Core Battery ages 7-18



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Core Battery ages 7-18

Test 1: Atlantis (Glr: Long-Term Retrieval)

Begins with item one for all subjects.

1 2 3 NA

Says each name slowly and clearly, with careful articulation.

1 2 3 NA

After teaching the name of a new picture, pauses for two seconds before turning the page.

1 2 3 NA

If asked by child, repeats the name again.

1 2 3 NA

Gives feedback following incorrect responses on items 1-48. Points to the correct picture and says, “This is…” if the child fails to point correctly.

1 2 3 NA

Does not give feedback on items 49-54 and the “unnamed” items.

1 2 3 NA

Does not provide suggested strategies.

1 2 3 NA

Scores only the examinees first response to each teaching item.

1 2 3 NA

Applies appropriate ceiling rules.

1 2 3 NA

Scores 2 points for a correct response.

1 2 3 NA

Scores 1 point for an incorrect response in the same category.

1 2 3 NA

Scores zero points for an incorrect response in a different category.

1 2 3 NA

Strengths:

Areas to target:







TEST ADMINISTRATION OBSERVATION PROTOCOL

Kaufman Assessment Battery for Children 2nd Ed.

Student Examiner       Date      


Observer ______________________ Live or Video

1: needs improvement 2: Emergent 3. Proficient Circle appropriate rating



1: needs improvement 2: Emergent 3. Proficient Circle appropriate rating

Test 4: Story Completion (Gf: Fluid Reasoning)

Begins with appropriate starting point: [ ] Sample, 1 (ages 6-8); [ ] Sample, 4 for ages 9-13; [ ] Sample, 8 for ages 14-18

1 2 3 NA

Has cards arranged in alphabetical order prior to administration.

1 2 3 NA

Places stimulus book in front of child.

1 2 3 NA

Places the cards face up in a single row below the booklet (in alphabetical order, left to right).

1 2 3 NA

Begins timing as soon as the cards have been laid out.

1 2 3 NA

Picks up the cards that the child has placed on the booklet, beginning on the child’s left.

1 2 3 NA

Does not pick up the cards that have not been placed on the booklet before the item is scored.

1 2 3 NA

Allows the child to rearrange the cards as many times as he or she wishes.

1 2 3 NA

Adheres to appropriate time limit for each story and does not give credit for responses given after the time limit.

1 2 3 NA

Score based on number of cards placed correctly (and time points, if used)

1 2 3 NA

Applies appropriate ceiling rules

1 2 3 NA

Strengths:

Areas to Target:








Test 5: Number Recall (Gsm: Short-Term Memory)

Begins with appropriate start point: [ ] Sample, 1 for ages 3-6; [ ] Sample, 4 for ages 7-18

1 2 3 NA

Checks that child is paying attention prior to start of subtest.

1 2 3 NA

Says numbers at a rate of one per second, without dropping voice on last number.

1 2 3 NA

Repeats item only sample items 1 and 2.

1 2 3 NA

Gives child one point per correct item.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 7: Rover (Gv: Visual Processing)

Begins with Sample A and Item 1 for all ages.

1 2 3 NA

Places book in front of child so that the item numbers are upside down.

1 2 3 NA

Begins timing after placing Rover on the dot and telling the child to begin.

1 2 3 NA

On teaching items only, immediately corrects the child when breaking rules.

1 2 3 NA

Encourages child to count each move out loud.

1 2 3 NA

Items completed after the time limit are scored zero.

1 2 3 NA

Only on items 4 and 5, gives the child a score of zero if she does not orally count two moves on the rock.

1 2 3 NA

On teaching Items 1 and 2, scores 2 points for correct response on the first trial and 1 point for a correct response on the second trial.

1 2 3 NA

On items 4 and 5, scores 2 points for a correct response on the first trial, and 1 point for a correct response on the second trial.

1 2 3 NA

Scores appropriately as indicated on protocol for non-teaching items.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 10: Verbal Knowledge (Gc: Crystallized Ability)

Begins at appropriate start point: [ ] 1 for ages 3-6; [ ] 11 for Age 7; [ ] 21 for Ages 8-10; [ ] 28 for Ages 11-13; [ ] 34 for ages 14-18

1 2 3 NA

Reads each prompt aloud, verbatim, from the record form.

1 2 3 NA

Repeats item, if child asks.

1 2 3 NA

Accepts responses given by pointing or saying its letter.

1 2 3 NA

Provides encouragement to child if not responding.

1 2 3 NA

Does not tell thee child the correct answer to any item.

1 2 3 NA

Gives 1 point for each correct response.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 11: Rebus (Glr: Long-Term Retrieval)

Begins at Item 1 for all ages.

1 2 3 NA

Doesn’t give child correct answers upon incorrect responses.

1 2 3 NA

If the child pauses for 5 seconds or indicates that she cannot name a rebus, says, “Go on with the next one.”

1 2 3 NA

If planning to administer Rebus Delayed, maintains a minimum of 10 minutes and a maximum of 60 minutes between Rebus subtests and Rebus delayed subtest.

1 2 3 NA

If planning to administer Rebus Delayed, doesn’t tell child that there will be another set of questions.

1 2 3 NA

Only gives credit for responses that are completely correct (e.g., girls is incorrect for girl).

1 2 3 NA

Does not give penalties of extra words.

1 2 3 NA

Keeps running total of cumulative item scores.

1 2 3 NA

Records appropriate score based on number of errors.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 12: Triangles (Gv: Visual Processing)

Begins at correct starting points: [ ] Sample A, Item1 for ages 3-5; [ ] Sample A, Item 5 for ages 6-7; [ ] Sample B, Item 11 for ages 8-9; [ ] Sample B, Item 15 for ages 10-18.

1 2 3 NA

Places exact number of plastic shapes/foam triangles in front of the child.

1 2 3 NA

For items using foam triangles, about half are yellow side up and other half blue side up.

1 2 3 NA

Does not allow the child to hold pieces against the easel or stand them up on table edge.

1 2 3 NA

If child does not use allotted number of pieces, says, “Please use all of the pieces.”

1 2 3 NA

For ages 7-18, records the response time in seconds for Items 11-27.

1 2 3 NA

For Items 11-27, starts timing when first turning the page to expose an item.

1 2 3 NA

Stops timing when the child communicates that he has finished.

1 2 3 NA

Teaches only on items Sample A, and Items 1, 2, and 5; Sample B, and Items 11 and 12.

1 2 3 NA

On Items 1-10, uses item-specific scoring criteria printed in the easel and record form.

1 2 3 NA

On Items 11-27, follows general scoring rules.

1 2 3 NA

On Items 1 and 2, scores 2 points for a correct response on the first trial, and 1 point for a correct response on the second trial.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:







Test 13: Block Counting (Gv: Visual Processing)

Begins at correct starting points: [ ] Samples, Item 1 for ages 5-10; [ ] Samples, Item 7 for ages 11-18.

1 2 3 NA

Scores only the child’s first response to each teaching item.

1 2 3 NA

Starts timing when page is turned to expose the picture.

1 2 3 NA

Gives credit if the child gives a correct response immediately after you indicate that it is time to go on to the next item.

1 2 3 NA

On items 1-26 scores 1 point for each correct response.

1 2 3 NA

On items 27-35 scores 2 points for each correct response.

1 2 3 NA

On items 27-35 scores 1 point for a response that is one block greater or less than the correct response.

1 2 3 NA

On items 20-35 scores 0 points for a response that exceeds the time limit.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 14: Word Order (Gsm: Short-Term Memory)

Begins at correct starting points: [ ] Item 1 for ages 3-5; [ ] Sample A, Item 4 for ages 6-7; [ ] Sample A, Item 7 for ages 8-18.

1 2 3 NA

Scores only the child’s first response to each teaching item.

1 2 3 NA

Covers the Object Card with the Covering Card (tab on the side of non-writing hand).

1 2 3 NA

Uses tab to slide the Covering Card toward the child to expose pictures.

1 2 3 NA

Covers the pictures before giving the next item.

1 2 3 NA

Says each word at a steady rate of 1 per second.

1 2 3 NA

Does not drop voice when reading the last word in a sequence

1 2 3 NA

Does not repeat any items (except for teaching tasks)

1 2 3 NA

For interference tasks begins timing when the child begins to name the colors.

1 2 3 NA

Allows child to name the colors for 5 seconds.

1 2 3 NA

Says, “Touch the pictures.” If the child says the words.

1 2 3 NA

Doesn’t interrupt student if the child begins reciting colors on the wrong row.

1 2 3 NA

After 2 second wait of no response prompts the child to name colors.

1 2 3 NA

Only marks correct items where the child touches in correct sequence with not additions or omissions.

1 2 3 NA

Scores a 0 if the child responds orally instead of touching the pictures

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 15: Pattern Reasoning (Gf: Fluid Reasoning)

Begins at correct starting points: [ ] Samples, Item 1 for ages 5-8; [ ] Samples, Item 6 for ages 9-18.

1 2 3 NA

Scores only the child’s first response to each teaching item.

1 2 3 NA

If necessary, prompts the child to make a guess and gives credit if child responds correctly.

1 2 3 NA

When using time point records responses in seconds for Items 10-36.

1 2 3 NA

Starts timing when page is turned to expose item.

1 2 3 NA

For ages 5-6 scores 1 point for a correct response.

1 2 3 NA

For ages 7-18 scores 1 point for a correct response (items 1-9)

1 2 3 NA

For ages 7-18 scores 2 points for a correct response (items 10-36)

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








Test 18: Riddles (Gc: Crystallized Ability)

Begins at correct starting points: [ ] Item 1 for ages 3-6; [ ] Item 9 for ages 7-8; [ ] Item 12 for ages 9-10; [ ] Item 16 for ages 11-13.

1 2 3 NA

For items 1-8 when a child gives an incorrect oral response, examiner points to the answer

1 2 3 NA

Reads each item aloud verbatim, from the record form.

1 2 3 NA

Repeats a question if the child asks.

1 2 3 NA

If the child describes the object or concept without giving its name, say, “Yes, but what do we call it?”

1 2 3 NA

If the child gives an overly general response, say, “Yes, but tell me a better name for it.”

1 2 3 NA

If the child gives a response with two or more words, say, “Remember, the answer has to be just one word. Tell me the best word.”

1 2 3 NA

Scores on the child’s first response to each teaching item.

1 2 3 NA

Does not penalize the child for immature speech or articulation errors.

1 2 3 NA

Gives credit for responses in a language other than English, if known to be correct.

1 2 3 NA

Follows appropriate ceiling rules.

1 2 3 NA

Strengths:

Areas to Target:








© College of Education/SDSU 2005/ KABC-II Observation Protocol


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