College of Education, Teaching and Learning Sciences Department, University of Denver, Denver, Colorado, USA.
College of Education, The University of Alabama, Tuscaloosa, Alabama, USA.
J Appl Res Intellect Disabil. 2023 Nov;36(6):1218-1228. doi: 10.1111/jar.13137. Epub 2023 Aug 8.
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.
The study explored the utility of deviation scores via four case studies as a supplement to educational decision-making.
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.
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.
Deviation scores can supplement placement and service decisions for students. Practical and psychometric considerations are reviewed.
The findings highlight the usefulness of deviation scores in providing meaningful information to school- and clinic-based practitioners.
智障学生经常接受认知测试。由于地板效应，该人群的测试受到对相对优势和劣势不敏感的限制。
本研究通过四个案例研究探讨了离差分数的效用，作为教育决策的补充。
四名智障学生完成了认知测试。使用依赖年龄的原始 z 分数转换计算离差分数，以确定与标准化样本规范的偏差。
离差分数的应用突出了智障学生的真正相对优势和劣势，而不是记录先前已知的缺陷。四个案例研究说明了离差分数在超越传统评分方面可以或不可以增加价值的地方。
离差分数可以补充学生的安置和服务决策。审查了实用和心理计量学方面的考虑因素。
研究结果强调了离差分数在为学校和临床实践提供有意义信息方面的有用性。
