DIFFERENTIAL

ABILITY SCALE
 Introduction

History

Scoring and interpretation

CONTENT Application

Reliability and Validity

Summary

References
 A differential measurement of distinctive abilities that yields a
profile of strengths and weaknesses.

DIFFEREN
TIAL
ABILITY
SCALE
 Differential Ability Scale (Elliot 1190) is an
individual administered battery of cognitive
achievement test for children and adolescents aged 2
years, 6 months through 17 years 11 months.
Because the DAS cover such a wide range, divided
into 3 levels.
• lower preschool age 2 years six months through three years five

HISTORY months
• Upper preschool age 3-years six month through five year 11
months
• School age six years to 17 years 11 months
HISTORY

The original DAS was developed from the

BAS British Ability Scales  by Colin D. Elliot in
1990

2007

1990

It was updated in 2007 as DAS–II

Sattler (2001) Review of the DAS
1. Good validity
2. High reliabilities
3. Excellent standardization
4. Good administration procedures
5. Good administrative guidelines and test materials
6. Helpful scoring criteria
verbal Composite
9. Efficiency
10. Good Handbook
11. Co-normed with achievement tests
 Preschool cognitive
AGE battery
RANGE:
2:6 TO school age Cognitive
17:11 battery
YEARS
achievement battery
 the first decision point, items are administered from an
earlier starting point and the subtest is continued from
this point. • Testing normally stops only a decision
points. An alternate stopping rule may be employed
when an examinee fails a series of items before
reaching a decision point. The number of required
ADMINIST items varies from subtest to subtest and is indicated on
the Record Form. • If the examinee has not passed at
RATION least 3 items at the first decision point, items are
administered from an earlier starting point and the
subtest is continued from this point. • Testing
normally stops only a decision points. An alternate
stopping rule may be employed when an examinee
fails a series of items before reaching a decision point.
The number of required items varies from subtest to
subtest and is indicated on the Record Form
 Two Stage Procedure

INTERPRE Analysis of DAS composite and subtest

TATION scores

‰ Interpretation of profile by drawing

inferences from and formulating hypotheses
about the nature of the underlying processes
that may best explain the score profile
DAS-II
DAS was updated in 2007 as DAS–II
 It is a standardized assessment tool used to measure
cognitive abilities in children and adults, ages 2 years 6
months to 17 years 11 months. The test assesses a wide
INTRODU range of cognitive abilities, including verbal and
nonverbal reasoning, spatial processing, working
CTION memory, and processing speed. The results of the test
can be used to identify areas of strength and weakness,
guide educational planning, and inform interventions
for individuals with cognitive deficits.
The DAS-II is composed of 20 subtests, which are
organized into three main cognitive domains:

Verbal Ability: This domain includes subtests that

measure a child's language abilities, such as Word
Definitions, Similarities, and Vocabulary.

Nonverbal Ability: This domain includes subtests

that measure a child's spatial abilities and visual
processing, such as Block Design, Pattern
Construction, and Matrices.
Spatial Ability: This domain includes subtests that
measure a child's spatial perception and mental
manipulation of objects, such as Picture
Similarities, Picture Concepts, and Pattern
Analysis.
The DAS-II is designed to provide a comprehensive assessment of a child's
cognitive abilities and can be used to identify intellectual giftedness or
intellectual disability. It is also used to assess children with learning
difficulties, attention-deficit/hyperactivity disorder (ADHD), and other
neurodevelopmental disorders.

It is important to note that the DAS-II is a standardized assessment tool that

requires specialized training to administer and interpret accurately. Only
qualified professionals, such as psychologists or educational diagnosticians,
should administer and interpret the test results.
 There are different ways to assess reliability, and the most common methods
used to evaluate the reliability of the DAS-II include:

Test-retest reliability: This method involves administering the test to the

same individual on two separate occasions and calculating the correlation
between the scores obtained on the two administrations. A high correlation
coefficient indicates good test-retest reliability.

RELIABILI Internal consistency reliability: This method involves examining the extent
to which different items on the test are correlated with each other. This can

TY
be assessed using various statistical techniques, such as Cronbach's alpha
coefficient. A high coefficient indicates that the items on the test are
measuring the same underlying construct.
Inter-rater reliability: This method involves examining the extent to which
different raters or examiners who administer the test to the same individual
obtain consistent scores. This can be assessed using various statistical
techniques, such as the intraclass correlation coefficient. A high coefficient
indicates good inter-rater reliability.
The DAS-II has been shown to have good reliability across its various
subtests and composite scores. Test-retest reliability coefficients range from
0.70 to 0.93, internal consistency reliability coefficients range from 0.70 to
0.98, and inter-rater reliability coefficients range from 0.79 to 0.99. These
findings suggest that the DAS-II is a reliable measure of cognitive abilities.
 There are different types of validity evidence that can be used to evaluate the
validity of a test, and the most common types used to evaluate the validity of
the DAS-II include:

Content validity: This type of validity refers to the extent to which the test
items are representative of the construct or ability being measured. In the
case of the DAS-II, the test items were developed based on a comprehensive
review of the relevant literature and were designed to assess a wide range of
cognitive abilities.
Criterion-related validity: This type of validity refers to the extent to which

VALIDITY the test scores are related to other measures of the same construct or ability.
In the case of the DAS-II, studies have shown that the test scores are
significantly correlated with other measures of cognitive abilities, such as
the Wechsler Intelligence Scale for Children (WISC).
Construct validity: This type of validity refers to the extent to which the test
measures the underlying construct or ability it is intended to assess. In the
case of the DAS-II, studies have shown that the test scores are strongly
related to other measures of cognitive abilities, such as academic
achievement, working memory, and executive functioning, providing
evidence for construct
Overall, research validity. strong evidence for the validity of the DAS-II
has provided
as a measure of cognitive abilities. However, it is important to note that no
test is perfectly valid, and there are limitations to the validity of any test.
Therefore, it is important for clinicians and educators to interpret test results
in the context of other information about the individual being assessed.
REFERENCES
file:///C:/Users/96659/Downloads/Differential-Ability-Scales.pdf
https://en.wikipedia.org/wiki/Differential_Ability_Scales
http://www.myschoolpsychology.com/wp-content/uploads/2014/02/Differential-Abil
ity-Scales.pdf
https://dictionary.apa.org/differential-ability-scales
https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1698-3_718#Sec0
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