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DIFFERENTIAL
DIFFERENTIAL
ABILITY SCALES
ABILITY SCALES
Author
Colin D. Elliott, Ph.D.
Copyright © by The Psychological Corporation. All rights reserved.
Differential
Differential
Ability Scales
Ability Scales
A differential
A differential measurement
measurement
of distinctive
of distinctive abilities
abilities that
that
yields aa profile
yields profile of
of strengths
strengths
and weaknesses.
and weaknesses.

Differential
Differential
Ability Scales
Ability Scales
Sattler (2001)
Sattler (2001) Review
Review of
of the
the DAS
DAS
1.1. Good validity
Good validity
2.
2. High reliabilities
High reliabilities
3.
3. Excellent standardization
Excellent standardization
4.
4. Good administration
Good administration procedures
procedures
5.
5. Good administrative
Good administrative guidelines
guidelines and
and test
test
materials
materials
6.
6. Helpful scoring
Helpful scoring criteria
criteria
Differential
Differential
Ability Scales
Ability Scales
7.
7. GCA based
GCA based on high gg loadings
on high loadings
8.
8. Special Nonverbal
Special Nonverbal Composite
Composite
9.
9. Efficiency
Efficiency
10.
10. Good Handbook
Good Handbook
11.
11. Co-normed with
Co-normed with achievement
achievement tests
tests (link
(link to
to
WIAT II
WIAT II is
is coming
coming soon)
soon)

Differential
Differential
Ability Scales
Ability Scales
Age Range:
Age Range: 2:6
2:6 to
to 17:11
17:11 years
years
Preschool Cognitive
Preschool Cognitive Battery
Battery
School-Age Cognitive
School-Age Cognitive Battery
Battery
Achievement Battery
Achievement Battery

Structure of
Structure of the
the DAS
DAS
Cognitive Battery
Cognitive Battery
Ages
2:6 – 3:5 General
Conceptual
GCA Only Ability
Ages
3:6 – 5:11 Verbal Nonverbal
Ability
GCA and 2 Clusters Ability
Ages
6:0 – 17:11 Verbal Nonverbal Spatial
GCA and 3 Clusters Ability Reasoning Ability
Ability
Average Administration
Average Administration
Times
Times
Ages 2:6 to 3:6 All Cognitive Subtests 35 minutes
General Conceptual Ability 25 minutes
Ages 3:6 - 5:11 All Cognitive Subtests 65 minutes

Ages 6:0 - 17:11 All Cognitive Subtests 65 minutes

Achievement Subtests 15-20 minutes

Special Nonverbal
Special Nonverbal
Composite
Composite
Ages 2:6 – 3:6 Block Building
Picture Similarities
Ages 3:6 – 5:11 Copying

Pattern Construction
Ages 6:00 – 17:11 Pattern Construction

Recall of Designs
Matrices
Sequential and Quantitative Reasoning

Preschool
Preschool
Ages 2:6-3:5
Ages 2:6-3:5 Subtests
Subtests
Core Cognitive
Core Cognitive Tests
Tests Diagnostic Tests
Diagnostic Tests
Building
Block Building
Block Recall of
Recall
of Digits
Digits
Comprehension
Verbal Comprehension
Verbal Recognition of
Recognition of
Similarities
Picture Pictures
Pictures
Vocabulary
Naming Vocabulary
Naming

Preschool
Preschool
Ages 3:6-5:11
Ages 3:6-5:11 Subtests
Subtests
Core Cognitive
Diagnostic Tests
Comprehension
Verbal Recall of
Recall
of Digits
Digits
Similarities
Picture Recognition of
Recognition
of
Vocabulary
Naming Vocabulary
Naming Pictures
Pictures
Construction
Pattern Block Building
Block Building
Copying
Copying Matching Letter-Like
Matching Letter-Like
Number
Early Number Forms*
Forms*
Early
Concepts
Concepts Recall of
Recall
of Objects**
Objects**

School-Age 6:0
School-Age 6:0 –– 17:11
17:11
Subtests
Subtests
Core Cognitive
Diagnostic Tests
Pattern
Construction Recall of
Recall
of Designs
Designs
Word Definitions
Word
Definitions Recognition of
Recognition
of Pictures*
Pictures*
Similarities
Similarities
Recall of
Recall
of Objects
Objects
Matrices
Matrices
Speed of
Speed
of Information
Information
Sequential and
Sequential
and Processing
Processing
Quantitative Reasoning
Recall of
Recall
of Designs
Designs
**Ages
Ages6:0
6:0––7:11
7:11only
only

Age Ranges
Age Ranges
The
usual age
The usual age range
range refers
refers toto the
the ages
ages at
at which
which
the subtests
the subtests are
are ordinarily
ordinarily administered.
administered.
The
extended age
The extended age range
range refers
refers toto the
the ages
ages atat
which the
which the subtests
subtests also
also can
can be
be administered
administered forfor
diagnostic purposes.
diagnostic purposes.
The
out-of-level age
The out-of-level age range
range refers
refers toto the
the ages
ages
at which
at which the
the subtests
subtests can
can be
be administered
administered to to
examinees who
examinees who function
function at
at unusually
unusually high
high or
or low
low
levels for
levels for their
their age.
age.
Efficient Administration
Efficient Administration
Procedures
Procedures
Tailoring items
Tailoring items to
to the
the child’s
child’s ability
ability
Starting point
Starting
point and
and Decision
Decision point
point based
based onon age.
age.
If performance
If
performance on on initial
initial set
set is
is too
too high
high oror too
too
low, extend
low, extend toto harder
harder or or easier
easier items.
items.
Convert performance
Convert
performance on on items
items taken
taken toto “ability
“ability
score” (does
score” (does not
not rely
rely on
on basals
basals andand ceilings)
ceilings)

DAS SCORES
DAS SCORES
Verbal Ability Cluster Standard Score (Mean=100, SD=15)
Nonverbal Ability Cluster Age Equivalent Scores
Nonverbal Reasoning
Ability Cluster
Spatial Ability Cluster
General Conceptual Standard Score (Mean=100, SD=15)

Ability (GCA)
Achievement Composite Standard Scores (Mean=100, SD=15)

Percentile Scores
Grade Equivalents

Calculation of
Calculation of
Scores
Scores
Raw scores
Raw scores are
are converted
converted toto ability
ability scores,
scores,
which are
which are based
based on
on IRT.
IRT.
Ability scores
Ability scores are
are converted
converted toto TT scores
scores
within the
within the examinee’s
examinee’s age
age group.
group.
TT scores
scores are
are summed
summed toto obtain
obtain cluster
cluster
scores.
scores.
Cluster scores
Cluster scores are
are summed
summed to to obtain
obtain the
the
GCA.
GCA.
Score Ranges
Score Ranges
GCA: 44
GCA: 44 to
to 175
175
(downward extension
(downward extension to
to 25)
25)
Cluster Scores:
Cluster Scores: 43 to
43 to 162
162

Out-of-Level
Out-of-Level
Testing
Testing
Full norms
Full norms for
for many
many subtests
subtests and
and
composites beyond
composites beyond the
the usual
usual age
age range.
range.
Useful for
Useful for testing
testing developmentally
developmentally delayed
delayed
and gifted
and gifted

Standardization
Standardization
Sample
Sample
3475 Children
3475 Children
350 per
350 per year
year –– Ages
Ages 2:6
2:6 to
to 4:11
4:11 years
years
200 per
200 per year
year –– Ages
Ages 5:0
5:0 to
to 17:11
17:11 years
years

Fairness of
Fairness of Results
Results
Extensive Bias
Extensive
Bias Analysis
Analysis
Oversampling of
Oversampling
of African/American
African/American
and Hispanic
and Hispanic Children
Children (100+
(100+ cases
cases
from each
from each group/item)
group/item)

DAS Validity
DAS Validity
Satisfactory concurrent
Satisfactory
concurrent validity.
validity. GCA
GCA
correlates highly
correlates highly with
with other
other measures
measures of
of
intelligence (WISC
intelligence (WISC III,
III, SB
SB IV)
IV)
Good construct
Good
construct validity.
validity.
(Sattler, 2001)
(Sattler, 2001)

DAS Reliability
DAS Reliability
Excellent reliability
Excellent
reliability (for
(for example,
example, average
average
internal consistency
internal consistency reliability
reliability coefficients
coefficients for
for
the GCA
the GCA are
are .90,
.90, .94,
.94, .95
.95 for
for lower
lower Preschool
Preschool
Level, upper
Level, upper Preschool
Preschool Level,
Level, and
and School-Age
School-Age
Level.)
Level.)
Average Standard
Average
Standard Error
Error of of Measurement
Measurement range
range
from 2.93
from 2.93 to
to 5.13
5.13
Test-Retest Stability
Test-Retest
Stability with
with median
median stability
stability
coefficients of
coefficients of .90
.90 and
and .95
.95 for
for GCA
GCA
(Sattler, 2001)
(Sattler, 2001)
of gg
Measures of
Measures
Good measures
Good
of gg
measures of
Early Number
Early Number Concepts
Concepts
Sequential and
Sequential and Quantitative
Reasoning
Matrices
Matrices
Fair measures
Fair
of gg
measures of
Similarities
Similarities
Naming Vocabulary
Naming Vocabulary

of gg
Measures of
Measures
Word Definitions
Word Definitions
Recall of
Recall of Designs
Designs
Copying
Copying
Matching Letter
Matching Letter Forms
Forms
Block Building
Block Building

of gg
Measures of
Measures
Poor measures
Poor
of gg
measures of
Recognition of
Recognition of Pictures
Pictures
Recall of
Recall of Digits
Digits
Recall of
Recall of Objects
Objects
Speed of
Speed of Information
Information Processing
Processing

Administration, Scoring,
Administration, Scoring,
and Interpretation
and Interpretation
by Subtest
by Subtest

Administration
Administration
Procedures
Procedures
To reduce
To
reduce testing
testing time,
time, DAS
DAS has
has
Age based
Age based start
start points
points
Decision points
Decision points (stopping
(stopping point
point item)
item)
•• If
If examinee
examinee has has passed
passed at at least
least 33 items
items and
and failed
failed
at least
at least 33 items
items in
in aa subtest,
subtest, testing
testing stops
stops atat the
the
decision point.
decision point.
•• If
If the
the examinee
examinee has has not
not failed
failed at
at least
least 33 items
items atat
the first
the first decision
decision point,
point, testing
testing continues
continues to to the
the
next decision
next decision point.
point.

Administration
Administration
•• If
If the
the examinee
examinee has
has not
not passed
passed at
at least
least 33 items
items at
at
the first
the first decision
decision point,
point, items
items are
are administered
administered
from an
from an earlier
earlier starting
starting point
point and
and the
the subtest
subtest is
is
continued from
continued from this
this point.
point.
•• Testing
Testing normally
normally stops
stops only
only aa decision
decision points.
points. An
An
alternate stopping
alternate stopping rule
rule may
may bebe employed
employed when
when an
an
examinee fails
examinee fails aa series
series of
of items
items before
before reaching
reaching aa
decision point.
decision point. The
The number
number of of required
required items
items varies
varies
from subtest
from subtest toto subtest
subtest andand is
is indicated
indicated on
on the
the
Record Form.
Record Form.

Administration
Administration
Sample items
Sample items
•• Several
Several subtests
subtests employ
employ unscored
unscored sample
sample items
items
Teaching items
Teaching items
•• Some
Some subtests
subtests include
include scored
scored and
and some
some unscored
unscored
teaching items
teaching items toto provide
provide additional
additional help
help after
after
examinees fail
examinees fail items.
items. Teaching
Teaching procedures
procedures include
include
repeating and
repeating and rephrasing
rephrasing thethe question
question or
or
instruction, providing
instruction, providing clues,
clues, demonstrating
demonstrating thethe
correct response,
correct response, andand giving
giving positive
positive feedback.
feedback.

Block Building
Block Building
Ages 2:6-3:5
Ages 2:6-3:5
Task: Reproduce
Task: Reproduce 2- 2- or
or 3-dimensional
3-dimensional block
block designs
designs
using 44 or
using or 88 wooden
wooden blocks.
blocks. [12
[12 items]
items]
Build model
Build
model in in front
front ofof examinee.
examinee.
Leave model
Leave
model forfor examinee,
examinee, except
except onon Item
Item 1.1.
Read directions
Read
directions verbatim,
verbatim, but
but naturally.
naturally.
Correct and
Correct
and explain
explain rotation
rotation errors.
errors.

Block Building
Block Building
attempts are
Second attempts
Second are allowed
allowed when
when the
the examinee
examinee
builds the
builds the tower
tower by
by placing
placing the
the blocks
blocks on
on end
end
(small side
(small side down)
down) and
and fails
fails to
to complete
complete it.
it. Also
Also
on Items
on Items 1-7
1-7 when
when the
the structure
structure topples
topples before
before
33 seconds.
seconds. Second
Second attempts
attempts areare not
not allowed
allowed forfor
rotation errors.
rotation errors.

Block Building
Block Building
Core and
Core and Diagnostic
Diagnostic
Measures
Measures

Visuoperceptual ability
Visuoperceptual ability
Problem-solving ability
Problem-solving ability
Hand-eye coordination
Hand-eye coordination
Spatial orientation
Spatial orientation
Ability to
Ability to follow
follow verbal
verbal instructions
instructions and
and visual
visual cues
cues
May also
May also involve
involve verbal
verbal encoding
encoding strategies
strategies
Low scores
Low
scores may
may reflect
reflect child’s
child’s inattention
inattention to
to
examiner instructions
examiner instructions
Ages 2:6-6:0
Ages 2:6-6:0
Task: Requires
Task: Requires the
the examinee
examinee to to show
show
understanding of
understanding of oral
oral instructions
instructions by by pointing
pointing or
or
by performing
by performing the
the action
action that
that you
you request
request [36[36
items]
items]
Repeat items
Repeat
items only
only once
once ifif asked.
asked.
Read directions
Read
verbatim, but but naturally.
naturally.
Make sure
Make
sure examinee
examinee isis paying
paying attention.
attention.
Hold out
Hold
out your
your hand
hand for
for items
items that
that include
include “Give
“Give
me…”
me…”

Verbal
Verbal
Comprehension
Comprehension
Start ages
Start
ages 2:6
2:6 to
to 3:11
3:11 at
at Item
Item 1.1. Ages
Ages 4-6
4-6 begin
begin
with Item
with Item 13.
13.
All items
All
items are
are scored
scored 00 oror 1.1.
Items 11 –– 66 use
Items
use aa picture
picture ofof aa Teddy
Teddy Bear.
Bear.
Items 77 –– 18
Items 18 use
use aa variety
variety of of toys.
toys. Items
Items 19
19 –– 29
29
use aa set
use set of
of wooden
wooden objects,
objects, and and Items
Items 3030 –– 36
36
use colored
use colored plastic
plastic chips
chips of
of varying
varying shapes.
shapes.

Core Subtest
Core Subtest
Measures
Measures

Understanding of
Understanding of spoken
spoken language,
language, including
including
•• Understanding
Understandingofofsyntax
syntax
•• Knowledge
Knowledgeofofprepositional
prepositionaland
andrelational
relationalconcepts
concepts
•• Vocabulary
Vocabularyknowledge
knowledge
Ability to
Ability to formulate
formulate and
and test
test alternative
alternative hypotheses
hypotheses
(items with
(items with chips)
chips)
Ability to
Ability to follow
follow verbal
verbal instructions
instructions
Short-term auditory
Short-term auditory memory
memory of of sentences
sentences
Low Score
Low
Score may
may reflect
reflect insufficient
insufficient attention,
attention,
distractibility, impulsiveness.
distractibility, impulsiveness.
Ages 2:6-6:0
Ages 2:6-6:0
Task: Requires
Task: Requires thethe examinee
examinee to to place
place aa picture
picture
card below
card below thethe picture
picture that
that itit best
best goes
goes with.
with.
[32 items]
[32 items]
Read directions
Read
verbatim, but but naturally.
naturally.
Provide teaching
Provide
teaching on on all
all failed
failed teaching
teaching items.
items.
Provide teaching
Provide
teaching on on Item
Item 3. 3.
Clarify ambiguous
Clarify
ambiguous placements.
placements.
Examinees age
Examinees
age 2:6
2:6 –– 4:5
4:5 start
start with
with Item
Item 1,
1, while
while
ages 4:6
ages 4:6 –– 66 start
start with
with Item
Item 11.11.

Core Subtest
Core Subtest
Measures
Measures
Ability to
Ability to solve
solve nonverbal
nonverbal problems
problems (inductive
(inductive
reasoning)
reasoning)
Ability to
Ability to identify
identify features
features ofof pictures
pictures
Ability to
Ability to formulate
formulate and
and test
test hypotheses
hypotheses about
about
common features
common features
Ability to
Ability to perceive
perceive and
and analyze
analyze visual
visual information
information
Use of
Use of verbal
verbal mediation
mediation strategies
strategies
Ability to
Ability to attach
attach meaning
meaning to
to pictures
pictures
Level of
Level of the
the general
general knowledge
knowledge base
base
May also
May also involve
involve verbal
verbal encoding
encoding strategies
strategies

Naming Vocabulary
Naming Vocabulary
Ages 2:6-6:0
Ages 2:6-6:0
Task: Requires
Task: Requires the
the examinee
examinee to to name
name real
real objects
objects
and pictured
and pictured objects.
objects. [24
[24 items]
items]
Provide teaching
Provide
teaching on
on all
all failed
failed teaching
teaching items.
items.
Read directions
Read
verbatim, butbut naturally.
naturally.
Question appropriately.
Question
appropriately.
Ages 2:6
Ages
2:6 to
to 4:5
4:5 start
start with
with Item
Item 1;
1; ages
ages 4:6
4:6 to
to
6:0 start
6:0 start with
with Item
Item 8.8.
Correct answers
Correct
answers are
are shown
shown on on the
the Record
Record Form.
Form.

Naming Vocabulary
Naming Vocabulary
Core Subtest
Core Subtest
Measures
Measures

Expressive language
Expressive language skills
skills
Vocabulary knowledge
Vocabulary knowledge ofof nouns
nouns
Ability to
Ability to attach
attach verbal
verbal labels
labels to
to pictures
pictures
Level of
Level of the
the general
general knowledge
knowledge basebase
General language
General language development
development
Ability to
Ability to retrieve
retrieve names
names from
from long-term
long-term memory
memory
Level of
Level of language
language stimulation
stimulation

Recall of
Recall of Objects
Objects
(Ages 44 to
(Ages to 17)
17)
Task: Requires
Task: Requires examinee
examinee to to recall
recall objects
objects from
from memory.
memory.
[20 items]
[20 items]
Three trials
Three
trials are
are given,
given, with
with exposure
exposure times
times ofof 60
60
seconds, 20
seconds, 20 seconds,
seconds, and and 2020 seconds,
seconds, respectively.
respectively.
On
On the
the first
first trial,
trial, say
say the
the names
names ofof the
the objects
objects aloud
aloud
for the
for the examinee.
examinee. After
After the the card
card is
is removed,
removed, thethe
examinee is
examinee is asked
asked to to recall
recall as
as many
many objects
objects as as possible
possible
in any
in any order
order within
within time
time limits.
limits.
Also has
Also
has delayed
delayed recall
recall trial
trial where
where youyou administer
administer 22
nonverbal subtests
nonverbal subtests and and then
then administer
administer thethe delayed
delayed
recall trial
recall trial with
with aa time
time limit
limit of
of 60
60 seconds.
seconds.
Do
Do not
not tell
tell examinee
examinee aboutabout delayed
delayed recall
recall trial.
trial.
Recall of
Recall of Objects
Objects
Diagnostic Test
Diagnostic Test
One point
One
point is
is awarded
awarded forfor each
each correctly
correctly
recalled object.
recalled object.
If all
If
all 20
20 items
items are
are recalled
recalled on on the
the first
first and
and
second trials,
second trials, the
the third
third trial
trial is
is not
not
administered; however,
administered; however, the the examinee
examinee is is
credited with
credited with 20
20 points
points for
for the
the third
third trial.
trial.
If one
If
one of
of the
the 33 trials
trials is
is spoiled,
spoiled, estimate
estimate thethe
3-trial score
3-trial score byby multiplying
multiplying thethe sumsum of
of the
the 22
trials by
trials by 1.5
1.5 and
and rounding
rounding thethe result
result up.
up.
Recall of
Recall of Objects
Objects
On
On the
the first
first trial
trial the
the pictures
pictures areare shown
shown toto the
the
examinee as
examinee as the
the directions
directions areare given
given and
and the
the
pictures are
pictures are named.
named. On On the
the 22nd
nd and 3rd trials,
and 3 rd trials,
the directions
the directions are
are given before the
given before the card
card is
is
exposed.
exposed.
Delayed recall
Delayed
recall should
should bebe administered
administered after
after aa
delay between
delay between 10 10 and
and 30
30 minutes.
minutes.
Give credit
Give
credit for
for aa reasonable
reasonable synonyms
synonyms like
like “rat”
“rat”
for “mouse”.
for “mouse”. Don’t
Don’t give
give credit
credit for
for “rat”
“rat” and
and
“mouse”.
“mouse”.
Recall of
Recall of Objects
Objects
Measures
Measures
Short-term and
Short-term and immediate-term
immediate-term verbal
verbal recall
recall
Ability to
Ability to remember
remember aa number
number of
of pieces
pieces of
of
information presented
information presented both
both visually
visually and
and
verbally
verbally
Use of
Use of strategies
strategies for
for storage
storage and
and retrieval
retrieval of
of
information
information
Concentration and
Concentration and attention
attention

Recall of
Recall of Objects
Objects
Low scores
Low scores may
may reflect
reflect
Poor imagery
Poor imagery forfor visual
visual information
information
Difficulty in
Difficulty in integrating
integrating visual
visual and
and verbal
verbal
information
information
Low rates
Low rates ofof learning
learning with
with repeated
repeated trials
trials
Lack of
Lack of understanding
understanding of of instructions
instructions (not
(not
naming the
naming the same
same objects
objects onon later
later trials)
trials)

Recall of
Recall of Objects
Objects
A Delayed
A Delayed score
score significantly
significantly lower
lower than
than the
the
Immediate score
Immediate score may
may reflect
reflect the
the child’s
child’s
Use of
Use of superficial
superficial encoding
encoding strategy
strategy on
on the
the
immediate trials
immediate trials
Relatively rapid
Relatively rapid loss
loss of
of memory
memory trace
trace
Interference effects
Interference effects from
from intervening
intervening
activities
activities

Recall of
Recall of Objects
Objects
A Delayed
A Delayed score
score significantly
significantly higher
higher than
than
the Immediate
the Immediate score
score may
may reflect
reflect the
the
child’s
child’s
Efficient consolidation
Efficient consolidation of
of memory
memory trace
trace
Use of
Use of “deep”
“deep” encoding
encoding and
and rehearsal
rehearsal
strategies on
strategies on immediate
immediate trials
trials

(Ages 3:0
(Ages 3:0 –– 17:11)
17:11)
Task: Requires
examinee to
to reproduce
reproduce 26
26 designs.
designs.
The examinee must disregard the 3 rd dimension when
The examinee must disregard the 3 dimension when
rd
constructing the
constructing the designs.
designs.
Subtest is
Subtest
is scored
scored inin 22 ways:
ways: standard
standard and
and alternative
alternative
(unspeeded). Standard
(unspeeded). Standard scoring
scoring considers
considers speed
speed (within
(within
the time
the time limits)
limits) and
and accuracy.
accuracy.
Scores range
Scores
range from
from 00 toto 55 points
points under
under standard
standard scoring
scoring
and from
and from 00 to
to 22 points
points forfor alternative
alternative scoring.
scoring.
Children ages
Children
ages 33 to
to 66 begin
begin with
with flat
flat squares
squares that
that have
have
black sides
black sides and
and yellow
yellow sides.
sides. Children
Children 77 and
and older,
older,

Core Subtest
Core Subtest
begin with
begin with 3-dimensional
3-dimensional blocks
blocks that
that have
have black
black sides,
sides,
yellow sides,
yellow sides, and
and black-and-yellow
black-and-yellow sides
sides divided
divided
diagonally and
diagonally and black-and-yellow
black-and-yellow sides
sides divided
divided vertically.
vertically.
Items range
Items
range from
from 22 to
to 99 block
block patterns.
patterns.
Note on
Note
on the
the Record
Record Form:
Form:
MM(model)
(model)refers
referstotocases
caseswhere
wherethe
theexaminer
examinerbuilds
buildsthe
the
patternin
pattern infront
frontof
ofthe
theexaminee
examineeand
andthen
thenleaves
leavesthe
thecompleted
completed
modelin
model inplace
placewhile
whilethe
theexaminer
examinerbuilds
buildsthe
thedesign.
design.
PP(picture)
(picture)refers
referstotocases
caseswhere
wherethe
theexaminer
examinershows
showsthethe
examineeaadesign
examinee designfrom
fromthe
thebooklet
bookletand
andthen
thenleaves
leavesthe
thepicture
picture
infull
in fullview
viewwhile
whilethe
theexaminee
examineecompletes
completesthethepattern.
pattern.

DD(demonstrate)
(demonstrate)refers
refersto
tocases
caseswhere
wherethe
theexaminer
examinerbuilds
buildsthe
the
patternusing
pattern usingthe
theexaminee’s
examinee’sown
ownblocks
blocksand
andthen
thenmixes
mixesthe
the
patternup
pattern upand
andhas
hasthe
theexaminee
examineetry
tryagain.
again.
Encourage examinees
Encourage
examinees not
not to
to make
make their
their design
design directly
directly
on the
on the picture
picture (except
(except onon early
early items).
items).
Rotations of
Rotations
of 30
30 degrees
degrees oror more
more receive
receive aa score
score of
of 0.
0.
When rotations
When rotations occur
occur on
on any
any item,
item, point
point out
out the
the rotation
rotation
to the
to the examinee
examinee and and show
show him
him how
how the
the pattern
pattern should
should bebe
made.
made.
Timing is
Timing
is important
important because
because bonus
bonus points
points are
are given
given for
for
quick execution
quick execution in in standard
standard scoring
scoring procedure.
procedure.
Begin timing
Begin
timing when
when thethe instructions
instructions are are completed.
completed. Stop
Stop
timing when
timing when thethe examinee
examinee indicates
indicates byby word
word or
or gesture
gesture
that he
that he is
is finished.
finished.
If
If you
you believe
believe that
that time
time limits
limits will
will invalidate
invalidate the
the
subtest, use
subtest, use the
the alternative
alternative scoring
scoring procedure.
procedure. (It(It is
is
described on
described on page
page 221
221 ofof the
the Manual).
Manual).
Items 24-26
Items
24-26 are are administered
administered as as part
part of
of the
the
alternative scoring
alternative scoring procedure
procedure only.
only.

Scores on
Scores on the
the Pattern
Construction subtest
subtest may
may reflect
reflect
the child’s
the child’s
Spatial visualization
Spatial
visualization ability,
ability, including
including
Perceptionof
Perception ofspatial
spatialorientation
orientation(the
(thepreservation
preservationof
ofrelative
relative
position,size,
position, size,and
andangles
anglesinindifferent
differentaspects
aspectsof
ofthe
thedesign)
design)
Theability
The abilityto
toreproduce
reproducedesigns
designswith
withobjects
objects
Theability
The abilityto
toperceive
perceiveand
andanalyze
analyzevisual
visualinformation
information
Nonverbal reasoning
Nonverbal
reasoning ability
ability including
including
Theuse
The useofofsystematic
systematicstrategies
strategies(i.e.,
(i.e.,sequential
sequentialassembly,
assembly,
hypothesistesting,
hypothesis testing,or
ortrial
trialand
anderror)
error)
Theability
The abilityto
toanalyze
analyze(to
(tosee
seethe
thecomponents
componentsof ofthe
thewhole)
whole)and
and
tosynthesize
to synthesize(to(toreconstruct
reconstructthe
thewhole
wholefrom
fromthe
thecomponents)
components)

(Ages 3:0
(Ages 3:0 –– 17:11)
17:11)
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may
reflect the
reflect the child’s
child’s
Poor motor
Poor motor control
control
Anxiety from
Anxiety from aa timed
timed task
task (standard
(standard
procedure)
procedure)
Clumsiness (standard
Clumsiness (standard procedure)
procedure)
Excessive cautiousness
Excessive cautiousness (standard
(standard procedure)
procedure)

Early Number
Concepts
Ages 2:6-6:0
Ages 2:6-6:0
Task: Requires
examinee to to demonstrate
demonstrate
knowledge of
knowledge of number
number abilities.
abilities. [28
[28 items]
items]
Provide teaching
Provide
teaching on
on all
all failed
failed teaching
teaching items.
items.
Give aa second
Give
second trial
trial on
on Item
Item 11 if
if response
response isis less
less
than perfect.
than perfect.
Read directions
Read
verbatim, butbut naturally.
naturally.
Ages 2:6
Ages
2:6 to
to 4:5
4:5 begin
begin with
with Item
Item 1;1; ages
ages 4:6
4:6 toto
6:0 begin
6:0 begin with
with Item
Item 2.2.

Early Number
Early Number
Concepts
Concepts
If fewer
If
fewer than
than 66 points
points are
are earned
earned on
on the
the first
first
administration of
administration of Item
Item 1,
1, administer
administer the
the item
item
again. Give
again. Give the
the examinee
examinee the
the higher
higher of
of the
the two
two
scores obtained.
scores obtained. (See
(See pages
pages 415-416
415-416 in
in Manual
Manual
to understand
to understand scoring
scoring procedure).
procedure).

Early Number
Concepts
Core Subtest
Core Subtest
Measures
Measures

Knowledge of
Knowledge of numerical
numerical and
and prenumerical
prenumerical concepts
concepts
Verbal comprehension
Verbal comprehension
Knowledge of
Knowledge of basic
basic language
language concepts
concepts
Visual perception
Visual perception and
and analysis
analysis of
of pictures
pictures
A
A low
low score
score on
on Item
Item 11 (counting)
(counting) may
may reflect
reflect aa
problem in
problem in verbal
verbal expression.
expression.

Copying
Copying
Ages 3:6
Ages 3:6 –– 5:11
5:11
Task: Requires
examinee to to copy
copy geometric
geometric figures.
figures. [20
[20
items]
items]
Use pages
Use
pages 417-431
417-431 of of Manual
Manual for
for scoring
scoring procedures.
procedures.
Label all
Label
all sheets
sheets ofof paper
paper with
with arrow
arrow indicating
indicating top
top of
of
paper.
paper.
Present paper
Present
paper with
with longer
longer edge
edge as
as base.
base.
Allow examinee
Allow
examinee to to erase.
erase.
Allow spontaneous
Allow
spontaneous second
second attempt.
attempt.
Ages 3:6
Ages
3:6 to
to 4:11
4:11 begin
begin with
with Item
Item 1;1; ages
ages 5:0
5:0 to
to 5:11
5:11 begin
begin
with Item
with Item 5. 5.
Copying
Copying
Core Subtest
Core Subtest
We should
We should also
also recognize
recognize that
that
The child’s
The
child’s difficulty
difficulty is
is more
more likely
likely to
to be
be
perceptual if
perceptual if the
the design
design isis copied
copied easily
easily but
but
incorrectly.
incorrectly.
Motor difficulties
Motor
difficulties are
are indicated
indicated by by slow
slow
drawing, arduous
drawing, arduous drawing,
drawing, oror both.
both.
Many erasures
Many
erasures maymay indicate
indicate compulsivity
compulsivity
(drawing has
(drawing has toto be
be exactly
exactly right).
right).

Matching Letter-Like Forms
Forms
(Ages 4:0
(Ages 4:0 –– 5:0)
5:0)
Task: Requires
examinee toto look
look at
at aa figure
figure on
on one
one
page and
page and identify,
identify, by
by pointing,
pointing, that
that same
same figure
figure
on another
on another page
page that
that contains
contains 66 identical
identical
figures, five
figures, five of
of which
which have
have been
been rotated.
rotated.
Be sure
Be
sure to
to record
record actual
actual responses
responses for
for error
error analysis.
analysis.

Forms
Diagnostic Test
Diagnostic Test
Scores on
Scores on the
the Matching
Letter-Like Forms
Forms subtest
subtest
may reflect
may reflect the
the child’s
child’s
Ability to
Ability to make
make visual
visual discriminations
discriminations among
among similar
similar
figures
figures
Perception and
Perception and discrimination
discrimination ofof the
the spatial
spatial
orientation of
orientation of letter-like
letter-like figures
figures
Strategies for
Strategies for scanning
scanning and
and making
making visual
visual comparisons
comparisons
Ability to
Ability to follow
follow verbal
verbal instructions
instructions and
and visual
visual cues
cues

Forms
Low scores
Low scores on
on this
this subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Impulsiveness (responding
Impulsiveness (responding without
without checking
checking
the response)
the response)
Lack of
Lack of experience
experience inin visual
visual matching
matching
activities
activities
Normal developmental
Normal developmental pattern
pattern (the
(the child
child is
is
simply not
simply not ready
ready to
to understand
understand thethe task)
task)

Recall of
Recall of Digits
Digits
(Ages 33 to
(Ages to 17)
17)
Task: Requires
examinee to to recall
recall aa sequence
sequence of of digits
digits that
that
you read
you read aloud.
aloud. [36
[36 items]
items]
Sequences range
Sequences
range from
from 22 to
to 99 digits
digits inin length.
length. Sequences
Sequences
are arranged
are arranged in in 88 blocks,
blocks, with
with each
each block
block containing
containing 22 to to
55 sequences
sequences withwith the
the same
same number
number of of digits.
digits.
11 point
point is
is awarded
awarded onlyonly when
when thethe examinee
examinee recalls
recalls all
all the
the
digits in
digits in the
the item
item inin the
the correct
correct sequence.
sequence.
The basal
The
basal rule
rule requires
requires youyou to
to start
start with
with Item
Item 11 and
and
proceed to
proceed to the
the first
first item
item of
of each
each setset until
until the
the examinee
examinee
fails the
fails the first
first item.
item. Then
Then gogo back
back to to the
the previous
previous set
set and
and
administer the
administer the remaining
remaining items
items in in that
that set.
set. If
If the
the
examinee fails
examinee fails more
more than
than one
one item
item in in aa set,
set, continue
continue
Recall of
Recall of Digits
Digits
Diagnostic Test
Diagnostic Test
backward until
backward until the
the examinee
examinee has has nono more
more than
than one
one failure
failure
in the
in the set.
set. This
This block
block becomes
becomes the the basal
basal level.
level.
If
If aa basal
basal level
level is
is not
not established
established (all(all item
item sets
sets have
have
more than
more than 11 error),
error), count
count all
all the
the correct
correct items
items to
to obtain
obtain
the raw
the raw score.
score.
Test forward
Test
forward untiluntil the
the examinee
examinee passes
passes no no more
more than
than 11
item in
item in aa set.
set. That
That set
set becomes
becomes the the ceiling
ceiling level.
level.
Credit is
Credit
is given
given for
for items
items notnot administered
administered below below the
the
basal level.
basal level.
Administer items
Administer
items atat aa rate
rate of
of 22 digits
digits perper second.
second.
Recall of
Recall of Digits
Digits
Scores on
Scores on the
the Recall
Recall of
of Digits
Digits subtest
subtest may
may
reflect the
child’s
Short-term auditory,
Short-term auditory, sequential
sequential memory
memory
Oral recall
Oral recall of
of sequences
sequences of
of numbers
numbers (non-
(non-
meaningful memory)
meaningful memory)
Concentration and
Concentration and attention
attention

Recall of
Recall of Digits
Digits
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may
reflect the
child’s
Use of
Use of inappropriate
inappropriate strategies
strategies forfor storage
storage or
or
retrieval of
retrieval of numbers
numbers (i.e.,
(i.e., attempting
attempting toto start
start
rehearsal or
rehearsal or recall
recall before
before the the examiner
examiner has
has
finished presenting
finished presenting thethe digit
digit sequence)
sequence)
Distractibility and
Distractibility and inattention
inattention
Anxiety, poor
Anxiety, poor rapport,
rapport, or or both
both

Recognition of
Pictures
(Ages 33 to
(Ages to 7)
7)
Task: Requires
examinee toto find,
find, among
among aa group
group ofof
pictures, one
pictures, one or
or more
more pictures
pictures thatthat were
were
previously shown
previously shown toto him.
him. [20
[20 items]
items]
All of
All
of the
the pictured
pictured objects
objects in
in each
each item
item represent
represent aa
single category.
single category.
AA picture
picture of of 11 to
to 44 objects
objects isis shown
shown for
for 55 seconds
seconds
(Items 1-15)
(Items 1-15) oror 1010 seconds
seconds (Items
(Items 16-20).
16-20). Then
Then another
another
picture is
picture is shown
shown thatthat contains
contains thethe target
target objects.
objects.
You must
You
must time
time thethe exposure
exposure to to items
items carefully.
carefully.
You may
You
may query
query onceonce per
per item
item byby asking
asking if
if there
there are
are any
any
more target
more target figures.
figures.
Recognition of
Pictures
Diagnostic Test
Diagnostic Test
If
If you
you administer
administer to to aa School-Age
School-Age student,
student, you
you must
must use
use
the Preschool
the Preschool Record
Record Form
Form toto administer
administer this
this subtest.
subtest.
There is
There
is aa scoring
scoring key
key to
to use
use to
to score
score the
the subtest
subtest that
that
presents the
presents the information
information both
both as
as you
you see
see the
the card
card and
and as
as
the examinee
the examinee seessees the
the card.
card.

Recognition of
Pictures
Scores on
Scores on the
the Recognition
Recognition of
of Pictures
Pictures
subtest may
subtest may reflect
reflect the
the child’s
child’s
Short-term visual
Short-term visual memory
memory
Recognition memory
Recognition memory for
for pictures
pictures
Memory for
Memory for picture
picture detail
detail
Memory for
Memory for picture
picture orientation
orientation
Use of
Use of verbal
verbal mediation
strategies (shown
(shown by
by
verbal rehearsal
verbal rehearsal of
of names
names oror use
use of
of verbal
verbal
labels on
labels on recall)
recall)

Recognition of
Pictures
In addition,
In addition, low
low scores
scores in
in this
this subtest
subtest may
may
reflect the
child’s
Tendency to
Tendency to be
be distracted
distracted byby competing
competing visual
visual
information
information
Use of
Use of inappropriate
inappropriate strategies
strategies (i.e.,
(i.e., waiting
waiting
to name
to name allall of
of the
the pictures
pictures aloud)
aloud)
Lack of
Lack of understanding
understanding of of instructions
instructions (as
(as
shown, i.e.,
shown, i.e., by
by the
the child’s
child’s pointing
pointing to
to all
all of
of the
the
drawings on
drawings on the
the second
second page)
page)
Problems with
Problems with attention
attention and
and concentration
concentration

Recall of
Recall of Designs
Designs
(Ages 66 to
(Ages to 17)
17)
Task: Requires
examinee to to reproduce
reproduce pictured
pictured
designs that
designs that are
are exposed
exposed to to view
view for
for 55 seconds
seconds
then removed.
then removed. [21 [21 items]
items]
Items 1-16
Items
1-16 are
are scored
scored 2,
2, 1,1, or
or 0.
0. Items
Items 17-21
17-21 are
are scored
scored
3, 2,
3, 2, 1,1, or
or 0.
0.
Assess the
Assess
the ability
ability to
to encode
encode and
and retain
retain visual-spatial
visual-spatial
information and
information and use
use motor
motor skills,
skills, short-term
short-term visual
visual recall,
recall,
spatial orientation,
spatial orientation, and
and drawing
drawing skills.
skills.
Paper should
Paper
should be
be cut
cut into
into sheets
sheets approximately
approximately 4” 4” xx 5”.
5”.

Recall of
Recall of Designs
Designs
Core Subtest
Core Subtest
The
Theexaminee
examineeisisallowed
allowedtotodraw
drawthethedesigns
designsaasecond
secondtime
timeififthe
the
seconddrawing
second drawingisisdone
donespontaneously.
spontaneously.Erasing
Erasingisispermitted.
permitted.
Be
Besure
sureto towrite
writethe
thenumber
numberof ofthe
thedesign
designin
inthe
theupper
upperright
righthand
hand
cornerof
corner ofeach
eachsheet
sheetforforlater
laterscoring.
scoring.
Followthe
Follow
thescoring
scoringprocedures
procedureson onpages
pages417-431
417-431in inthe
theManual.
Manual.
Addedlines
Added
linesare
areacceptable
acceptableisisthey
theyarearedue
duetotopoor
poorcoordination
coordinationor or
ififthe
theexaminee
examineeindicates
indicatesthatthatthey
theyarearenot
notintended
intendedto tobe
bepart
partofof
thefinal
the finaldesign.
design.
Smallgaps
Small
gaps areareacceptable
acceptableififthey
theyappear
appeartotobebedue
duetotocrudeness
crudeness
ratherthan
rather thanaafailure
failuretotoremember.
remember.
Decorativeadditions
Decorative
additionsas aswell
wellas
asoverworked,
overworked,feathered,
feathered,or or
scribbledlines
scribbled linesare
aregenerally
generallyacceptable.
acceptable.
One
Oneofofthetheedges
edgesofofthe
thepaper
papercancanbe
beused
usedasasone
oneline
lineof
ofthe
the
drawing.
drawing.
Recall of
Recall of Designs
Designs
Scores on
Scores on the
the Recall
Recall of
of Designs
Designs subtest
subtest may
may
reflect the
child’s
Short-term visual
Short-term visual recall
recall
Perception of
Perception of spatial
spatial organization
organization (the
(the
preservation of
preservation of relative
relative position,
position, size,
size, and
and
angles in
angles in different
different aspects
aspects of
of the
the design)
design)
Drawing skills
Drawing skills

Recall of
Recall of Designs
Designs
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may
reflect the
child’s
Poor retention
Poor retention oror poor
poor retrieval
retrieval (or
(or both)
both) of
of
whole visual
whole visual images
images
Interference in
Interference in recall
recall from
from previous
previous designs
designs
(i.e., perseveration)
(i.e., perseveration)

Recall of
Recall of Designs
Designs
We should
We should also
also recognize
recognize that
that
Low scores
Low scores are
are more
more likely
likely to
to reflect
reflect memory
memory oror
visual-spatial difficulties
visual-spatial difficulties ifif the
the design
design is
is copied
copied easily
easily
but incorrectly
but incorrectly
Motor difficulties
Motor difficulties are
are indicated
indicated by by slow
slow drawing,
drawing,
arduous drawing,
arduous drawing, or
or both
both
Many erasures
Many erasures may
may indicate
indicate compulsivity
compulsivity (drawing
(drawing has
has
to be
to be exactly
exactly right)
right)

Word Definitions
Word Definitions
(Ages 66 to
(Ages to 17)
17)
Task: Requires
examinee to to define
define words
words that
that you
you
present orally.
present orally. [42
[42 items]
items]
Evaluates acquired
Evaluates
acquired verbal
verbal knowledge,
knowledge, language
language
comprehension, and
comprehension, and fluency.
fluency.
Examples of
Examples
of correct
correct and
and incorrect
incorrect responses
responses are
are listed
listed
in alphabetical
in alphabetical order
order in
in the
the Manual
Manual for
for scoring.
scoring.
You may
You
may repeat
repeat the
the word,
word, spell
spell the
the word,
word, or
or write
write itit out
out
on paper
on paper at
at examinee
examinee request.
request.

Word Definitions
Word Definitions
Core Subtest
Core Subtest
Scores on
Scores on the
the Word
Word Definitions
Definitions subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Vocabularyknowledge
Abilityto
Ability toformulate
formulatedefinitions
definitionsof ofwords
words
Expressivelanguage
Expressive languageskills,
skills,including
includingverbal
verbalfluency
fluency
Levelof
Level ofgeneral
generalknowledge
knowledgebasebase
Verbalconceptualization
Verbal conceptualization
Abstractthinking
Abstract thinking
Long-terminformation
Long-term informationretrieval
retrieval
Verbalinhibition,
Verbal inhibition,that
thatis,
is,unwillingness
unwillingnesstotogive
giveopen-ended
open-endedverbal
verbal
responseswhen
responses whenuncertain
uncertain

Matrices
Matrices
(Ages 66 to
(Ages to 17)
17)
Task: Requires
examinee to to select
select the
the correct
correct
response that
response that best
best completes
completes aa matrix.
matrix. [33[33
items]
items]
Evaluates nonverbal
Evaluates
nonverbal inductive
inductive reasoning
reasoning ability,
ability, ability
ability
to formulate
to formulate and and test
test hypotheses,
hypotheses, verbal
verbal mediation,
mediation, and
and
visual perception.
visual perception.
Correct responses
Correct
responses areare highlighted
highlighted inin bold
bold blue
blue ink
ink on
on the
the
Record Form,
Record Form, which
which must
must be
be shielded
shielded from
from the
the examinee.
examinee.
Be
Be sure
sure to
to turn
turn the
the booklet
booklet sideways
sideways forfor correct
correct
presentation.
presentation.

Matrices
Matrices
Core Subtest
Core Subtest
Scores on
Scores on the
the Matrices
Matrices subtest
subtest may
may reflect
reflect the
the child’s
child’s
Nonverbalinductive
Nonverbal
inductivereasoning,
reasoning,including
including
Theability
The abilityto
toidentify
identifyrules
rulesgoverning
governingfeatures
featuresor
orvariables
variablesin
in
abstractfigures
abstract figures
Theability
The abilityto
toformulate
formulateand
andtest
testhypotheses
hypothesesabout
aboutrelationships
relationships
Useof
Use
ofverbal
verbalmediation
mediationstrategies
strategiesinvolving
involvinglabeling
labelingofofdiagrams
diagrams
Perceptionof
Perception
ofvisual
visualdetail
detailand
andspatial
spatialorientation
orientationinindrawings
drawings
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Poorunderstanding
Poor
understandingof ofverbal
verbalinstructions
instructionsor
orvisual
visualcues
cues
Impulsivity(responding
Impulsivity
(respondingtoo
toorapidly)
rapidly)
Inflexibilityininchoosing
Inflexibility
choosingsolution
solutionstrategies
strategies

Similarities
Similarities
(Ages 66 to
(Ages to 17)
17)
Task: Requires
examinee to to tell
tell how
how words
words gogo together,
together,
what they
what they allall are,
are, or
or how
how they
they are
are similar
similar [34
[34 items]
items]
Scoring examples
Scoring
examples are are listed
listed in
in alphabetical
alphabetical order
order in
in the
the
Manual.
Manual.
You may
You
may repeat
repeat aa word
word oneone time
time only.
only.
Credit is
Credit
is given
given for
for aa superordinate
superordinate classclass response
response but
but
not for
not for aa subordinate
subordinate response.
response.
You must
You
must question
question incorrect
incorrect responses
responses that
that show
show some
some
understanding of
understanding of the
the concept.
concept.
First 22 items
First
items areare teaching
teaching items
items if
if the
the examinee
examinee gives
gives
an incorrect
an incorrect response.
response.

Similarities
Similarities
Core Subtest
Core Subtest
Scores on
Scores on the
the Similarities
Similarities subtest
subtest may
may reflect
reflect the
the child’s
child’s
Verbalinductive
Verbal
inductivereasoning
reasoningability,
ability,including
including
Theability
The abilityto
torelate
relatewords
wordsto
tosuperordinate
superordinatecategories
categories
Theability
The abilityto
toformulate
formulatehypotheses
hypothesesabout
aboutcommon
commonfeatures
features
Vocabularyand
Vocabulary
andgeneral
generalverbal
verbaldevelopment
development
Levelof
Level
ofthe
thegeneral
generalknowledge
knowledgebase
base
Logicaland
Logical
andabstract
abstractthinking
thinkingabilities
abilities
Abilityto
Ability
todistinguish
distinguishbetween
betweenessential
essentialand
andsuperficial
superficialfeatures
features
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Verbalinhibition
Verbal
inhibition(unwillingness
(unwillingnessto
tomake
makeverbal
verbalresponses
responseswhen
whenuncertain)
uncertain)
Failureto
Failure
toconsider
considerall
allthree
threestimulus
stimuluswords
words

Sequential and
Sequential and
(Ages 66 to
(Ages to 17)
17)
Task: Requires
examinee to to solve
solve problems
problems dealing
dealing
with sequential
with sequential andand quantitative
quantitative material.
material. [39
[39
items]
items]
You can
You
can use
use aa separate
separate piece
piece of
of paper
paper instead
instead of
of the
the
booklet if
booklet if you
you wish.
wish.
For Items
For
Items 11 to
to 15,
15, the
the examinee
examinee draws
draws the
the missing
missing
figure.
figure.
For Items
For
Items 16-39,
16-39, the
the examinee
examinee responds
responds orally.
orally. Written
Written
answers would
answers would also
also bebe acceptable.
acceptable.

Sequential and
Sequential and Quantitative
Quantitative
Reasoning
Reasoning
Core Subtest
Core Subtest
Scores on
Scores on the
the Sequential
Sequential and
and Quantitative
Reasoning
subtest may
subtest may reflect
reflect the
the child’s
child’s
Abilityto
Ability toperceive
perceivesequential
sequentialpatterns
patternsororrelationships
relationshipsininfigures
figures
ornumbers
or numbers
Abilityto
Ability todraw
drawconclusions
conclusionsfrom
fromknown
knownfacts
factsororprinciples
principles
(inductivereasoning)
(inductive reasoning)
Analyticalreasoning
Analytical reasoningability
ability(the
(theprocess
processof
ofseparating
separatingaaproblem
problem
orsituation
or situationinto
intoits
itscomponents)
components)
Abilityto
Ability toformulate
formulateand andtest
testhypotheses
hypotheses
Perceptionand
Perception andattachment
attachmentof ofmeaning
meaningto
topictures
pictures(Set
(SetA)A)
Long-terminformation
Long-term informationretrieval
retrieval(Set
(SetB)
B)
Lackof
Lack ofknowledge
knowledgeof ofnumerals,
numerals,basic
basicnumber
numberfacts,
facts,and
andbasic
basic
arithmeticoperations
arithmetic operations(for
(forSet
SetB)B)
Inflexibilityin
Inflexibility inchoosing
choosingsolution
solutionstrategies
strategies

Speed of
Information
Processing
Processing
(Ages 66 to
(Ages to 17)
17)
Task: Requires
examinee to to mark
mark the
the circle
circle with
with
the most
the most boxes
boxes in in aa row
row or
or to
to mark
mark the
the highest
highest
number in
number in aa row.
row. Measures
Measures mental
mental speed.
speed.
Use the
Use
the age
age appropriate
appropriate booklet.
booklet.
Almost all
Almost
all examinees
examinees should
should bebe successful
successful at at this
this task.
task.
You must
You must time
time the
the exposure
exposure to to items
items carefully.
carefully.
You may
You
may query
query once
once per
per item
item by
by asking
asking if
if there
there are
are any
any
more target
more target figures.
figures.

Speed of
Information
Processing
Processing
Diagnostic Test
Diagnostic Test
Scores on
Scores on the
the Speed
Speed of
of Information
Information
Processing subtest
Processing subtest may
may reflect
reflect the
the child’s
child’s
Speed in
Speed in performing
performing simple
simple mental
mental operations
operations
Ability to
Ability to work
work fast
fast under
under time
time pressure
pressure
Ability to
Ability to make
make quantitative
quantitative comparisons
comparisons rapidly
rapidly
Sequential strategies
Sequential strategies for
for making
making comparisons
comparisons
Short-term, numerical
Short-term, numerical memory
memory
Basic understanding
Basic understanding of of ordinal
ordinal number
number concepts
concepts
Recognition of
Recognition of single-
single- and
and multi-digit
multi-digit numbers
numbers and
and
their place
their place values
values (for
(for items
items using
using numerals)
numerals)

Speed of
Information
Processing
Processing
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may
reflect the
child’s
Inefficient balance
Inefficient balance between
between speed
speed and
and accuracy
accuracy ––
either overly
either overly cautious,
cautious, sacrificing
sacrificing speed
speed for
for the
the sake
sake
of accuracy,
of accuracy, or
or overly
overly impulsive,
impulsive, sacrificing
sacrificing accuracy
accuracy
for the
for the sake
sake of
of speed
speed
Poor motivation
Poor motivation for
for tasks
tasks involving
involving numbers
numbers
Problems with
Problems with attention
attention and
and concentration
concentration

Achievement Subtests
Achievement Subtests

Basic Number
Basic Number Skills
Skills
(Ages 66 to
(Ages to 17)
17)
Scores on
Scores on the
the Basic
Basic Number
Number Skills
Skills subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Skillin
Skill inapplying
applyingaarange
rangeof
ofarithmetic
arithmeticoperations
operations
Abilityto
Ability torecognize
recognizeand
andexpress
expressthe
thenames
namesof
ofnumerals
numerals
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Poorunderstanding
Poor understandingofofthe
themeaning
meaningof
ofthe
theoperands
operands(+,
(+,-,-,x,
x,÷)
÷)
Non-masteryof
Non-mastery ofbasic
basicnumber
numberconcepts
concepts
Poorattention
Poor attentionor
ormotivation
motivation

Spelling
Spelling
(Ages 66 to
(Ages to 17)
17)
Scoreson
Scores onthe
theSpelling
Spellingsubtest
subtestmay
mayreflect
reflectthe
thechild’s
child’s
Knowledgeand
Knowledge andrecall
recallof
ofcorrect
correctspellings
spellings
Retentionof
Retention offacts
facts(the
(theconventional
conventionalspelling
spellingof
ofwords)
words)
Knowledgeof
Knowledge ofspelling
spellingrules
rules
Inaddition,
In addition,low
lowscores
scoreson
onthis
thissubtest
subtestmay
mayreflect
reflectthe
thechild’s
child’s
Poorvisual
Poor visualmemory
memory(often
(oftenshown
showninindifficulties
difficultiesininrecall
recallof
ofletters
lettersor orwhole
whole
words)
words)
Poorauditory-sequential
Poor auditory-sequentialmemory
memory(often
(oftenshown
showninininadequate
inadequateskills
skillsininphonetic
phonetic
spellingof
spelling ofregular
regularwords)
words)
Poorskills
Poor skillsininphonological
phonologicalsegmentation
segmentationof ofwords,
words,intointocomponent
componentsounds
soundsoror
syllables
syllables
Poorknowledge
Poor knowledgeof ofletters,
letters,letter
lettersounds,
sounds,or
orletter
lettercombinations
combinations
Poorauditory
Poor auditorydiscrimination
discriminationofofsound
sound

Word Reading
Word Reading
(Ages 66 to
(Ages to 17)
17)
Scores on
Scores on the
the Word
Word Reading
Reading subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Recognitionof
Recognition ofprinted
printedwords
words
Visualand
Visual andauditory
auditoryworking
workingmemory
memory
Skillsininword
Skills wordanalysis
analysiswithout
withoutadditional
additionalcontextual
contextualcues
cues
Vocabularyknowledge
In addition,
In addition, low
low scores
scores on
on this
this subtest
subtest may
may reflect
reflect the
the
child’s
child’s
Poorvisual
Poor visualmemory
memory(often
(oftenshown
shownininlimited
limitedwhole-word
whole-wordsight
sightvocabulary
vocabulary
and which may also be associated with an overdependence
and which may also be associated with an overdependence on basic on basic
phoneticstrategies)
phonetic strategies)
Poorauditory-sequential
Poor auditory-sequentialmemory
memory(often
(oftenshown
showninininadequate
inadequateskills
skillsininthe
the
phoneticanalysis
phonetic analysisof ofregular
regularwords)
words)
Poorskills
Poor skillsininphonetic
phoneticsegmentation
segmentationof ofwords
wordsinto
intocomponent
componentsounds
soundsor or
syllables
syllables
Poorskills
Poor skillsininsound
soundblending
blending
Poorknowledge
Poor knowledgeof ofletters,
letters,letter
lettersounds,
sounds,or
orletter
lettercombinations
combinations
Preschool Verbal
Preschool Verbal Ability
Ability
(Ages 3:6
(Ages 3:6 –– 5:11)
5:11)
Scores on
Scores on the
the Verbal
Verbal Ability
Ability cluster
cluster may
may reflect
reflect the
the child’s
child’s
Knowledgeof
Knowledge ofverbal
verbalconcepts
concepts
Languagecomprehension
Language comprehensionand
andexpression
expression
Levelof
Level ofvocabulary
vocabularydevelopment
development
Generalknowledge
General knowledgebase
base
In addition,
In addition, low
low scores
scores on
on this
this cluster
cluster may
may reflect
reflect the
the
child’s
child’s
Problemswith
Problems withprocessing
processingauditory
auditorycues
cues
Problemswith
Problems withverbal
verbalmemory
memory
Lackof
Lack oflanguage
languagestimulation
stimulationfrom
fromexperiences
experiencesand
andeducational
educational
opportunities
opportunities
Undiagnosedhearing
Undiagnosed hearingloss
lossor
orhistory
historyof
ofhearing
hearingdifficulties
difficultiesnot
not
conveyedprior
conveyed priorto
totesting
testing

Preschool Nonverbal
Preschool Nonverbal Ability
Ability
(Ages 3:6
(Ages 3:6 –– 5:11)
5:11)
Scoreson
Scores onthe
theNonverbal
NonverbalAbility
Abilitycluster
clustermay
mayreflect
reflectthe
thechild’s
child’s
Perceptionsof
Perceptions ofspatial
spatialorientation
orientation(the
(thepreservation
preservationof ofrelative
relativeposition,
position,size,
size,and
and
anglesinindifferent
angles differentaspects
aspectsof ofthe
thedesign)
design)
Nonverbalreasoning
Nonverbal reasoningability
ability
Perceptual-motorskills
Perceptual-motor skills(the
(theability
abilityto
tosee,
see,understand,
understand,andandrespond
respondwith
withaamotor
motor
actionas
action asan
anorganized
organizedunit
unitororpattern
patternofoffunctioning)
functioning)
Understandingof
Understanding ofsimple
simpleinstructions
instructionsand
andvisual
visualcues
cues
Abilityto
Ability toidentify
identifyimportant
importantelements
elementsof ofaavisual
visualstimulus
stimulus
Inaddition,
In addition,low
lowscores
scoreson
onthis
thiscluster
clustermay
mayreflect
reflectthe
thechild’s
child’s
Overdependenceon
Overdependence onverbal
verbalinstructions
instructionsor
orauditory
auditorycues
cues
Inabilityto
Inability touse
useverbal
verbalmediation
mediationstrategies
strategies

Verbal Ability
Verbal Ability
(Ages 66 to
(Ages to 17)
17)
Scores on
Scores on the
the Verbal
Verbal Ability
Ability cluster
cluster reflects
reflects the
the child’s
child’s
Knowledgeof
Knowledge ofverbal
verbalconcepts
concepts
Levelof
Level ofvocabulary
vocabularydevelopment
development
Expressive-languageability
Expressive-language ability
Generalknowledge
General knowledgebase
base
Retrievalof
Retrieval offactual
factualinformation
informationfrom
fromlong-term
long-termmemory
memory
In addition,
In addition, low
low scores
scores on
on this
this cluster
cluster may
may reflect
reflect the
the
child’s
child’s
Verbalinhibition
Verbal inhibition(unwillingness
(unwillingnessto
tomake
makeverbal
verbalresponses
responseswhen
when
uncertain)
uncertain)
Undiagnosedhearing
Undiagnosed hearingloss
lossor
orhistory
historyof
ofhearing
hearingdifficulties
difficultiesnot
not
conveyedprior
conveyed priorto
totesting
testing

Nonverbal Reasoning
Nonverbal Reasoning
Ability
Ability
(Ages 66 to
(Ages to 17)
17)
Scores on
Scores on the
the Nonverbal
Nonverbal Reasoning
Reasoning Ability
Ability cluster
cluster may
may reflect
reflect the
the child’s
child’s
Inductive reasoning,
Inductive
reasoning, including
including
Anability
An abilityto
toidentify
identifyrules
rulesthat
thatgovern
governfeatures
featuresor
orvariables
variablesin
in
abstract,visual
abstract, visualproblems
problems
Anability
An abilityto
toformulate
formulateand
andtest
testhypotheses
hypotheses
Understanding of
Understanding
of simple
simple verbal
verbal instructions
instructions and
and visual
visual cues
cues
Use of
Use
of verbal
verbal mediation
strategies
In addition,
In addition, low
low scores
scores on
on this
this cluster
cluster may
may reflect
reflect the
the child’s
child’s
Overdependenceon
Overdependence onvisual
visualinstructions
instructionsor
orauditory
auditorycues
cues
Inflexibilityin
Inflexibility inchoosing
choosingalternative
alternativesolutions
solutions
Impulsiveness(responding
Impulsiveness (respondingwithout
withoutchecking
checkingthe
theresponse)
response)

Spatial Ability
Spatial Ability
(Ages 66 to
(Ages to 17)
17)
Scores on
Scores on the
the Spatial
Spatial Ability
Ability cluster
cluster may
may reflect
reflect
Abilityin
Ability inspatial
spatialimagery
imageryandandvisualization
visualization
Perceptionof
Perception ofspatial
spatialorientation
orientation(the
(thepreservation
preservationofofrelative
relative
position,size,
position, size,and
andangles
anglesinindifferent
differentaspects
aspectsof
ofthe
thedesign)
design)
Analyticthinking
Analytic thinking(the
(theseparation
separationof ofthe
thewhole
wholeinto
intoits
itscomponent
component
parts)
parts)
Attentionto
Attention tovisual
visualdetail
detail
In addition,
In addition, low
low scores
scores on
on this
this cluster
cluster may
may reflect
reflect the
the
child’s
child’s
Poorunderstanding
Poor understandingof
ofsimple
simpleverbal
verbalinstructions
instructions
Pooreye-hand
Poor eye-handcoordination
coordination

Systematic Interpretation
Systematic Interpretation
of Test
of Test Scores
Scores

Interpretation
Interpretation
Two Stage
Two Stage Procedure
Procedure
Analysis of
Analysis
of DAS
DAS composite
composite and
and subtest
subtest
scores
scores
Interpretation of
Interpretation
of profile
profile by
by drawing
drawing
inferences from
inferences from and
and formulating
formulating
hypotheses about
hypotheses about the
the nature
nature of
of the
the
underlying processes
underlying processes that
that may
may best
best
explain the
explain the score
score profile
profile
Steps for
Steps for Analyzing
Analyzing
the Child’s
the Child’s Profile
Profile
Stage 1:
Stage 1: Comparison
Comparison of
of Cluster
Cluster
Standard Scores
Standard Scores and
and the
the GCA
GCA Score
Score
Stage 2:
Stage 2: Comparison
Comparison of
of Cluster
Cluster
Standard Scores
Standard Scores with
with One
One Another
Another

Steps for
Steps for Analyzing
Analyzing
the Child’s
Profile
Stage 3:
Stage 3: Comparison
Comparison of
of Within-
Within-
Cluster Subtest
Cluster Subtest T
T Scores
Scores with
with One
One
Another
Another
Stage 4:
Stage 4: Comparison
Comparison of
of Subtest
Subtest TT
Scores with
Scores with the
the Mean
Mean TT Score
Score of
of the
the
Core Subtests
Core Subtests

Steps for
Steps for Analyzing
Analyzing
the Child’s
Profile
Stage 5:
Stage 5: Comparisons
Comparisons Between
Between Ability
Ability
and Achievement
and Achievement

Profile Analysis
Profile Analysis
Elliott (1990)
Elliott (1990) looked
looked at
at children
children with
with LD
LD
tend to
tend
to score
score lower
lower on
on the
the diagnostic
diagnostic subtests
subtests relative
relative
to their
to their performance
performance on on the
the core
core subtests
subtests
greatest differences
greatest
differences were
were shown
shown onon the
the Recall
Recall of
of
Objects, Recognition
Objects, Recognition ofof Pictures,
Pictures, and
and Speed
Speed of
of
Information Processing
Information Processing subtests
subtests

Profile Analysis
Profile Analysis
Kercher && Sandoval

Kercher Sandoval (1991)
(1991) looked
looked at
at children
children with
with reading
reading
disabilities
disabilities
scores
scoreswere
weresignificantly
significantlylower
lowerthan
thantypical
typicalchildren
childrenon
onthe
theRecall
Recall
ofDigits
of Digitsand
andRecall
Recallof
ofObjects
Objectsdiagnostic
diagnosticsubtests
subtests
McIntosh && Gridley
McIntosh Gridley (1993)
(1993) examined
examined children
children with
with various
various
LD
LD
found
found66distinct
distinctprofile
profilepatterns;
patterns;11group
grouphad
hadaarelative
relativeweakness
weaknessin
in
theNonverbal
the NonverbalReasoning
Reasoningcluster,
cluster,suggesting
suggestingaamajor
majordifficulty
difficultywith
with
fluidreasoning
fluid reasoningor
orwith
withthe
theintegration
integrationof
ofvisual
visualand
andverbal
verbal
information
information

Profile Analysis
Profile Analysis
McIntosh (1999)
McIntosh (1999) studied
studied preschool
preschool children
children to
to explore
explore if
if
the DAS
the DAS could
could discriminate
discriminate between
between typical
typical and
and at-risk
at-risk
preschoolers
preschoolers
at-riskgroup
at-risk
groupshowed
showedtheir
theirgreatest
greatestdifferences
differencesin
incomparison
comparisonto
to
typicalpeers
typical peerson
onthe
thePicture
PictureSimilarities
Similaritiescore
coresubtest
subtestand
andthe
theRecall
Recall
ofDigits
of Digitsdiagnostic
diagnosticsubtest
subtest

Please contact
Please contact me
me at
at
Donna Rury
Donna Rury Smith,
Smith, Ed.D.
Ed.D.
Clinical Measurement
Clinical Measurement Consultant
Consultant
The Psychological
The Psychological Corporation
Corporation
2817 Berry
2817 Berry Trace
Trace
Schertz, TX
Schertz, TX 78154
78154
(210) 566-6812
(210) 566-6812
donna_smith@harcourt.com
donna_smith@harcourt.com
www.PsychCorp.com for
www.PsychCorp.com for website
website

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Ages 3:6 - 5:11 All Cognitive Subtests 65 minutes

Ages 6:0 - 17:11 All Cognitive Subtests 65 minutes

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Ages 3:6 – 5:11 Copying

Ages 6:00 – 17:11 Pattern Construction

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General Conceptual Standard Score (Mean=100, SD=15)

Achievement Composite Standard Scores (Mean=100, SD=15)

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