WIAT Written PDF

MEP 813 Psy Testing TCS 1 WRITTEN EXPRESSION WIAT-4 Tan Chee Soon MEP 813  Disorder of Written Expression and 2 Dysgraphia MEP 813 Psy Testing TCS  SLD – Written Expression (DSM V) 3  Difficulties learning and using academic skills, as indicated by the pres...

MEP 813 Psy Testing TCS 1 WRITTEN EXPRESSION WIAT-4 Tan Chee Soon MEP 813  Disorder of Written Expression and 2 Dysgraphia MEP 813 Psy Testing TCS  SLD – Written Expression (DSM V) 3  Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties: 3. Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants). 4. Difficulties with written expression (e.g., makes multiple grammatical or punctuation errors within sentences; employs poor paragraph organization; written expression of ideas lacks clarity). Refer to DSM V for the rest of the criteria  With impairment in written expression (specify all academic domains and subskills that are impaired):  Spelling accuracy  Grammar and punctuation accuracy  Clarity or organization of written expression MEP 813 Psy Testing TCS  Disorder of Written Expression and 4 Dysgraphia Dysgraphia is a disorder of writing ability at any stage, including problems with  letter formation/legibility, Usually diagnosed by OT  letter spacing,  spelling,  fine motor coordination,  rate of writing,  grammar, and  composition. Chung, Patel & Nizami (2020) MEP 813 Psy Testing TCS 5 MEP 813 Psy Testing TCS  Disorder of Written Expression and 6 Dysgraphia  There is no professional consensus on specific diagnostic criteria  Diagnosis to be made by a team assessment  Comorbidities  30% to 47% of children with writing diff have reading problems  ADHD, cerebral palsy, ASD  Mental health Chung, Patel & Nizami (2020) MEP 813 Psy Testing TCS 7 WIAT 4 Written Expression subtests MEP 813 Psy Testing TCS  WRITTEN EXPRESSION COMPOSITE 8 Alphabet Writing Fluency (PK to Grade 4) Sentence Sentence Combining Composition Sentence Building (Grades 1 to 12+) Essay Composition Written (Grades 3 to 12+) Expression Sentence Writing Fluency (Grades 1 to 12+) Spelling (Grades K to 12+) MEP 813 Psy Testing TCS  4. Alphabet Writing Fluency 9 Administration Grade Level: Grades PK – 4 May be included in Written Expression Composite for Grades K to 1 Assessment of:  Ability to recall the letters of the alphabet  Ability to write letters of the alphabet within 60s MEP 813 Psy Testing TCS  4. Alphabet Writing Fluency: Scoring 10 Scoring: Scoring Manual (Chapter 1 )  Circle the letters that receive credit  Mark X over letters attempted but do not receive credit.  If all 26 letters written correctly within time limit, additional time bonus of up to 11 points.  Use context cues e.g. position, comparison with other letters  No credit for:  Overwriting: writing same or different letters on top of each other  Reversed, upside-down letters Refer to scoring manual for more details.  Order is transposed MEP 813 Psy Testing TCS  16. Spelling 11  Start according to Grade  Instruction: K – 12+: I am going to ask you to write some letters and words. You will be using a pencil without an eraser ….. just cross it out. Grades 2 – 12+ only: I will say a word and say the words again. Listen to the sentence so you know what word to write. tems 6 onwards Read clearly and at conversational pace. Do NOT pronounce spelling words slowly or in parts. MEP 813 Psy Testing TCS  16. Spelling 12  Reverse if any of the first 3 items is 0 until 3 consecutive scores of 1.  Discontinue after 4 consecutive scores of 0  Surreptitiously record and score student responses  Do not penalize for letter reversal, except when the letter reversal forms a different letter MEP 813 Psy Testing TCS  16. Spelling: Scoring 13  General rule: Give credit for all items preceding the basal But if administration did not begin at the age- appropriate start point: Award credit for all items preceding the basal – even if the examinee scored 0 on any of those items administered (Admin Manual pg 32-34) MEP 813 Psy Testing TCS  16. Spelling: Scoring 14 Advice: Administer at the grade-appropriate start point and then follow the reverse rule. If you start administration before the grade- appropriate start point, refer to pg 32 – 34 of Administration Manual Refer to Spelling Error Analysis Worksheet for analysis (pg 16 – 17) MEP 813 Psy Testing TCS 15 Sentence Composition MEP 813 Psy Testing TCS  Sentence Composition 16  During administration, score prerequisite scores  Sentence Building: Complete sentence, Target word  Sentence Combining: Complete sentence, Essential Information Discontinue rule: After any prerequisite scores are failed on 2 consecutive items  Post-administration scoring: Content and Mechanics MEP 813 Psy Testing TCS 17 Sentence Building MEP 813 Psy Testing TCS  8a. Sentence Building 18 Provide a pencil without eraser. Demo Introduce subtest “Now I will ask you … just cross it out. This one has been done for you. The word is in. Here is a complete sentence that uses the word in. The toy is in the box. It uses the correct capitalization and punctuation. Now you try the next one” Item 1 (Teaching Item) The word is and…. Write your sentence here. 1. Please read ALL item prompts (indicated in brown) 2. Discontinue Sentence Building if either of the prerequisite scores is failed on 2 consecutive items. MEP 813 Psy Testing TCS  8a. Sentence Building (Scoring) 19 Prerequisite Scoring Complete sentence Complete sentence: Pass ( (at least a subject and a verb) Fragment: Fail Run-on sentence: Not penalized here (e.g. verb used as verb; noun used as noun) Target word Target word used with appropriate context: Pass Omits target word or not used with appropriate context: Fail Misspelling not penalized (unless it forms a different word) Using the target word as another word is not penalized here. (e.g. or to mean and, than to mean then) If either Complete sentence or Target word is failed, score 0 for the item and cross out the other sections of the item. MEP 813 Psy Testing TCS  8a. Teaching Item: Corrective Feedback 20 Error Feedback Score No response or Say, Can you say a sentence that uses the word Score the does not use and? Encourage the examinee to say a sentence final target word and then to write it. response If more help is needed, say One sentence that uses the word and is I like cats and dogs. Another example is My brother and I went to school. Let’s try another one. Incomplete Say, Remember to write a complete sentence Provide sentence corrective Errors in Say, Remember to use correct capitalization and feedback capitalization or punctuation but do NOT punctuation allow the examinee Errors in grammar Provide a corrected example. Say, Instead of to change or structure [examiner’s response], [corrected response] would his or her be correct. response More than one Say, You only need to write one sentence sentence MEP 813 Psy Testing TCS  8a. Sentence Building 21  If response does not use the target word with appropriate context:  And is a word.  The boy is then.  My favourite word is the. Prompt once per item: Please write a new sentence that uses this word in a different way. MEP 813 Psy Testing TCS  8a. Sentence Building: Administration 22 1. If examinee’s response contains an abbreviation, texting language or a symbol, say Please write out the words instead of using symbols or abbreviations. 2. If response is illegible, say “I cannot read what this says”. Write examinee’s oral response to use in post- admin scoring. 3. Do not discontinue prematurely. If not sure, administer additional items. MEP 813 Psy Testing TCS 23 MEP 813 Psy Testing TCS  8a. Sentence Building (Scoring) 24 Content and Scoring Mechanics Semantics 1 – meaningful message Grammar 1 – no grammar errors Capitalization 1 – no capitalization errors End Punctuation 1 – no end punctuation errors Internal 1 – no internal punctuation errors Punctuation MEP 813 Psy Testing TCS 25 Sentence Combining MEP 813 Psy Testing TCS  8b. Sentence Combining 26 Provide a pencil without eraser. Demo Introduce subtest “Now I will show you two sentences …that means the same thing. This one has been done for you. Here are two sentences: The car is red. The car goes fast. A combined sentence that means the same thing is The red car goes fast. This is the shortest way to combine these two sentences. It also uses correct capitalization and punctuation. Another combined sentence you could write is The car is red, and the car goes fast. But this one (point to the demo sentence) is even better. Now you try the next one”. MEP 813 Psy Testing TCS  8b. Sentence Combining 27 ” Item 1 (Teaching Item) Here are two sentences: …. Write your sentence here. 1. Please read ALL item prompts (indicated in brown) 2. Discontinue Sentence Combining if either of the prerequisite scores is failed on 2 consecutive items. MEP 813 Psy Testing TCS  8b. Sentence Combining (Scoring) 28 Prerequisite Scoring Complete sentence Complete sentence: Pass Multiple sentences, fused sentence, comma splice, fragment: Fail Essential information If includes all essential ideas: Pass If omits one or more idea: Fail Do not penalize for misspellings or changes in word forms If either Complete sentence or Essential Information is failed, score 0 for the item and cross out the other sections of the item. MEP 813 Psy Testing TCS  8b. Teaching Item 29 Item: The dog has fur. The cat has fur.  Essential Information 1. dog(s) or pronoun (it, they); animal(s) are acceptable 2. cat(s) or pronoun (it, they) are acceptable 3. fur Acceptable (Scoring Manual pg 25) The dogs and cats have fur. The dog has fur and so does the cat. They have fur. Animals have fur. It has fur. This is not acceptable. MEP 813 Psy Testing TCS  8b. Teaching Item: Corrective Feedback Error Feedback Score 30 Missing essential Say, Can you say a sentence that combines these Score the information or no two? Encourage the examinee to say a combined final response sentence and then to write it. response If more help is needed, say One way to combine these sentences is The dog has fur, and the cat has fur. An even better way to combine them is The dog and cat have fur. Let’s try another one. Incomplete Say, Remember to write a complete sentence Provide sentence corrective Errors in Say, Remember to use correct capitalization and feedback capitalization or punctuation but do NOT punctuation allow the examinee Errors in grammar Provide a corrected example. Say, Instead of to change or structure [examiner’s response], [corrected response] would his or her be correct. response More than one If the response includes two sentences, say, You sentence wrote two sentences. Can you combine them into MEP 813 Psy Testing TCS one?  8b. Teaching Item: Corrective Feedback 31 Concise sentence structure Feedback Structure Say, Good. Let’s try another one. Does not use AND to combine two independent clauses Example The dog and cat have fur. Expanded sentence structure Feedback Structure Say, That’s a good sentence. An even better (independent clause) AND (independent way to combine them is The dog and cat clauses) have fur. Let’s try another one. Example The dog has fur and the cat has fur. MEP 813 Psy Testing TCS 32 MEP 813 Psy Testing TCS  8b. Sentence Combining (Scoring) 33 Content and Scoring Mechanics Semantics 1 – contains same information as target sentences Grammar 1 – no grammar errors Extra Credit 1 – does not use “and” or “plus” Capitalization 1 – no capitalization errors End Punctuation 1 – no end punctuation errors Internal Punctuation 1 – no internal punctuation errors MEP 813 Psy Testing TCS 34 Essay Composition MEP 813 Psy Testing TCS 35 MEP 813 Psy Testing TCS  11. Essay Composition 36 Measures ability to write compositions Administration On this page… Write about your favourite game and include at least three reasons why you like it. Try to write a full page. Do you have any questions? Time Limit: 10 minutes MEP 813 Psy Testing TCS  11. Essay Composition 37 Administration: Finishes before 10 min Essays shorter than 30 words cannot be scored. 30 – 39 words: Try to write a full page and continue timing Fewer than 30 words: Try to write a full page and continue timing. If student does not write more, the response can be evaluated qualitatively but not to be scored. If still writing at the end of 5 minutes, say “You have 5 more minutes to write. 9 minutes: Say “You have 1 more minute to write” 10 minutes: Say “Stop” MEP 813 Psy Testing TCS 38 MEP 813 Psy Testing TCS  11. Essay Composition 39  The scoring guidelines are for training purposes only. They are not comprehensive nor exhaustive. Please refer to the manual when scoring.  Refer to the Scoring Manual: 65 - 75 MEP 813 Psy Testing TCS  Correct & Incorrect Word Sequences 40  Whe went to the moovies.  What is your favourite game. my favourite game is checkers.  I love too collect hourses. The two dots are for too. The one dot is for hourses. Caret = correct in the beginning of a sentence is for Capitalization of the first dot = incorrect letter in the sentence at the end of a sentence is for correct ending punctuation MEP 813 Psy Testing TCS 41 MEP 813 Psy Testing TCS  11 Essay Composition: The ‘Ideal’ 42 Introduction Thesis Keyword/s restated Body Reason 1 Elaboration 1 Reason 2 Elaboration 2 Reason 3 Elaboration 3 Keyword/s restated Conclusion Thesis MEP 813 Psy Testing TCS 43 At the bare minimum, look at whether there's: 1) paragraphs 2) 3 reasons 3) intro & conclusion 4) can mention if there's many spelling errors Impt to include your qualitative analysis in your report so the reader has an idea of what the writing is like. MEP 813 Psy Testing TCS 44 MEP 813 Psy Testing TCS 45 Sentence Writing Fluency MEP 813 Psy Testing TCS  13. Sentence Writing Fluency 46  Timing: 5 minutes  If examinee asks for help spelling a word or asks if spelling counts, say Just do the best you can.  If examinee accidentally skips a page, redirect to the appropriate item.  If response is illegible, say “I cannot read what this says”. Write examinee’s oral response to use in post-admin scoring. Do NOT allow the examinee to change the written response.  Teach only where indicated MEP 813 Psy Testing TCS  13. Sentence Writing Fluency 47  Demo Now I will ask you to write … Your sentence doesn’t need to be very long, but it must be a complete thought  Sample 1 This says dig… cross it out.  Sample 2 This says hug… using the word hug. MEP 813 Psy Testing TCS  13. Sample A: Corrective Feedback 48 Error Feedback No response or does not use target word Say, Can you say a sentence that uses the word dig? Encourage the examinee to say a sentence and then to write it. If more help is needed, say, One sentence that uses this word is The man can dig. Another example is He will dig a hole. Let’s try another one. Response includes only 1 word (e.g. Dig) Say, Write a complete sentence that uses this word. Point to dig. Lack of subject-verb agreement (e.g. he Say, Instead of [examinee’s response], dig; he is dig) [corrected response] would be correct. More than one sentence Say, You only need to write one sentence. MEP 813 Psy Testing TCS  13. Sentence Writing Fluency (Scoring) 49 Criteria Scoring No of words written 2 pts for responses 4 or more words 1 pt for response 2 or 3 words 0 pt for response 1 word or less If No of words written scored 0, record item score of 0. Do not score the other sections and cross out on Record Form Target word used, unchanged 1 pt if response includes target word, unchanged 0 pt if word does not include target word or it is changed. Spelling errors not penalized. Subject-verb agreement 2 pts if response has correct SVA 0 pt if incorrect MEP 813 Psy Testing TCS  13. Sentence Writing Fluency (Scoring) 50  Do not penalize for spelling capitalization punctuation poor handwriting or letter formation MEP 813 Psy Testing TCS  13. Sentence Writing Fluency (Scoring) 51  Word count  Count words that are misspelled or contain word boundary errors according to spacing used by student (eg, to day = 2 words, every where = 2 words)  Count contraction (e.g. don’t) as one word  Count acronym or abbreviation as one word MEP 813 Psy Testing TCS  13. Sentence Writing Fluency (Scoring) 52  Target words used, unchanged Minor misspellings not penalized unless they form another word or change form of word (eg red does not earn credit for read) Any change in target word’s inflection is penalized – e.g. adding an ending to the target word (eg runs for run) Response with word boundary errors relating to target word is penalized (eg do not give credit for sleep in the sentence The boy is a sleep) MEP 813 Psy Testing TCS  13. Sentence Writing Fluency (Scoring) 53  Subject-verb agreement Score 0 if there is subject-verb disagreement Minor misspelling that interferes with SVA (Do not give credit for “woman run” as a minor misspelling of “women run”)  Do not penalize this criterion for changing the form of the target word if it results in SVA (Give credit for this criterion for ‘the girl looks’ even though the target word is ‘look’) MEP 813 Psy Testing TCS 54 WIAT 4 – Maths subtests MEP 813 Psy Testing TCS  Rarely diagnosed. Dyscalculia: Narrow Definition 55  Dyscalculia is most likely caused by an impairment of number sense – the early understanding of numerical quantities and their relations (OECD, 2007)  Issue with numerosity/subitizing: intuitive ability to recognise the quantity of a set without needing to count all its members.  Used by neuroscientists MEP 813 Psy Testing TCS  Dyscalculia: Broader Definition 56  Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. (e.g. timestable)  Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence. Dept for Education & Skills (2001) MEP 813 Psy Testing TCS  Dyscalculia We should be more strict in the definition of dyscalculia. There are many reasons that could contribute to poor performance which include poor instruction. 57  Debate regarding how best to define dyscalculia; … a single deficit (numerosity) or … a broader definition is needed to account for other types of mathematical difficulty (Gillum, 2012)  Difficulty in identifying “pure” dyscalculia cases - the large volume of factors that can be implicated in maths difficulties, …. environmental factors such as preschool experience. (Gifford & Rockliffe, 2005) MEP 813 Psy Testing TCS  Dyscalculia (There is no agreement into the best definition) 58  3–7% of all children, adolescents, and adults  Elevated risk of having dyslexia; ADHD, mental disorders Different diagnosis criteria  Simple IQ discrepancy criterion (i.e., the difference between the IQ and mathematical ability is greater than a given threshold amount, e.g., 1.5 standard deviations); (discrepancy between IQ and MA ability plus Math ability is below a certain percentile)  Double discrepancy criterion (i.e., the difference between the IQ and mathematical ability & mathematical ability)below a certain percentile.  Mathematical ability at or below the 25th percentile (Haberstroh & Schulte-Korne, 2019) MEP 813 Psy Testing TCS  SLD – Mathematics (DSM V) 59  Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties: 5. Difficulties mastering number sense, number facts, or calculation (e.g., has poor understanding of numbers, their magnitude, and relationships; counts on fingers to add single-digit numbers instead of recalling the math fact as peers do; gets lost in the midst of arithmetic computation and may switch procedures). 6. Difficulties with mathematical reasoning (e.g., has severe difficulty applying mathematical concepts, facts, or procedures to solve quantitative problems). Refer to DSM V for the rest of the criteria  With impairment in mathematics (specify all academic domains and subskills that are impaired): (If the standard scores are in the 70s then specify if not usually don't specify. Work with supervisor to decide).  Number sense  Memorization of arithmetic facts  Accurate or fluent calculation  Accurate math reasoning MEP 813 Psy Testing TCS  Dyscalculia 60  There is no evidence that focusing on discrepancies between numerical and general cognitive skills improves diagnostic accuracy or interventional outcomes Kaufmann et al. (2013) A discrepancy approach may not be the best. MEP 813 Psy Testing TCS  Singapore kids usually do well for the Math Composites as the Singaporean standard is very high. Need to exercise judgement. Mathematics Composites 61 Math Problem Solving Mathematics Numerical Operations Math Fluency – Addition Math Fluency – Subtraction Math Fluency Math Fluency – Multiplication MEP 813 Psy Testing TCS  6 Math Problem Solving 62 1. Start according to Grade 2. Reverse if score of 0 on any first 3 items; reverse until 3 consecutive scores of 1 3. Discontinue after 4 consecutive scores of 0 4. If student asks for help identifying stimuli or defining terms, say “I cannot help. Just do the best you can” 5. The examinee is not permitted to use a calculator MEP 813 Psy Testing TCS  6 Math Problem Solving (Scoring) 63  Accept answers not reduced to its lowest term.  Indicate in column in Record Form when examinee used paper and pencil. After testing, review examinee’s responses on scratch paper to obtain qualitative info.  Give credit for all items preceding the basal Refer to Math Problem Solving Error Analysis Worksheet for analysis MEP 813 Psy Testing TCS  What do you think? 64 Not culturally relevant but we cannot change the item!!! Item Can we change the item? 25. Hong many inches long is the pencil? No 33. How many pennies does it take to equal the value of one dime? No 35. Which is worth more: seven pennies, six nickels, or one quarter? No MEP 813 Psy Testing TCS  14 Numerical Operations 65 1. Provide a pencil without eraser. 2. Start according to Grade 3. Reverse if score of 0 on any first 3 items; reverse until 3 consecutive scores of 1 4. Discontinue rule: Discontinue after 4 consecutive scores of 0 Either  Record and score student’s response during administration. Apply reverse and discontinue rule. (students may be distracted?) Or  Allow student to complete as many as possible and apply discontinue during post-admin MEP 813 Psy Testing TCS  14 Numerical Operations (Scoring) 66  Number reversal – penalize on Item 2 only.  Accept answers not reduced to its lowest term.  Give credit for all items preceding the basal  Computation problems – analyze if orientation impacts performance (reversals for instance)  Error analysis:  Procedural/Conceptual  Factual  Careless Refer to Numerical Operations Error Analysis Worksheet for further analysis MEP 813 Psy Testing TCS  14 Numerical Operations 67  If student starts at item 8, only items 8 to 10 must be scored during administration to determine basal Or if basal not met, apply reverse rule only after student has completed as many items as possible or meets discontinue rule. MEP 813 Psy Testing TCS  17 – 19 Math Fluency 68  Use FULL administration instructions when administering Math Fluency – Addition  Use abbreviated instructions if administering this subtest immediately following another Math Fluency subtest  If there is a delay, then use the full administration each time.  Time limit: 60 sec each subtest  Examinee is not permitted to use a calculator  Put a check next the correct response and a cross next to the incorrect response – to enable qualitative error analysis MEP 813 Psy Testing TCS 69 MEP 813 Psy Testing TCS