What are the effects of attention on out-of-seat classroom behavior?

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Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Test Resources link.

 

 

 

  1. For the following research questions, create one null hypothesis, one directional research hypothesis, and one nondirectional research hypothesis.

     

 

  1. What are the effects of attention on out-of-seat classroom behavior?

    Research Hypothesis: There will be a relationship between the effects of attention on out-of-seat classroom behavior versus in-seat-classroom behavior.

     

  2. What is the relationship between the quality of a marriage and the quality of the spouses’ relationships with their siblings?

    Null Hypothesis: There will be no relationship in the relationship between the quality of a marriage and the quality of the spouses’ relationship with their siblings.

 

 

 

 

 

  1. What is the best way to treat an eating disorder?

    One Directional Research Hypothesis:

     

 

  1. Provide one research hypothesis and an equation for each of the following topics:

     

 

  1. The amount of money spent on food among undergraduate students and undergraduate student-athletes

     

  2. The average amount of time taken by white and brown rats to get out of a maze

 

 

 

 

 

  1. The effects of Drug A and Drug B on a disease

     

  2. The time to complete a task in Method 1 and Method 2

     

 

  1. Why does the null hypothesis presume no relationship between variables?

     

  2. Create a research hypothesis tested using a one-tailed test and a research hypothesis tested using a two-tailed test.

 

 

 

  1. What does the critical value represent?

 

 

 

  1. Given the following information, would your decision be to reject or fail to reject the null hypothesis? Setting the level of significance at .05 for decision making, provide an explanation for your conclusion.

     

 

  1. The null hypothesis that there is no relationship between the type of music a person listens to and his crime rate (p < .05).

    In Hypothesis Testing, we typically deem a research hypothesis to be significant, if the odds of two means actually being equal are no greater than 1 in 20 or .05 (5%) or less.

     

  2. The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (p = .62).

     

  3. The null hypothesis that there is a negative relationship between the number of hours worked and level of job satisfaction (p = .51).

     

 

  1. Why is it harder to find a significant outcome (all other things being equal) when the research hypothesis is being tested at the .01 rather than the .05 level of significance?

    At the .01 level, there is less room for error because the test is more rigorous.

     

  2. Why should we think in terms of “failing to reject” the null rather than just accepting it?

 

 

 

  1. When is it appropriate to use the one-sample z test?

     

  2. What similarity does a z test have to a simple z or standard score?

     

  3. For the following situations, write out a research hypothesis:

     

 

  1. Bob wants to know if the weight loss for his group on the chocolate-only diet is representative of weight loss in a large population of middle-aged men.
  2. The health department is charged with finding out if the rate of flu per thousand citizens for this past flu season is comparable to the average rate of the past 50 seasons.
  3. Blair is almost sure that his monthly costs for the past year are not representative of his average monthly costs over the past 20 years.

     

 

  1. There were about 15 flu cases per week, this flu season, in the Oshkosh school system. The weekly average for the entire state is 16 and the standard deviation, is 2.35. Are the kids in Oshkosh as sick as the kids throughout the state?
      Title

    ABC/123 Version X

    		 1
      Time to Practice – Week Three

    PSYCH/625 Version 1

    		 2

    University of Phoenix Material

    Time to Practice – Week Three

    Complete both Part A and Part B below.

    Part A

    Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Test Resources link.

    1. For the following research questions, create one null hypothesis, one directional research hypothesis, and one nondirectional research hypothesis.

    a. What are the effects of attention on out-of-seat classroom behavior?

    Research Hypothesis: There will be a relationship between the effects of attention on out-of-seat classroom behavior versus in-seat-classroom behavior.

    b. What is the relationship between the quality of a marriage and the quality of the spouses’ relationships with their siblings?

    Null Hypothesis: There will be no relationship in the relationship between the quality of a marriage and the quality of the spouses’ relationship with their siblings.

    c. What is the best way to treat an eating disorder?

    One Directional Research Hypothesis:

    2. Provide one research hypothesis and an equation for each of the following topics:

    a. The amount of money spent on food among undergraduate students and undergraduate student-athletes

    b. The average amount of time taken by white and brown rats to get out of a maze

    c. The effects of Drug A and Drug B on a disease

    d. The time to complete a task in Method 1 and Method 2

    3. Why does the null hypothesis presume no relationship between variables?

    4. Create a research hypothesis tested using a one-tailed test and a research hypothesis tested using a two-tailed test.

    5. What does the critical value represent?

    6. Given the following information, would your decision be to reject or fail to reject the null hypothesis? Setting the level of significance at .05 for decision making, provide an explanation for your conclusion.

    a. The null hypothesis that there is no relationship between the type of music a person listens to and his crime rate (p < .05).

    In Hypothesis Testing, we typically deem a research hypothesis to be significant, if the odds of two means actually being equal are no greater than 1 in 20 or .05 (5%) or less.

    b. The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (p = .62).

    c. The null hypothesis that there is a negative relationship between the number of hours worked and level of job satisfaction (p = .51).

    7. Why is it harder to find a significant outcome (all other things being equal) when the research hypothesis is being tested at the .01 rather than the .05 level of significance?

    At the .01 level, there is less room for error because the test is more rigorous.

    8. Why should we think in terms of “failing to reject” the null rather than just accepting it?

    9. When is it appropriate to use the one-sample z test?

    10. What similarity does a z test have to a simple z or standard score?

    11. For the following situations, write out a research hypothesis:

    a. Bob wants to know if the weight loss for his group on the chocolate-only diet is representative of weight loss in a large population of middle-aged men.

    b. The health department is charged with finding out if the rate of flu per thousand citizens for this past flu season is comparable to the average rate of the past 50 seasons.

    c. Blair is almost sure that his monthly costs for the past year are not representative of his average monthly costs over the past 20 years.

    12. There were about 15 flu cases per week, this flu season, in the Oshkosh school system. The weekly average for the entire state is 16 and the standard deviation, is 2.35. Are the kids in Oshkosh as sick as the kids throughout the state?

    From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.

    Part B

    Complete the following questions. Be specific and provide examples when relevant.

    Cite any sources consistent with APA guidelines.

    Question Answer
    The average raw math achievement score for third graders at a Smith elementary school is 137; third graders statewide score an average of 124 with a standard deviation of 7. Are the Smith third graders better at math than third graders throughout the state? Perform the correct statistical test, applying the eight steps of the hypothesis testing process as demonstrated on pp. 185–187 of Statistics for People Who (Think they) Hate Statistics.  
    What is a research question that you would like to answer? Write the null and research hypotheses. Would you use a one- or two-tailed test? Why?  
    What do we mean when we say that a statistical result is significant? What is the difference between a statistically significant and a meaningful result? Why is statistical significance important? The meaning of a statistical result is significant is basically saying that the probability that an effect is not due to chance by itself, so basically it is a value judgment. In essence any result in statistics is not considered significant because it is important rather it has basically been predicted as unlikely to have occurred by chance alone. The difference between statistically significant and meaningful result is that statistically significant means that data is below a certain alpha level, which basically means that it is considered significant in terms of numbers. Now, meaningful result is something that is meaningful in real life. So for example” Say that 10% of heart surgeries fail, and the desired alpha level is 5%. This data would not be statistically significant because it is above the alpha level so statisticians would say it has not meaning, but that is does have meaningful results because in real life 10% of failed heart surgeries bears real life meaning to those that are considering having heart surgery. Statistical significance is important because it is a mathematical tool that is used to determine whether the outcome of an experiment is the result of a relationship between specific factors or merely the result of chance.
    Describe a Type I error for the previous study that compares third graders’ math achievement. Describe a Type II error for that study. A Type II error of study could typically be presented in this example:

    Copyright © XXXX by University of Phoenix. All rights reserved.

    Copyright © 2013 by University of Phoenix. All rights reserved.

Abnormal Behavior – Case Study-Car Salesman

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I need this back ASAP! Please list at least two references diagnosis code and v codes.

Diagnosis is one of the following

 

1.Physical Disorders and Health Psychology

2. Anxiety, Trauma- and Stressor-Related 

and Obsessive-Compulsive and Related Disorders

3. Somatic Symptom and Related Disorders and Dissociative Disorders

4. Eating and Sleep-Wake Disorders

5. Neurodevelopmental Disorders and Conduct Disorder

6. Mood Disorders and Suicide

Case

Car Salesman
A 29-year-old car salesman was referred by his current girlfriend, a psychiatric nurse, who suspected he had a mood disorder, even though the patient was reluctant to admit that he might be a moody person. According to him, since the age of 14, he has experienced repeated alternating cycles that he terms “good times and bad times.” During a bad period, usually lasting four to seven days, he oversleeps 10-14 hours daily, lacks energy, confidence, and motivation—“just vegetating,” as he puts it. Often he abruptly shifts, characteristically upon waking up in the morning, to a three-to-four day stretch of overconfidence, heightened social awareness, promiscuity, and sharpened thinking—“Things would flash in my mind.” At such times he indulges in alcohol to enhance the experience but also to help him sleep. Occasionally the good periods last seven to ten days, but culminate in irritable and hostile outbursts, which often herald the transition back to another period of bad days. He admits to frequent use of marijuana, which he claims helps him adjust to daily routines.

In school, As and Bs alternated with Cs and Ds, with the result that the patient was considered a bright student whose performance was mediocre overall because of unstable motivation. As a car salesman his performance has also been uneven, with good days canceling out the bad days; yet even during his good days, he is sometimes perilously argumentative with customers and loses sales that appeared sure. Although considered a charming man in many social circles, he alienates friends when he is hostile and irritable. He typically accumulates social obligations during the bad days and takes care of them all at once on the first day of a good period.

Case study

The Case of Ellen Waters Ellen Waters’ counselor referred her for a medication consultation because of her continuing depressed mood and panic attacks. She is a 37-year-old, part-time graduate student who lives alone and supports herself by working as a home health aide. She completed the course work for a Ph.D. in sociology 3 years ago, but has not yet begun her dissertation.

Ellen is indeed an unhappy-looking woman, and describes being unhappy through much of her life, with no long periods of feeling really good. Her father had a history of alcohol problems, and there was always a great deal of strife in her parents’ marriage. She denies sexual or physical abuse, but feels that her parents were “emotionally abusive” to her. She was first referred for treatment after she made a suicide attempt at age 14, and there have been many times over the years during which her usual low-level depression has become considerably worse, but she has not sought treatment.

Two years ago, when she had been seeing her current boyfriend for about 4 years, it finally became clear that he was unwilling to marry her or live with her. She began to get more depressed and to experience acute panic attacks, and it was at that time that she entered counseling.

In the month before the consultation, she says she was depressed most of the time. She had gained about 10 pounds because she was constantly nibbling on chips or cookies or making herself peanut butter sandwiches. She often awakened in the middle of the night, was unable to go back to sleep for hours, and then overslept the following day, often sleeping up to 18 hours. She says she feels like dead weight, her legs and arms are heavy, and she is always tired, she ruminates about her own failures and cannot concentrate on any serious reading. Although she often wished to be dead, she has not made any recent suicide attempts.

Ellen’s mood is clearly reactive to favorable events. Small attentions from her therapist of her boyfriend can cause her to feel really good for hours at a time. She has an equally extreme reaction to any sort of rejection. If a friend does not return a call, or if someone appears romantically interested then withdraws, she feels devastated.

Although Ellen reports chronic depression, when she is asked about “high” periods, she describes many episodes of abnormally elevated mood that have lasted for several months. During these times she would function on 4 or 5 hours of sleep a night, run up huge telephone bills, and feel that her thoughts were speeded up. She was able to get a lot done, but her friends were obviously concerned about the change in her behavior, urging her to “slow down” and “calm down.” She has never gotten into any real trouble during these episodes.

 

 

 

EXAMPLE WORK

Ellen meets the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition  (DSM-5)(2013) criteria for hypomanic episode, A-F. Criteria: A– She experiences many episodes of abnormally elevated mood that have lasted for several months; B– She meets four of the seven symptoms (2- would function on 4 or 5 hours of sleep a night; 4- felt that her thoughts were speeded up; 6- was able to get a lot done; and 7- ran up huge telephone bills) … “which represent a noticeable change from usual behavior, and have been present to a significant degree” (APA, 2013, p. 132); C and D– friends were obviously concerned about the change in her behavior, urging her to “slow down” and “calm down”; E– has never gotten into any real trouble during these episodes; and F– There are no reports of any medications or other substances that might cause the episode.

Ellen meets the criteria for major depressive episode (DSM-5), A-C. Criteria: A– She meets six of the nine symptoms (1- was depressed most of the time for a month; 3- gained about 10 pounds; 6- always tired; 7- ruminates about her failures; 8- cannot concentrate on any serious reading; 9- often wished to be dead without any specific plans to commit suicide); B– She sought counseling for the continuing depressed mood; C– There are no reports of medications or other substances that might cause the episode. Medical tests should be conducted to eliminate any physiological condition that might cause this episode.

Ellen meets the criteria for Bipolar II Disorder A-D. Criteria: A– She has experienced a hypomanic episode; B– She has never had a manic episode; and C– Her hypomanic and depressive episodes are not better explained by: schizoaffective disorder, schizophrenia, schizophreniform disorder, delusional disorder or other specified or unspecified schizophrenia spectrum and other psychotic disorders; D– The symptoms of depression cause clinically significant distress.

Ellen’s current episode is depressed with moderate severity. Her symptoms fall between the mild and severe levels of severity. She has one more than the minimum number of symptoms for both hypomanic episode and major depressive episode so, the symptoms are not excessive.

Specifier- with atypical features, Criteria A-C (DSM-5, pp. 151-152). Criteria: A– Her mood is clearly reactive to favorable events; B– She meets three of the four symptoms (1- gained about 10 pounds, constantly nibbling on chips or cookies or making herself peanut butter sandwiches, 3- feels like dead weight, her legs and arms are heavy; and 4- She has an extreme reaction to any sort of rejection. If a friend does not return a call, or if someone appears romantically interested then withdraws, she feels devastated.); C– Criteria are not met for with melancholic features or with catatonia. In addition, a condition worth noting is Ellen’s report of parental emotional abuse so the V- code V15.42, personal history of psychological abuse in childhood, is included with the diagnosis of bipolar II disorder (American Psychiatric Association, 2013). As noted in the DSM-5 on page 138 (American Psychiatric Association, 2013) about 1/3 of individuals have a history of suicide attempts which Ellen has admitted accordingly a safety plan would need to be discussed. Since Ellen reported panic attacks in the past and anxiety disorders are often comorbid with bipolar II disorders, I considered panic disorder but subsequently discarded that idea as Ellen is not reporting current panic attacks. Ellen does not meet the criteria for bipolar I disorder as she did not meet the criteria for manic episode because she doesn’t meet criterion C under manic episode.

 

Does not met the criteria specifier (criterion B, hypomania episode or depressive episode) with mixed features because her symptoms are mostly subjective in nature.

Reference

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.), pp. 132-139, 151. Arlington, VA: American Psychiatric Association Publishing.

This Is A Collaborative Learning Community (CLC)

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Details:

This is a Collaborative Learning Community (CLC) assignment.

Before beginning this assignment, each group should submit a filled-in copy of the CLC Agreement Form.

Each CLC team will design a correlational study, groups will need two variables with at least five sets of data. between these two variables: time spent playing video games and aggression.

Then in 500-750 words, do the following:

  1. Create a hypothesis for the group’s study. Consider the hypothesis and how the group will define operationally and measure the variables.
  2. Describe how the group will obtain a random sample of participants.
  3. Assume the study produces a correlation of .56 between the variables. Analyze three possible causal reasons for the relationship.
  4. Submit an SPSS output for the correlational study.

Use two to four scholarly resources to support your explanations.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

EVALUATION OF TEST MATERIALS AND PROCEDURES

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Running Head: EVALUATION OF TEST MATERIALS AND PROCEDURES 1.

 

 

6

EVALUATION OF TEST MATERIALS AND PROCEDURES

Test Items and Format

The Autism Spectrum Rating Scale is a norm-referenced test, meaning that the ASRS looked at what behaviors are most commonly presented in ASD and in an individuals age range. The scale allows for rapid assessment, a family member, caregiver, teacher, or any adult figure that has known the child for at least 4 weeks can administer the test. Administering the test can take place in a home, school, parks, or on vacation. If the individual requires the ASRS is available in English or Spanish, allowing for administration in either format. An online format or a paper copy is available that is available for administration and scoring. Also, a software system is available in regards to scoring. This assessment is intended for individuals who have an Autism Spectrum Disorder and are between the ages of 2-18 years of age. There are two different forms that can be utilized according to age and attention span. Children are dived into two groups, group one is designed for children between 2-5 years of age and group two contains children between 6-18 years of age. To make a test measure fair one looks at the content found within the assessment and the types of formatting options available. Myers and McReynolds (2014) conducted a research study regarding behavior-rating scales to see how effective it is in identifying children with autism. Why, one may ask is it important to identify children at a young age with ASD? To provide accurate and early intervention services to individuals with an autism spectrum diagnosis, as early intervention has been proven to be most effective. Autism Spectrum Disorder is difficult to diagnose, because ASD is a spanning a broad range of severity across multiple ages and developmental level. To evaluate the effectiveness of a broadband behavior rating scale within rural United States. Participants were diagnosed with a developmental disorder and presented behavior issues. Out of the 156 participants 59 males and 11 females with ASD were present. Psychological evaluations were conducted for children between birth and up to 8 years of age for 30 months. The parents of the children between two years of age and 71 months were also asked to participate. 169 agreed and one parent chose not to participate. The results of the research showed that the most effective scales for diagnosing ASD are: withdrawn/ depressed, social problems, thought problems, aggressive behavior, pervasive developmental problems, anxiety, functional communication, and hyperactivity. If one is to compare the results of this research study one can see how the ASRS addresses each one of the characteristics Myers, and McReynolds (2014) found to be most effective in addressing ASD and behavior issues (Myers, Gross, and McReynolds, 2014). The content of the ASRS is broken down into 13 categories. Skills tested are separated into the following subsets: social/communication, unusual behaviors, peer socialization, social/ emotional reciprocity, stereotypy, adult socialization, behavioral rigidity, atypical language, sensory sensitivity, attention/ self-regulation, and short form score (Goldstein and Naglieri 2010a). The questions the ASRS address are based on parent and teacher ratings of 2560 children from the United States. The short forms are compromised of 15 questions that have been shown through research to be the most effective when measuring behavior. 71 questions are included in the long form of the assessment (Jones, 2013). When either a short or long form is used a parent or caregiver questionnaire is also filled out (2010b). Parental or caregiver questionaries’ are in the form of a 5-point Likert response scale (2009a). The score of the assessment is then based on the DSM V criteria. The format of the ASRS can be given in English or in Spanish. Also, there is an ASRS non-verbal assessment that can be utilized. Using the ASRS scoring guide can provide three different reports. The first report it can provide is the interpretive report, which is a detailed result from the administration of the test. A comparative report is the second report the software is able to produce, which involves a multi-rater perspective from two or more assessments of the ASRS. Lastly the software has the capability to provide progress-monitoring reports, which provide an overview of change over time by using at most four assessments of the ASRS. When an individual is evaluating the positives of the ASRS, the format of the test is simple, logical, easy to administer, and great at identifying ASD/ interventions/ as well as providing ongoing evaluations. The publishing website overs the option to purchase manuals, scoring guides, as well as take classes on scoring methods. The test presents a high rate of inter-rater reliability, class B instruments, a high rate of validity is seen from the scientific community, as well as positive feedback from parents and teachers. The negatives regarding the test are that a parent or a caregiver cannot complete the scoring method. A class level of a C is required in regards to scoring. Level C consists of a master degree in a health-related field or a bachelor’s degree in occupational therapy (2009b).

When one is summarizing the quality and appropriateness of the test items the ASRS, provides a comprehensive evaluation for individuals with ASD. The quality found with the ASRS is highly recommended and the statistical data prove that the assessment is reliable, valid, and accurate. The format is broad and covers a wide array of typical behavior problems associated with ASD. The directions when utilizing this assessment are simple and easy to follow. A manual is available to purchase to assist in administration. Answer sheets and score reports can all be received using an online format.

Fair and Appropriate Materials

To minimize offensive content or language with the ASRS, a study that asked teachers and parents to identify appropriate subscales. Also, the content was analyzed by the test developers to ensure that the assessment met the standards of the DSM-V (Goldstein and Naglieri 2010a). The DSM-V uses person-first language to reduce negative aspects in language. Recently, the ASRS was tested in China in regards to norms, the study conducted a pilot study before the implementation of the actual study to reduce offensive language and address content fairness (Zhou, Zhang, Zou, Luo, Xia, Wu, Wang, 2017).

In regards to appropriate modifications the ASRS is accessibility (Cohen, and Swerdlik, 2018). Positive aspects of test materials can be seen in the formatting that serves to support individuals that speak English or Spanish. Having a test that can only be utilized in two different languages is beneficial because it allows for a variety of individuals to utilize this assessment. The ASRS also identifies individuals with mild, moderate, and severe learning disabilities (2010b). Individuals that speak infrequently or not at all can also utilize the Autism Spectrum Rating Scale (Goldstein and Naglieri 2010c). Allowing for a prorating method to be utilized when working with an individual with no verbal or limited verbal function. Reliability and validity of the prorated ASRS the values are similar and in some cases higher. A negative aspect that was noted was the limited information for individuals with physical disabilities. Simek, and Wahlberg, (2011) also evaluated the validity of the Autism Spectrum Rating Scale. The article wanted to ensure that the ASRS has fairness in regards to criterion-related and construct validity. In regards to criterion validity, children with ASD were compared to children throughout the United States and children with other clinical diagnoses. Lastly, this article addresses construct validity, which shows that the ASRS is broken up into parts. In the 2-5 year ASRS a two-part solution was found to be most suitable. The first category addresses socialization and communication. The second category is related to stereotypical behaviors, sensory stimulation, and rigidity. When administering the ASRS to children between 6-18 year olds a third category is included which is the category of self-regulation. The research shows that the ASRS is effective and efficient to use with this population.

AERA (2014) mentions that in order to ensure fairness that standard 4.8 is followed. Standard 4.8 mentions that a test review process must include empirical analyses and that expert’s judge and review scoring methods. The ASRS, uses the direct observation, Likert scales, Cronbach’s Alpha, and T- scores are utilized to perform empirical analyses. The stability of the T-score was also evaluated and showed that the scores obtained in time one and time two had a standard deviation of one 90% of the time Standard 4.10 in the AERA (2014) also talks about the psychometric properties of items within a test and utilizing them to ensure fairness by documenting them.

Technology

In regards to technology, the Autism Spectrum Rating Scale (ASRS) is innovative and effective. The ASRS uses many components that require the use of technology. Within the ASRS one findings Cronbach’s Alpha and T-Scores, which provide statically evaluations. Technology allowed test developers to standardize the instruments found within the ASRS. The test developers were able to locate pertinent information such as norms associated with Autism Spectrum Disorder, it provided an understanding of atypical behaviors present in individuals with ASD, how to validate the parent rating scales, and through others research it provided test developers information as to which subsets needed to be included in the formal assessment (Goldstein and Naglieri 2010a).

To ensure fairness the usage of technology has been beneficial. The ASRS, allows users to access the scoring guide using an online software system. This not only helps make the format easier for individual users but also allows for quick and easy scoring methods to be performed. Knowing that the ASRS, can be scored quickly and effectively is beneficially for users who need to gather accurate results. The scoring guide provides users with fairness. Also, technology allows for appropriateness, as mentioned above technology has allowed for norm-based ratings to be established. Technology also provided individuals who administer the ASRS a computer to easily facilitate the assessment at a variety of location such as the beach, school, home, etc.. This is how technology has benefited and continues to benefit the ASRS (2010b).

Synthesis of Findings

Throughout this paper, I have identified major strengths and weaknesses in regards to the test items and materials. First, the ASRS has a language barrier. The test contents are only available in an English and Spanish version. This limited the influence this test can have on individuals because the format of the test cannot be given to individuals who do not speak English or Spanish. However, the fact that the ASRS accommodates individuals with non-verbal or limited verbal social skills is a major strength. Researching the validity of behavior rating scales ensured me that the ASRS has taken appropriate measures in regards to fairness. Another strength noted was the to score the ASRS a master degree or a bachelors degree in occupational therapy is needed; this provides accurate and reliable scores. In regards to scoring, the fact that individuals have the option to choose from three different result formats: progress-monitoring reports, interpretive report, and comparative reports is a strength. A weakness that was noted was that often time’s individuals with ASD have other co-morbidities and I was unable to locate any research studies in regards to individuals with ASD and cerebral palsy or ADHD. The test is unable to speak to the fairness when conducting the ASRS with an individual with multiple co-morbidities. Overall, the ASRS has excellent reliability, validity, and accuracy (Goldstein and Naglieri 2010b).

Conclusion and Recommendations

Throughout this paper I have discussed specific components of the Autism Spectrum Rating Scale, specifically addressing the test items, appropriateness, and materials. Overall, my evaluation of the ASRS in regards to the materials, test items, and appropriateness are great. Through conducting my only research I know that the ASRS is effective at identifying diagnostic criteria, interventions, and ongoing monitoring of individuals with Autism Spectrum Disorder.

The three recommendations that I believe the ASRS should implement would be to fist require test administers to undergo certain training in regards to facilitating the assessment. According, to AERA (2014) standard 6.1 mentions that administrators should follow specific guidelines in regards to administering the assessment. I feel as if there is not a well-defined guideline to follow for parents and caregivers that administer the test. Secondly, AERA (2014) according to standard 6.4 talks about the test environment and how it needs to be controlled to a certain degree. The computer format of the ASRS allows the testing environment to take place anywhere, however, the test needs to have specific guidelines for those that administer the test can follow. Lastly, it is my recommendation to make the test format available in more than English and Spanish, having limited availability in language means low generalizability.