Posted: December 7th, 2014

ADOS-Evaluation of a standardized test

Order Description

The following are the requirements for your final project assignment.

Introduction
•Describe the test you chose. This description should include:
?The full name of the test.
?The publisher’s stated purpose of the test.
?The standardization sample and age range for the test’s use
?All of the ways the test can be administered. Include your assessment of the test administration in terms of fairness and integration with ethical and legal considerations.
?The population, psychological condition, or psychological disorder of interest you chose. Remember to support your selection with a source (or sources) from the literature.

•Provide the thesis statement that guided your project. This is what states and justifies your position on the test’s use. The thesis statement must be based on the professional literature, be related to tests and measurements, and be applicable to your specialization at Capella, or your current or future employment.

Evaluation of a Standardized Test

This section must synthesize the findings from your review of the literature with information and material presented in the course. Required content includes:
•A brief overview of the current state of the test’s use with the population or psychological condition you chose.
•Synthesis of what the current research says regarding your thesis statement.
•Relevant standards. This should include: ?Discussion of the APA or NASP standards for educational and psychological testing you found to be relevant in your review of the literature.
?In addition, a discussion of the standards you feel apply to your topic that might not have been evident from your review of the literature.

•Psychometric properties. This should include: ?Synthesis and evaluation of what you found in your review of the literature regarding the psychometric properties of your chosen test.
?Discussion of the major assumptions of testing, the relevant APA or NASP standards, and an evaluation of psychometric properties for the instrument you chose.

•Ethical use of testing instruments. Based on your research for the course project and the course material, discuss the importance of the ethical use of tests. This should include: ?General test construction and standardization.
?General test administration.
?The standardization and administration of the specific test and population or condition you chose.

•Impact of technology on the techniques and applications of your instrument. ?Discuss how technology has changed the delivery of your instrument, how the test results are interpreted, and whether technology has changed the nature of the test.

Case Study Outline
Introduction
•    Autism Diagnostic Observation Schedule (ADOS) is a structured tool used for diagnosing persons who are living with Autism Spectrum Disorders (ASD).
•    ASD is a condition characterized by problems in both verbal and social expression.
•    ADOS-2 is the most recent form of ADOS.
•    This tool is a semi-structured standardized evaluation of verbal voice, public relation, play and controlled and recurring behaviors.
•    It involves observing and coding the behaviors of an individual.
•    ADOS works for both adolescents and adults suffering from ASD.
•    ADOS is administered by an experienced and highly qualified clinician.
•    An integrated web based system should be used in order to ensure that people in the most remote areas are reached.
•    The administrator’s office needs to be quiet and have a closed door for the purpose of ensuring privacy.
Thesis Statement or Research Question
•    The Autism Diagnostic Observation Schedule is a valid and reliable test used to evaluate and diagnose adolescent and adults who are not verbally fluent due to the disorder of ASD.
Main and Supporting Points
Major point 1: ASD is caused by abnormal network activations in the brain (Thakkar et al., 2008). This point provides clinicians with important information about ASD.
Supporting point: ASD interferes with the functioning of the anterior cingulate cortex (ACC) and the white matter of the brain (Thakkar et al., 2008). This point helps clinicians to understand the symptoms of the condition that need to be addressed by ADOS.
Major point 2: ASD can be diagnosed using neuroimaging (Nucifora, 2011). This point provides clinicians with an effective method of diagnosis that can be used to supplement ADOS.
Supporting point: Neuroimaging makes it possible for the abnormal brain network activations that cause ASD to be studied (Nucifora, 2011). This point demonstrates how new technological advancements have made it easy for neuro-psychiatric disorders to be understood well.
Major point 3: ASD is common in a society where children are less physically active (Johnson, 2012). This point demonstrates the prevalence of ASD among children.
Supporting point: The prevalence of ASD among depends on the environment of children (Johnson, 2012). This point demonstrates that exercising is an important element of ADOS.
Major point 4: ADOS offers superior results for testing the severity of ASD (Gotham, Pickles & Lord, 2009). This point demonstrates that ADOS is more effective than other diagnostic tools.
Supporting point: ADOS enhances positive social interaction between the affected individual and the examiner (Gotham, Pickles & Lord, 2009). This point shows that the success of ADOS depends on the relationship between the subject and the examiner.
Major point 5: New ADOS algorithms are superior in representing observed diagnostic features of ASD (Gotham et al., 2008; Mazefsky & Oswald, 2006). This point emphasizes the effectiveness of ADOS as a diagnostic tool.
Supporting point: The new ADOS algorithms provide the researcher with the required insights into the interpretation ASD (Gotham et al., 2008). This point highlights the strengths of ADOS.
Major point 6: ADOS can be administered using four modules (Lord, DiLavore & Gotham, 2012). This point gives the procedures that ADOS involves.
Supporting point: ADOS tends to be more effective when it is administered in a more comprehensive manner (Lord, DiLavore & Gotham, 2012). This point demonstrates how accuracy in the administration of ADOS can be achieved.
Major point 7: ADOS is one of the most effective solutions to the contemporary changes in psychopathology (Millon, Krueger & Simonsen, 2010). This point demonstrates that modern trends in psychopathology require new solutions.
Supporting point: ADOS emphasizes on the relationship between personality traits and psychopathology (Millon, Krueger & Simonsen, 2010). This point demonstrates the mechanism through which ADOS works.
references:
Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal Of Autism And Developmental Disorders, 39(5), 693–705.
Gotham, K., Risi, S., Dawson, G., Tager-Flusberg, H., Joseph, R., & Carter, A. et al. (2008). A replication of the Autism Diagnostic Observation Schedule (ADOS) revised algorithms. Journal Of The American Academy Of Child & Adolescent Psychiatry, 47(6), 642–651.
Johnson, C. (2012). Physical activity levels of children with autism spectrum disorder. Corvallis, Or.: Oregon State University.
Lord, C., DiLavore, P., & Gotham, K. (2012). Autism diagnostic observation schedule. [Los Angeles, CA]: Western Psychological Services.
Mazefsky, C., & Oswald, D. (2006). The discriminative ability and diagnostic utility of the ADOS-G, ADI-R, and GARS for children in a clinical setting. Autism, 10(6), 533–549.
Millon, T., Krueger, R., &Simonsen, E. (2010). Contemporary directions in psychopathology. New York: The Guilford Press.
Nucifora, P. (2011). Functional Neuroradiology in Psychiatric Diseases. (Chapter 14) In Faro, S. H., Mohamed, F. B., Law, M., & Ulmer, J. T. (2011). Functional Neuroradiology: Principles and Clinical Applications. Springer.
Thakkar, K., Polli, F., Joseph, R., Tuch, D., Hadjikhani, N., Barton, J., &Manoach, D. (2008). Response monitoring, repetitive behavior and anterior cingulate abnormalities in autism spectrum disorders (ASD). Brain, 131(9), 2464–2478.

Conclusion

Discuss the following:
•Did all of the literature you reviewed use your chosen test as it was meant to be used? If not, explain why. If a test is used for a purpose other than what it was intended to assess, how can that affect the validity and reliability?
•State your position on the overall validity and reliability of the instrument relative to the results of your research. Use information presented by the Psychological Testing: Principles, Applications, and Issues textbook to discuss whether the reported indices for validity and reliability represent low, medium, or high values.
•State your position regarding the usefulness of the instrument relative to the results of your research. Your opinion must be based specifically on your findings and cite the literature to support your discussion.
•Did your course project support your thesis statement? Why or why not?

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