calculate it. Helpful formulas for how to calculate probability, expectation, and variance.
Standard deviation is the square root of the variance. Full understanding of random variables,
probability, x–bar, and mu. When I Completed Each Step in the Learning Guide: Reading
Assignment: I completed all readings & note taking on Saturday 24 February 2018, 8:00 AM. (12
Hours) Discussion Forum: Completed on Saturday 24 February 2018, 12:16 PM. (1 hour)
Assignment: Completed on Saturday 24 February 2018, 10:31 AM. (2 hours) Learning Journal:
Completed ... Show more content on Helpwriting.net ...
Therefore, the arithmetic mean is not useful for evaluating distributions. Conversely, the expected
value 14.69 calculated above is an average possible outcome and is weighted by probability, and is a
more accurate tool in evaluating

Nt1310 Unit 2 Case Analysis Essay
1. If the percent of sedans that gives more than 44 mpg is 0%, z–score is 4.33. 2. 16.13% of sedans
give between 33mpg and 35 mpg. The Z–score for 33 is.67, and the z–score for 35 is 1.33 3. 10.10%
of mid–size sedans will give less than 27mpg or more than 38mgp. The z–score for 27 is –1.33, and
the z–score for 38 is 2.33. 4. To develop a sedan that outperforms 90% of the current sedans in fuel
economy the gasoline usage rate would be 34.84 with a z–score would be 1.28 5. To determine the
normality of the data given about gasolinel usage in hybrid cars you could evaluate the data uses 3
different methods. The first way to evaluate normality would be to construct charts or graphs. First
determine the size of the data given, if the data set

Wk6assgnjlaym Servant Leadership: Theory And Practice
Wk6AssgnJLayman: Servant Leadership
Walden University
Ph.D. Public Policy and Administration
Introduction
This is an introduction to the Servant Leadership Questionnnaire or SLQ, introduced in Chapter 10
of the textbook "Leadership: Theory and Practice" by Peter Northouse (Northouse, 2016). The
questionnaires were designed, to evaluate leadership styles (Northouse, 2016). The following is a
brief summary of the resulting scores of the questionnaire which are tallied in categories
representing emotional healing, creating value for the community, conceptual skills, empowering,
helping followers succeed, putting followers first, and behaving ethically. Next, a paragraph with a
short assessment of the results. Finally, a brief analysis of the impact the ten characteristics of the
Servant Leadership style might have on one's personal leadership style.
Servant Leadership Questionnaire The SLQ, an adaptation of the "Servant Leadership: Development
of a
Multidimensional Measure and Multi–Level Assessment" by Linden, Wayne, Zhao and Henderson
(2008), consists of 28 questions, using a 7 point graded scale for each question, ranging from a score
of one representative of none at all to seven, representing very high. Scores are then tallied, and the
results then classified by total, with a very low score falling in the range of 0–7 points, and a very
high score falling between 23–28 points (Northouse, 2016).
Personal Results Per assignment instructions, this

A Comprehensive Measure That Affects An Individual 's...
The ABAS II is a comprehensive measure that assesses an individual's behavior scale. It was
developed by Patti Harrison and Thomas Oakland based on information gathered in a matter of eight
years. The standardization has samples for the Parent/Primary Caregiver and Teacher/Daycare
Provider Forms for children ages birth to five years comprised 2,100 individuals. The
standardization samples for the Parent and Teacher Forms, and Adult Form is comprised of 5,270
individuals that represent the U.S. population. (Harrison & Oakland, 2008) ABAS–II was designed
to assess how a person responds to daily demands, and to determine eligibility for services. The
ABAS–II has new features in its test that encompass infant–pre–school rating forms, and it has an
expanded structure that focuses on the current American Association of Mental Retardation
(AAMR). (Sattler, 2002) The test consists of different forms that can be filled out. The parent form,
which consists of 232 question items. A teacher form, which consists of 193 question items, and an
adult form consisting of 236 questions. The questions are answered based on a 4 point Likert type
rating scale. You will score 0 for items that are "not able", 1 on items that are "never", 2 on items
that reflect "sometimes", and 3 on items that reflect "always". This test takes approximately 15 to 20
minutes and should be administered in an interview question/answer form. Pattison & Oakland
(2008) explained that significant limitations in adaptive

Max 's Father Has Full Time Employment
This student is an eighteen–year–old male enrolled in the Jefferson County School District. Max is
currently a senior at Center Point High School. Max resides with his parents, Leoba and Jose in
Center Point, Alabama. Center Point's location is in the Eastern part of Jefferson County, Alabama.
Max's father has full–time employment. His mother, Leoba is presently not employed and is a stay
at home mother. His immediate family includes two brothers, a sister, and a nephew. His sister,
Vanessa, is 24 years old and has one child, a three–year–old boy. Max reports that his nephew does
not speak, when asked if he talks in Spanish, English or both. His brother, Miguel, is 22 years old.
He does not attend school, have employment and is not married. His other brother, Leo, is 19 years
old. Leo is employed at a local manufacturing company. Max's parents came to the United States
from Mexico when they were young adults. Their family has lived in Texas, Michigan, and
Alabama. All their children were born in Michigan, according to Max. Max was born in Traverse
City, Michigan. Traverse City location is approximately 250 miles Northwest of Detroit, near Lake
Michigan. After graduation, Max would like to be an electrical engineer. He has spoken with
Alabama Power about interest in employment. He has no plans to attend secondary education after
graduation. He stated that he would need his (CDL) Commercial Drivers License to work for
Alabama Power. He also said that

Time to Pratice Essay
University of Phoenix Material Time to Practice – Week Two Complete Parts A, B, and C below.
Part A 1. Why is a z score a standard score? Why can standard scores be used to compare scores
from different distributions? It is a scores relationship to the mean indicating whether it is above or
below the mean. It does this by converting scores to z score. Yes – keep going – just a bit more is
needed.2 out of 3 pts 2. For the following set of scores, fill in the cells. The mean is 74.13 and the
standard deviation is 9.98. |Raw score |Z score | |68.0 |–.6142 | |?58.16 yes! |–1.6 | |82.0 |.789 | |92.09
|1.8 | |69.0 ... Show more content on Helpwriting.net ...
This data is available on the student website under the Student Text Resources link. The data sets for
problems 5 and 6 can be found through the Pearson Materials in the Student Textbook Resource
Access link, listed under Academic Resources. The data is listed in the data file named Lesson 20
Exercise File 1. Answer Exercises 5 and 6 based on the following research problem: Ann wants to
describe the demographic characteristics of a sample of 25 individuals who completed a large–scale
survey. She has demographic data on the participants' gender (two categories), educational level
(four categories), marital status (three categories), and community population size (eight categories).
5. Using IBM® SPSS® software, conduct a frequency analysis on the gender and marital status
variables. From the output, identify the following: a. Percent of men b. Mode for marital status c.
Frequency of divorced people in the sample Please enter the numbers here so that I know that you
know how to read the SPSS output. Please paste your SPSS output right here where it belongs. 2 out
of 3 pts 6. Using IBM® SPSS® software, create a frequency table to summarize the data on the
educational level variable. Copy and paste the output from IBM® SPSS® into this worksheet. I
can't find the correct SPSS output. 0 out of 3 pts 7. The data set for this problem can be found
through the Pearson Materials in the Student Textbook Resource Access link,

Workplace As Part Of Continuous Improvement
Many companies have chosen to follow the route towards a "5S" workplace as part of continuous
improvement. This type of system allows a company to dispose and remove unnecessary items
properly, prevent the accumulation of these items, and help decipher if these are costs that need to
be rid of. Costs tend to pile up on businesses and companies in the form of wastes and defects.
Some situations that are an example of this are utilization suffering because item changeovers take
too long, product is rushed in because an important part cannot be found, and output not meeting its
full potential because of crew–to–crew variations (Bresko 2014). Many companies attempt to
advance through Six Sigma, Lean, or other initiatives. However, some studies have been reported
that two–thirds of other initiatives fail to meet the expectations of the organization leaders (Ghodrati
and Zulkifli 2013). Learning about the certain methods of the different systems is not the issue when
putting these into play, but putting them into their daily organizational actions is. Some of these
situations where they fail to put these into play is process improvement, continuous improvement,
and the procedures of the initiatives not being long–standing. The process of 5S is a great way to
add to culture change and to involve people. 5S is aimed to simplify larger productivity, quality, and
safety measures. It is also very visual in the aspects of organization, cleanliness, and planning. It is a
base for more

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