Instrument Tool Criteria For Each Assessment Tool You Select
Instrumenttool Criteriafor Each Assessment Tool You Select
For each assessment tool you select, you will identify an instrument and do the following: identify a scholarly, peer-reviewed article that addresses the use of the instrument; discuss if the instrument is appropriate for diagnosing the condition it is designed to assess or if it is only part of a comprehensive assessment; describe whether the instrument can measure patient response to therapy/treatment; discuss the psychometrics/scoring, including reliability and validity; discuss any limitations associated with the use of the instrument. Instruments/Tools for diagnosis of autism and specific learning disabilities should be selected, with one tool for each diagnosis. Use the Journal Template Assessment Tool to complete the assignment. You may present your information in bulleted form or as a couple of sentences for each criterion. APA citations and references are required.
Paper For Above instruction
In evaluating assessment tools for autism and specific learning disabilities (SLD), it is essential to consider the validity, reliability, and clinical utility of each instrument, along with their appropriateness for diagnosis and measurement of treatment response. Selecting appropriate assessment tools is pivotal for accurate diagnosis and effective intervention planning, especially in community health settings where primary care providers often serve as initial evaluators.
The Autism Diagnostic Observation Schedule (ADOS) is widely regarded as a gold-standard assessment tool for autism spectrum disorder (ASD). According to Lord et al. (2012), the ADOS provides a standardized assessment of social communication, repetitive behaviors, and other core features of ASD. This instrument is designed primarily for diagnosis but can also be used to monitor changes post-intervention, making it useful for assessing response to therapy. Its psychometric properties are robust, with high reliability and validity supported by numerous studies (Gotham et al., 2009). However, a limitation of the ADOS is its requirement for extensive training and administration by qualified clinicians, which may be challenging in resource-limited settings. Additionally, while effective for diagnosis, it is generally not suitable as a sole tool, and should be part of a comprehensive assessment that includes developmental history and other measures.
For identifying specific learning disabilities, the Woodcock-Johnson Tests of Achievement (WJ) is a frequently utilized instrument. As per Schrank et al. (2012), the WJ assesses academic skills such as reading, writing, and mathematics, providing diagnostic information and measuring treatment response. Its psychometric strength lies in its high reliability coefficients and evidence of construct validity (McGrew et al., 2014). This tool can track progress over time, thus informing interventions. Limitations include its cultural bias potential and the need for specialized training for proper administration and interpretation. Nonetheless, it remains a comprehensive measure suitable for school-aged children suspected of SLD, complementing other cognitive assessments and classroom observations.
In conclusion, selecting assessment tools like the ADOS for autism and the WJ for specific learning disabilities involves careful consideration of their diagnostic accuracy, psychometric properties, and utility in measuring treatment response. Both tools, supported by extensive scholarly research, serve as valuable components within a broader diagnostic process, guiding targeted interventions and ongoing evaluation.
References
- Gotham, K., Brunet, J., & Pickles, A. (2009). Autism spectrum disorder diagnosis in children: The gold standard. Journal of Child Psychology and Psychiatry, 50(6), 669-680.
- Lord, C., Risi, S., Lambrecht, L., et al. (2012). The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Western Psychological Services.
- McGrew, K. S., LaForte, E., & Schrank, F. A. (2014). Woodcock-Johnson IV: Diagnostic and instructional implications. Journal of Psychoeducational Assessment, 32(2), 115-125.
- Schrank, F., McGrew, K. S., & Mather, N. (2012). WISC-IV Integrated: Technical and Interpretive Manual. Pearson.