Deviation Scores: An Innovative Approach to Interpreting Cognitive Test Results for Individuals with Intellectual Disabilities

Autor/inn/en	Talapatra, Devadrita; Snider, Laurel; Coleman, Jeanine; Thompson, Talia; Reinhardt, Jessica S.; Hessl, David; Riley, Karen
Titel	Deviation Scores: An Innovative Approach to Interpreting Cognitive Test Results for Individuals with Intellectual Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 6, S.1218-1228 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Talia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13137
Schlagwörter	Students with Disabilities; Intellectual Disability; Cognitive Tests; Scores; Decision Making; Test Results + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Kognitiver Fähigkeitstest; Decision-making; Entscheidungsfindung
Abstract	Background: Students with Intellectual Disability undergo frequent cognitive testing. Testing with this population is limited by insensitivity to relative strengths and weaknesses due to floor effects. Aim: The study explored the utility of deviation scores via four case studies as a supplement to educational decision-making. Methods: Four students with Intellectual Disability completed cognitive testing. Deviation scores were calculated using age dependent raw z-score transformations to determine deviation from the standardization sample norms. Results: The application of deviation scores highlighted true relative strengths and weaknesses for students with Intellectual Disability rather than documenting previously known deficits. The four cases studies illustrated where deviation scores could, or could not, add value above and beyond traditional scoring. Discussion: Deviation scores can supplement placement and service decisions for students. Practical and psychometric considerations are reviewed. Conclusion: The findings highlight the usefulness of deviation scores in providing meaningful information to school- and clinic-based practitioners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01