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MSN 667L Module 3 Module 3: Testing Prompt: Familiarize yourself BASC and Vanderbilt Scales. BASC Scale: The Behavior Assessment System for Children (BASC) is a test that looks for things like hyperactivity, aggression, and conduct problems. It also looks for anxiety, depression, attention and learning problems, as well as the lack of certain essential skills (Bhandari, 2017). It helps understand the behaviors and emotions of children Vanderbilt Scale: The Vanderbilt ADHD Diagnostic Rating Scale is a psychological assessment tool for attention deficit hyperactivity disorder symptoms and their effects on behavior and academic performance in children ages 6–12. The VAS provides a psychometrically sound method of data collection from both parents and teachers that can be used in the diagnostic process for children with ADHD (Molina, 2017).   What is the purpose of these tests and why are both given to parents and the school? Vanderbilt Assessment Scales What it measures: The existence and severity of ADHD symptoms. Also, other common behavioral concerns and how they might be affecting behavior and schoolwork.   How it works: This test may be given after a more general assessment suggests that a child shows signs of ADHD. Parents and teachers are asked how often they see those symptoms and other concerning behaviors. The choices are “never,” “occasionally,” “often” and “very often.”   What the scores mean: Some of the questions are related to focus issues and hyperactivity. If there are numerous answers of “often” and “very often,” it could point to ADHD.   Behavior Assessment System for Children (BASC) What it measures: Various aspects of a child’s behavior.   How it works: A parent or teacher is given a broad range of questions about a child’s behavior. That includes questions about his social skills, ways of thinking and ability to adapt.   What the scores mean: This far-reaching test is used to evaluate kids for a broad range of behavior issues. Results help identify areas of specific concern. They also help narrow down the possibilities of what the problem might be.   What is the purpose of KSADS? The Schedule for Affective Disorders and Schizophrenia for School‐Age Children (K‐SADS) is a version of the Schedule for Affective Disorders and Schizophrenia (SADS) designed for use in children aged six to 18 years. It is a semi‐structured diagnostic interview used to diagnose psychopathology in children and adolescents according to the DSM‐III‐R and the DSM‐IV (Bergman et al., 2015).   What information is obtained from a WAIS-IV and WISC-IV? The Wechsler Adult Intelligence Scale –Fourth Edition (WAIS-IV) is used as a general test the intelligence and was developed to assess cognitive ability for adults. This instruments aids in examining the relationship between intellectual functional and memory. The WAIS-IV has subsets: Verbal Comprehension Index This Index assesses the individual’s ability to listen to a question Perceptual Reasoning Index The PRI assesses the individual’s ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them Working Memory Index The WMI assesses the individual’s ability to memorize new information, hold it in short-term memory, concentrate, and manipulate information to produce some results Processing Speed Index The PSI assesses the individual’s abilities to focus attention and quickly scan, discriminate between, and sequentially order visual information (Wechsler, D., & Kaplan, E. 2015).   The WISC-IV measures intellectual ability of children from 6 to 16 years. It was developed to provide an overall measure of general cognitive ability, and measures of intellectual functioning in Verbal Comprehension (VC), Perceptual Reasoning (PR), Working Memory (WM) and Processing Speed (PS) Subtests According to Wechsler, D., & Kaplan, E. (2015). The WISC-IV has 15 subtests, 10 of which are core subtests that are usually used to measure the four index scores and Full Scale IQ. The other five are supplementary subtests that can be used if for some reason a core subtest cannot be used or is not appropriate for a particular child. Verbal Comprehension Index has three core subtests, which are: Similarities The individual is presented with two words and asked how they are alike, for example, they may be asked how a peach and an apple are alike. The test is designed to assess verbal reasoning and the development of concepts. Vocabulary The individual is presented with words and is asked to define them. The test was developed to measure word knowledge and verbal concept formation. Comprehension The individual is asked questions about social and other situations, such as: Why should children not be allowed to work in factories? The test was developed to measure an individual’s ability to understand complex questions and formulate answers. There are two supplementary subtests that can be used to measure the Verbal Comprehension Index: Information The individual is given a series of general knowledge questions, such as: How far is it from London to Paris? The test was developed to measure an individual’s ability to acquire, retain and retrieve information. Word Reasoning The individual is given a series of clues and has to say what the common concept is. The test was developed to measure verbal reasoning. Perceptual Reasoning Index has three core subtests, which are: Block Design The individual is required to copy a pattern using colored blocks. The item is designed to assess an individual’s ability to understand complex visual information. Picture Concepts The individual is shown either two or three rows of pictures and must choose one picture from each row that share a common characteristic. The test was developed to assess a child’s ability to categorize items. Matrix Reasoning The individual is presented with a matrix of abstract pictures in which there is one picture missing. She/he has then to choose which of several possible options the missing picture is. The test was developed non-verbal problem solving. There is one supplementary subtest that can be used to measure the Perceptual Reasoning Index: Picture Completion The individual is shown a picture in which there is a significant part missing, such as a man cutting down a tree using an axe without a head and is required to say what is missing. The test was developed to measure visual understanding and organization. Working Memory Index has two core subtests, which are: Digit Span There are two parts to this subtest. In the first part (digits forward) the individual is read a series of numbers and is required to say them back to the examiner.  In the second part (digits reversed) he/she is again read a series of numbers but this time she/he is required to say them back to the examiner in reverse order. The test was developed to measure verbal short-term memory, and attention. Letter-Number Sequencing The child is read a series of letters and numbers and is required to repeat them back with the letters in alphabetical order and the numbers in numerical order. The test was designed to measure an individual’s ability to hold verbal information in memory while he/she manipulates it. There is one supplementary subtest that can be used to measure the Working Memory Index: Arithmetic This consists of a series of mental arithmetic questions such as: If Jo has 12 buns, he then eats 3 and gives 4 away how many does he have left? The test was designed to measure several mental tasks including the ability to hold information in memory while it is being manipulated. Processing Speed Index has two core subtests, which are: Coding The individual is presented with a key in which the numbers 1 to 9 are each paired with a different symbol; his/her task is then to use this key to put in the appropriate symbols for a list of numbers between 1 and 9. The test was designed to measure speed of processing but also is affected by other cognitive abilities such as learning, short-term memory and concentration. Symbol Search The individual must look at two target symbols and then examine a group of symbols to see if the target symbols are repeated. The test is designed to measure processing speed but is also affected by other cognitive abilities such as visual-motor coordination and concentration. There is one supplementary subtest that can be used to measure the Processing Speed Index: Cancellation The child looks at a random sequence of pictures and is required to cross out target pictures. In addition to processing speed it is probably affected by other factors such as attention, and visual neglect. All ten core subtests are used to measure Full Scale IQ (Wechsler, D., & Kaplan, E. 2015).   What is YRBSS? YRBSS is a system of surveys that includes 1) a national school-based survey conducted by CDC and state, territorial, tribal, and 2) local surveys conducted by state, territorial, and local education and health agencies and tribal governments (CDC, 2019) The YRBS addresses the six categories of priority health risk behaviors associated with the leading causes of morbidity and mortality among adults and youth: behaviors that contribute to unintentional injuries and violence, tobacco use, alcohol and other drug use, sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, unhealthy dietary behaviors, and physical inactivity (Jones et al., 2016).   References: Bergman  H, Maayan  N, Kirkham  AJ, Adams  CE, Soares‐Weiser  K. Schedule for Affective Disorders and Schizophrenia for School‐Age Children (K‐SADS) for diagnosing schizophrenia in children and adolescents with psychotic symptoms. Cochrane Database of Systematic Reviews 2015, Issue 6. Art. No.: CD011733. https://DOI.org/10.1002/14651858.CD011733 (Links to an external site.). Bhandari, S. (2017) What is the Behavior Assessment System for Children? Retrieved from https://www.webmd.com/add-adhd/qa/what-is-the-behavior-assessment-system-for-children (Links to an external site.) CDC (2019).Youth Risk Behavior Surveillance System (YRBSS) Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/index.htm (Links to an external site.) Jones, S. E., Pezzi, C., Rodriguez-Lainz, A., & Whittle, L. (2016). Health Risk Behaviors by Length of Time in the United States Among High School Students in Five Sites. Journal of immigrant and minority health, 18(1), 150–160. https://doi.org/10.1007/s10903-014-0151-3 (Links to an external site.) Molina Healthcare (2017). Behavioral health provider toolkit. Retrieved from: http://www.molinahealthcare.com/providers/common/PDF/Behavioral-Health-Toolkit-for-Specialists.pdf (Links to an external site.) Wechsler, D., & Kaplan, E. (2015). Wechsler Intelligence Scale for Children (5th Ed.) Integrated. Pearson.