2 Scores of 7 and 13 are equivalent to 1 SD below and above the mean, respectivel scaled scores of 4 and 16 are equivalent to 2 SDs from the mean. Composite Scores Composite scores are a transformation of a distribution of scores and have a given mean and standard deviation, This transformation allows for a measurement in standard deviation units of how far an individual's score is from the mean or average score. The Bayley-III composite scores are based on various sums of subtest scaled scores for the Language, Motor, and Adaptive Behavior composites, and composite equivalents for the scaled scores from the Cognitive and Social-Emotional Scales, The composite scores are scaled to a metric with a range of 40 to 160, a mean of 100, anda standard deviation of 15. A score of 100 on any of the composites defines the average performance of a given age group, and scores of 85 and 115 are 1 SD below and above the mean, respectively. About 68% of all children obtain composite scores between 85 and 115; about 98% score in the 70-130 range, and nearly all children (about 99.9%) obtain scores between 55 and 145 (3 SDs from the mean). Table 6.1 presents the relation of Bayley-III scores to standard deviations from the mean and percentile rank equivalents. Table 6.1 Relation of Composite and Scaled Scores to Standard Deviations From the Mean and Percentile Rank Equivalents ‘Number of SDs Percentile Rank Composite Score Sealed Score from the Mean Equivatent® 35 T 3 01 60 2 2% 04 65 3 2A 1 7 4 2 75 5 5 80 6 9 85 16 90 8 “ 2s 95, 9° “4 37 100 10 (Mean) 0 10s " ” 6 no 2 4 % us 3 Pa 84 120 4 HA a 12s, “ ar 95 130 6 2 98 a 42% 9 22% 996 8 999) “The percentile ranks are theoretical values for @ normal ditibution Bayley-IIl scaled scores and composite scores provide the most accurate description of test data. However, for individuals who are unfamiliar with test interpretation, scaled scores and composite scores may be difficult to understand in isolation, Other information, such as percentile ranks, descriptive classifications, and developmental Chapter 6: Interpretive Considerations 409Table 6.4 Qualitative Descriptions of Composite Scores and Composite Score Equivalents Composite or Composite Score Equivalent Classification 130 and above Very Superior 120-128 Superior 0-119 High Average 90-109 Average 80-89 ow Average 70-79 Borderline 69 and below Extremely Low Suggested Procedures for Basic Profile Analysis Level of performance refers to the position (usually expressed as a scaled score, com- posite score, percentile rank, and/or descriptive classification) obtained by an indi- vidual on a given test compared to the performance of an appropriate normative group. Clinically speaking, the level of performance can be important for estimating the pres- ence and severity of any impairment and/or presence of a relative strength. Patterns of an individual's strengths and weaknesses may be emphasized without necessarily implying any type of impairment. A child’s performance on the Bayley-III can be evaluated in terms of his or her patterns of subtest scaled scores and composite scores, Profile analysis can occur from both an intraindividual and interindividual perspective by comparing the child’s score patterns across subtests or by comparing his or her score patterns to the appropriate norma- tive reference group. These comparisons can help the practitioner identify potentially ‘meaningful patterns of strengths and weaknesses, which are important in describing functional impairment and for designing interventions (Sattler, 2001). Performing Profile Analysis on the Bayley-III Step 1. Report and Describe the Scaled Scores for the Cognitive, Language, Motor, and Social-Emotional Subtests ‘The scaled scores for the Cognitive, Receptive Communication, Expressive Communi- cation, Fine Motor, Gross Motor, and Social-Emotional subtests form the psychometric foundation of the Bayley-III and provide reliable measurement of the child’s function- ing in these key areas. The child’s pattern of performance across these subtests should be compared to same-age peers and the test results can be described in a manner similar to the following example: Relative to children of comparable age, this child obtained a scaled score of ___ona standardized measure of (scale) development. Step 2, Perform Discrepancy Comparisons for the Cognitive, Language, Motor, and Social-Emotional Subtests An important consideration in interpreting Bayley-IHI results is the amount of differ- ence between the subtest scores that is required to be meaningful. The determination 114” Bayley-ill Technical Manual