Unit 2 Assignment 1

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Capella University *

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PSY7610

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Psychology

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Dec 6, 2023

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Running head: EVALUATION 1 Evaluation of Test Purpose, Population, and Training Unit 2 Assignment 1 PSY – 7610 Tests and Measurements Dr. Lynette Bujack Capella University Fall 2023 Lindsay Simmons

Running head: EVALUATION 2 Introduction As time has passed, scientists and researchers alike have developed several different kinds of testing and assessment methods for the purpose of measurement. There are multiple categories of which cognitive perspectives are measured, including intelligence, motivation, aptitude, and other human cognitive functions. Most of these tests and assessments are for the betterment of individuals who may require treatment in the form of therapy or assistance at the college level of education. The focus of this paper will be the tests and assessments which are under the Behavior Analytic Category. While I am not a behavioral specialist, I am in the field of educational psychology, and many of the tests and assessments overlap with my profession. Many of these tests and assessment may apply to non-disabled or disabled students who I work with closely in the classroom. The three tests which will be addressed are the Assessment of Basic Language and Learning Skills, Revised (ABLLS-R), the Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP), and the Motivation Assessment Scale (MAS). These three tests were chosen due to students who are disabled who require evaluation for accommodations with impediments with learning, speaking, or motivational obstacles which may interfere with the educational pathway for a college degree (Barnard-Brak et al., 2010) . During the years as a disabled professor, I have used the MAS. However, due to the rise in students with autism, anxiety, and depression, I have decided to learn more about the ABLLS- R and VB-MAPP. Purpose for Testing and Content, Skills, and/or Constructs Assessed

Running head: EVALUATION 3 The ABLLS-R assessment measures learning and language skills for individuals who have been diagnosed with autism spectrum disorder (ASD). There has been a rise in the number of individuals diagnosed with ASD, which may vary on numerous levels based upon the results of the ABLSS-R assessment. This test is helpful due to the age range, from birth to twelve years old. The set of skills measured are academics, language, motor skills, self-help skills, and social interactions (Different Roads, 2021). This assessment uses a scoring guide to measure the skills, each with the varying max score numbers, but all with a zero for no indication of said measured skill. If a zero is assigned, then the individual has not acquired the skill. This test would be helpful at the college level as well, since by now, the behavioral analysist would be able to indicate the severity of autism, the type of autism, and what accommodations need to be in place for the student at the higher educational level. The ABLSS-R assessment is also the foundation for aiding in the application of writing individualized educational programs (IEPs) for those who require further instruction, which may be applied from elementary to the high school setting (Usry, 2015). However, IEPs may or may not carry over to the university setting. The VB-MAPP is predominantly used when the individual is a child to assess language and social skills (AVB, 2021). This type of assessment is used for younger children’s development up to four years old, to examine the early learnings of the individual in a social environment. There are two assessments completed, being the VB-MAPP and then a barrier assessment, to conclude if there are any obstacles to learning and language as the individual grows (AVB, 2021). The VB-MAPP is divided into three sections to measure the individual’s language skills, which consist of prerequisite language, social interactions, and advanced social skills (Dixon et al., 2015).

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Running head: EVALUATION 4 These sections are labeled as level one, level two, and level three, with rudimentary to advance skills. Language at level one begins with requests and the development of new skills. Level two begins with social interactions built upon what was learned in level one. Lastly, level three skills are advanced language and social skills (Dixon et al., 2015). This test would be helpful even at the college level, if the individual has a language or social barrier that is evident, which would be reported in the disability documentation to the professors on campus. Thereby, proper accommodation could be provided in the classroom to aid in the betterment of the student’s skill set. The MAS aids in understanding an individual’s motivation, identify goals, and navigate the pathway of the surrounding environment (Monaco & Associates, 2021). A questionnaire comprised of sixteen inquiries from four categories, consisting of attention, escape, tangibles, and sensory, are used to determine the driving purpose behind the individual’s behavior. Once the obstacle is identified, then the individual may move forward and develop an intervention plan, a step-by-step approach, and seek out the goal which was once hindered. The MAS has been used in my profession to help disabled students, especially those diagnosed with autism spectrum disorder, navigate a successful path to a college degree by identifying potential problems and creating a plan to overcome said difficulties with the help of disability officers, counselors, and professors (Joosten & Bundy, 2008). Normative Sample, Sampling Procedures, and Intended Population The two known references of testing and assessment concepts are called normative and criterion which allow researchers to compare data within a subset of parameters. Normative referencing refers to comparing an individual’s score to another individual’s score who have completed the same test or assessment. Criterion referencing refers to comparing an individual's

Running head: EVALUATION 5 score to a previously set standard (Cohen, 2021). The ABLSS-R, the VB-MAPP, and the MAS are all comparison tests which use a prior standard which has been set by other analysts, therefore, these fall under the criterion referencing category of testing and assessment methods. The ABLSS-R compares neurotypical scores in twenty-five skill areas (Ursy et al., 2017). The VB-MAPP compares developmental milestones (Dixon et al., 2018). The MAS compares function and motivation of individuals to the prior groups who were tested (Joosten & Bundy, 2008). THE ABLSS-R, the VB-MAPP, and the MAS testing and assessment methods use a normative sample due to the parameters of the individuals being diagnosed with ASD or another disability (Cohen, 2021). Since the sample of individuals arises from the generalized population, it is also purposive in nature due to the fact that these testing and assessment methods may be applied to individuals with common traits in mental illness or disability which may result in a developmental delay. Test-User Knowledge, Skills, and Training For every testing and assessment method, there are conditions which must be met before administration occurs. Certifications and training may be required before administration of any type of testing or assessment method. The ABLSS-R has a letter code which then dictates the instructions and specifications for the given individual. The ABLSS-R requires the test giver to have a deeper understanding of psychology to administer to another individual, and the proper qualifications, preferably with a graduate degree (WPS, 2021). The VB-MAPP assessment requires a list of prior skills to administer the assessment, alongside the basic knowledge of social psychology and language. According to Advancements

Running head: EVALUATION 6 in Verbal Behavior (2021), the analyst who wishes to compose a VB-MAPP requires mastery of development of language, knowledge of linguistic structure, and verbal behavioral cues. There are classes, websites, and training seminars which the individual may attend to advance their knowledge of VB-MAPP assessments. The MAS requires no formative training due to the software being readily available. There are instructions on how to administer the test and interpret the data are provided when the MAS guidelines are purchased by an organization or analyst (Monaco & Associates, 2021). Therefore, any individual could possibly give the MAS testing and assessment method, however, it is suggested the person have knowledge of psychology before administering said test. Comparison and Contrasts of the Tests THE VB-MAPP, the ABLSS-R, and the MAS testing and assessment methods are all criterion referencing categories due to the preset criteria required. The final scores are not evaluated by norms. The MAS is administered by identifying the verbal behavioral problem or lack of motivational behavior. Therefore, the MAS is scored by the engagement of a skill and rated on a Likert scale, ranging from one to seven (Kearney et al., 2006). The VB-MAPP and ABLSS-R are both administered in childhood which may span over a period of years, with the ABLSS-R ending at twelve years of age while the VB-MAPP ends at four years of age. (WPS, 2021). The MAS is evaluated by an individual observing the test taker so the researcher or analyst may receive precise data in the experimental setting (Kearney et al., 2006). The VB- MAPP and ABLSS-R may take longer to administer due to the multitude of skills being tested, taking hours to complete. The ABLSS-R is rather lengthy and may take up to ten to fourteen

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Running head: EVALUATION 7 hours. Usually, the VB-MAPP may be completed within a span of one to ten hours depending upon the child’s scoring level. A level one score takes a period of one to three hours. A level two score takes three to six hours. A level three score takes six to ten hours (AVB, 2021). My current profession is a university professor of natural sciences. I have taught a variety of science classes over the years, ranging from undergraduate to graduate levels. For the future, I can confidently say I have the knowledge to administer another MAS, and possibly, if necessary, a VB-MAPP and the ABLSS-R. However, due to my position, I doubt I will be administering these testing and assessment methods due to my other duties taking precedence. Since I have experience with the MAS, I would be able to administer this testing and assessment method confidently, since I must assess whether or not students with mental disabilities may succeed in my laboratory section of science courses. Overall, it depends upon the type of disability, the limitations, and the motivation of the said student (Becker et al., 2002).

Running head: EVALUATION 8 References AVB Press. (2021). VB-MAPP Guide. Advancements in Verbal Behavior. https://avbpress.com/ Becker, M., Martin, L., Wajeeh, E., Ward, J., & Shern, D. (2002). Students with mental illnesses in a university setting: Faculty and student attitudes, beliefs, knowledge, and experiences. Psychiatric Rehabilitation Journal , 25 (4), 359–368. https://doi.org/10.1037/h0095001 Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategies of college students with disabilities . The Qualitative Report , 15 (2), 411–429. 10.46743/2160-3715/2010.1158 Cohen, R. J. (2021). Psychological Testing and Assessment (10th ed.). McGraw-Hill Higher Education (US). https://capella.vitalsource.com/books/9781264169207 Different Roads. (2021). Ablls-r assessment of basic language and learning skills. Different Roads. https://difflearn.com/products/revised-ablls-set Dixon, M. R., Belisle, J., Stanley, C., Rowsey, K., Daar, J. H., & Szekely, S. (2014). Toward a behavior analysis of complex language for children with autism: Evaluating the relationship between peak and the vb-mapp. Journal of Developmental and Physical Disabilities 27(2), 223-233. https://doi.org/10.1007/s10882-014-9410-4 Dixon, M. R., Wiggins, S. H., & Belisle, J. (2018). The effectiveness of the peak relational

Running head: EVALUATION 9 training system and corresponding changes on the vb-mapp for young adults with autism. Journal of Applied Behavior Anlaysis 51(2), 321-334. https://doiorg.library.capella.edu/10.1002/jaba.448 Joosten, A. V., & Bundy, A. C. (2008). The motivation of stereotypic and repetitive behavior: Examination of construct validity of the motivation assessment scale. Journal of Autism and Developmental Discord 38(7), 1341-1348. https://doi.org/10.1007/s10803-007-05239 Kearney, C. A. Cook, L. C., Chapman, G, & Bensaheb, A. (2006). Exploratory and confirmatory factor analyses of the motivation assessment scale and resident choice assessment scale. Journal of Developmental and Physical Disabilities 18(1). https://doi.org/10.1007/s10882-006-9000-1 Monaco & Associates Incorporated. (2021). The motivation assessment scale. Monaco & Associates Incorporated. https://www.monacoassociates.com/ Usry, J., Partington, S. W., & Partington, J. W. (2017). Using expert panels to examine the content validity and inter-rater reliability of the ablls-r. Journal of Physical and Developmental Disabilities 30(1). https://doi-org/10.1007/s10882-017-9574-9 Usry, J. N. T. (2015). Validation of the assessment of basic language and learning skills-revised for students with autism spectrum disorder using an expert review panel. Doctoral dissertation, Liberty University. ProQuest.

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Running head: EVALUATION 10 WPS. (2021). (Ablls-r) assessment of basic language and learning skills, revised. WPS. https://pages.wpspublish.com/contact-us

Unit 2 Assignment 1

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