Differential Ability Scales- II (DAS-II)

Differential Ability Scales- II (DAS-II)

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The Differential Ability Scales- II (DAS-II) is a revision of the DAS. It incorporates various changes in the already respected DAS. The test is considered appropriate for various reasons, first, the manual is well organized, detailed and thorough. Its psychometric properties are considered good (Stavrou & Hollander, 2015). Its diagnostic utility has been enhanced by the new three diagnostic clusters, that is, processing speed, working memory, and school readiness and the new subtests, that is, a recall of digits backwards, rapid naming, and phonological processing. The test is also appropriate because of its extended ranges in age, flexibility in starting and stopping points, and teaching tasks. The tests can also be administered in Spanish even when it is normed on children speaking in English due to its capacity to repeat and rephrase instructions (Stavrou & Hollander, 2015). The authors argue that the test produces comparable scores with WISC-IV and is effective in identifying learning difficulties. However, the authors acknowledge that just as other tests, DAS-II provides limited guidance on making psychological and educational interventions.

According to Trundt et al., (2017), Differential Ability Scales- II (DAS-II) is appropriate because it uses internal structure validity meaning that there is no construct bias with the test. Based on their study, the test cannot lead to unfair scoring and therefore an indicator of its fairness and thus appropriate. The study found that with the changes made in the second edition, there is no evidence of systematic construct bias towards different ethnic groups.  Similarly, Stephanie et al., 2011, find the tests appropriate because it allows for faster administration and engagement of materials making it appealing to subjects. Additionally, when the scoring procedure may be tiresome, use of computerized scoring assistance addresses the issue. Therefore, the test becomes user friendly and time efficient. This is why the intelligence measure continues to grow in popularity. Most sources are focussed on describing the test measure making it difficult to locate sources on review of the test.

References

Stavrou, E. & Hollander, N. (2015). Differential Ability Scales – Second Edition (DAS-II):        Test Review. The School Psychologist, pp. 120-124.

Stephanie, M., Kara, M. & Susan, M. (2011). Test Review: C. D. Elliott “Differential Ability   Scales-Second Edition.” San Antonio, TX–Harcourt Assessment, 2007. Journal of         Psychoeducational Assessment, Vol.29, No.1, pp.89-93.

Trundt, K., Keith, T. & Caemmerer, J. (2017). Testing for Construct Bias in the Differential       Ability Scales, Second Edition: A Comparison among African American, Asian,       Hispanic, and Caucasian Children. Journal of Psychoeducational Assessment, Vol.36,   No.7, pp.670-683.