Question 1

Which of the following is not a characteristic of a standardized test?

Accepted Answer

A)  Uniform procedure for administration 
B)  Fixed number of items 
C)  Standard format for reporting results 
D)  Specific scoring protocol 
A)  Uniform procedure for administration 
B)  Fixed number of items 
C)  Standard format for reporting results 
D)  Specific scoring protocol C

Question 2

Which of the following is not an indicator of a test's validity?

Accepted Answer

A)  Concurrence of results with tests evaluating similar constructs 
B)  Ability of the test to discriminate between typical and clinical populations 
C)  Agreement of results over multiple test administrations 
D)  Accuracy of the test in predicting performance in other tasks 
A)  Concurrence of results with tests evaluating similar constructs 
B)  Ability of the test to discriminate between typical and clinical populations 
C)  Agreement of results over multiple test administrations 
D)  Accuracy of the test in predicting performance in other tasks C

Question 3

Which of the following is a measure of central tendency?

Accepted Answer

A)  Mean 
B)  Standard deviation 
C)  Variance 
D)  Reliability coefficient 
A)  Mean 
B)  Standard deviation 
C)  Variance 
D)  Reliability coefficient A

Question 4

Why is it important to discuss a child's test performance with parents, teachers, or both?

Accepted Answer

A)  To determine whether the child had a positive testing experience 
B)  To obtain others' opinions of the testing results 
C)  To evaluate the representativeness of the child's performance 
D)  To inform them that testing has been completed 
A)  To determine whether the child had a positive testing experience 
B)  To obtain others' opinions of the testing results 
C)  To evaluate the representativeness of the child's performance 
D)  To inform them that testing has been completed

Question 5

Why is the confidence interval (SEM) a useful statistic?

Accepted Answer

A)  It indicates the error associated with any score. 
B)  It provides age range scores. 
C)  It is a measure of test-retest reliability. 
D)  It indicates the developmental range of items administered. 
A)  It indicates the error associated with any score. 
B)  It provides age range scores. 
C)  It is a measure of test-retest reliability. 
D)  It indicates the developmental range of items administered.

Question 6

Which test would be most appropriate for a 5-year-old child with motor delays who has an extremely limited attention span?

Accepted Answer

A)  DTVP-2 
B)  PDMS-2 
C)  M-FUN 
D)  BOT-2 
A)  DTVP-2 
B)  PDMS-2 
C)  M-FUN 
D)  BOT-2

Question 7

Which of the following standard scores is the least psychometrically sound?

Accepted Answer

A)  Z-score 
B)  Percentile rank score 
C)  T-score 
D)  Age-equivalent score 
A)  Z-score 
B)  Percentile rank score 
C)  T-score 
D)  Age-equivalent score

Question 8

Which assessment provides therapists with information on the child's approach or attitude to play?

Accepted Answer

A)  Knox Preschool Play Scale 
B)  Test of Playfulness 
C)  Transdisciplinary Play-Based Assessment 
D)  Peabody Developmental Motor Test 
A)  Knox Preschool Play Scale 
B)  Test of Playfulness 
C)  Transdisciplinary Play-Based Assessment 
D)  Peabody Developmental Motor Test

Question 9

Which assessment based on the Model of Human Occupation provides information on the child's interests and what he thinks of his performance?

Accepted Answer

A)  Child Occupational Self-Assessment 
B)  Canadian Occupational Performance Measure 
C)  Bruininks-Oseretsky Test of Motor Proficiency 
D)  Test of Playfulness 
A)  Child Occupational Self-Assessment 
B)  Canadian Occupational Performance Measure 
C)  Bruininks-Oseretsky Test of Motor Proficiency 
D)  Test of Playfulness

Question 10

Which of the following test combinations allow evaluation of a child's performance in home and school environments?

Accepted Answer

A)  SFA and BOT-2 
B)  SPM and M-FUN 
C)  PDMS-2 and PEDI 
D)  BSID-III and GMFM 
A)  SFA and BOT-2 
B)  SPM and M-FUN 
C)  PDMS-2 and PEDI 
D)  BSID-III and GMFM

Question 11

How does a norm-referenced test differ from a criterion-referenced test?

Accepted Answer

A)  Number and type of test items 
B)  Comparison of scores with an age-matched sample 
C)  Requirement of examiner qualifications 
D)  Length of time needed for administration 
A)  Number and type of test items 
B)  Comparison of scores with an age-matched sample 
C)  Requirement of examiner qualifications 
D)  Length of time needed for administration

Question 12

Which assessment provides an overview of what and how the child carries out a variety of daily activities?

Accepted Answer

A)  Test of Playfulness 
B)  Peabody Developmental Motor Test 
C)  Denver Developmental Screening Test-II 
D)  Short Child Occupational Performance Evaluation 
A)  Test of Playfulness 
B)  Peabody Developmental Motor Test 
C)  Denver Developmental Screening Test-II 
D)  Short Child Occupational Performance Evaluation

Question 13

What is a possible reason for low inter-rater reliability on a standardized test?

Accepted Answer

A)  Poor compliance with testing procedures 
B)  Large item set 
C)  Variable test performance by the examinee 
D)  Difficulty of test items 
A)  Poor compliance with testing procedures 
B)  Large item set 
C)  Variable test performance by the examinee 
D)  Difficulty of test items

Question 14

How is are results on a standardized assessment best reported to parents and teachers?

Accepted Answer

A)  Simply present the scores and interpret them literally; do not add any comments about the child's behavior . 
B)  Use medical abbreviations throughout documentation. 
C)  Provide statistics and do not interpret data. Allow parents to make their own conclusions. 
D)  Use simple professional language and explain findings and interpretations clearly. 
A)  Simply present the scores and interpret them literally; do not add any comments about the child's behavior . 
B)  Use medical abbreviations throughout documentation. 
C)  Provide statistics and do not interpret data. Allow parents to make their own conclusions. 
D)  Use simple professional language and explain findings and interpretations clearly.

Question 15

Which of the following would compromise a standard testing protocol?

Accepted Answer

A)  Completing the testing in two sessions 
B)  Giving a bathroom or snack break 
C)  Allowing additional practice on items 
D)  Praising the child's effort and attention 
A)  Completing the testing in two sessions 
B)  Giving a bathroom or snack break 
C)  Allowing additional practice on items 
D)  Praising the child's effort and attention

Exam 8: Use of Standardized Tests in Pediatric Practice

Which of the following is not a characteristic of a standardized test?

Which of the following is not an indicator of a test's validity?

Which of the following is a measure of central tendency?

Why is it important to discuss a child's test performance with parents, teachers, or both?

Why is the confidence interval (SEM) a useful statistic?

Which test would be most appropriate for a 5-year-old child with motor delays who has an extremely limited attention span?

Which of the following standard scores is the least psychometrically sound?

Which assessment provides therapists with information on the child's approach or attitude to play?

Which assessment based on the Model of Human Occupation provides information on the child's interests and what he thinks of his performance?

Which of the following test combinations allow evaluation of a child's performance in home and school environments?

How does a norm-referenced test differ from a criterion-referenced test?

Which assessment provides an overview of what and how the child carries out a variety of daily activities?

What is a possible reason for low inter-rater reliability on a standardized test?

How is are results on a standardized assessment best reported to parents and teachers?

Which of the following would compromise a standard testing protocol?

An Overview of Occupational Therapy for Children

Foundations for Occupational Therapy Practice With Children

Development of Childhood Occupations

In Transition to Adulthood: the Occupations and Performance Skills of Adolescents

Working With Families

Common Conditions That Influence Childrens Participation

Purposes, Processes, and Methods of Evaluation

Application of Motor Controlmotor Learning to Practice

Evaluation and Interventions to Develop Hand Skills

Sensory Integration

Visual Perception

Psychosocial Issues Affecting Social Participation

Interventions and Strategies for Challenging Behaviors

Feeding Intervention

Activities of Daily Living

Instrumental Activities of Daily Living and Community Participation

Play

Prewriting and Handwriting Skills

Influencing Participation Through Assistive Technology

Mobility

Neonatal Intensive Care Unit

Early Intervention

School-Based Occupational Therapy

Services for Children With Visual or Hearing Impairments

Hospital and Pediatric Rehabilitation Services

Transition Services: From School to Adult Life

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