Assessment using British Ability Scales and Neale Analysis of Reading Ability

[Aranea]

Does anyone know anything about these methods of assessment? I've just received an EP report on my dd detailing her results according to them.

The EP tested number skills using the BAS Early Number Concepts subtest, reading skills using the Neale Analysis of Reading Ability and cognitive skills using 3 of the 6 subtests from the BAS II school age scales (word definitions, pattern construction and matrices).

I don't know what is meant by word definitions, pattern construction and matrices. I also don't know how seriously to take the business of percentiles and age equivalent scores. Can anyone enlighten me at all?

Yes, I know about them. What do you want to know?

I know about the BAS II tests.

For pattern construction they have 4 red/white cubes. Each side has a different pattern on it. Then they are shown a picture and they have to try and reconstruct the picture using the 4 cubes.

It tests spatial awareness, but EP can also use it to observe dexterity and co-ordination, also things like perseverance and determination.

The percentiles work in the same was as height charts etc. in the red book.

So if they're in the 90th percentile, only 100 children out of a sample of 1000 the same age would perform at a similar level or better.

This is probably the most useful element of it tbh.

Does that help at all? Do you want to know more?

Thanks roisin. Can you tell me what 'word definitions' means - do they just ask the child what various words mean? And what are matrices?

word definitions - definitions of words. Tells us about child's expressive verbal skills. Matrices - involves child choosing a particular abstract figure to complete a pattern. Looks at non-verbal reasoning skills.

thanks. So are matrices and pattern construction two different aspects of non-verbal reasoning?

spatial cluster assessed using the pattern construction and recall of designs (draw an abstract figure from memory). Looks at visuo-perceptual procesing - ie how we process and respond to abstract visual information. Useful as EP as we can see how child responds to instructions, can they copy (nb for handwriting, copying from board that kind of thing)

Verbal cluster assessed using verbal similarities and word definitions.

Non-verbal reasoning assessed using matrices and quantitative reasoning. The non-vb reasoning looks at how child processes non-vb info, can they apply and deduce mathematical rules from it etc.

NARA looks at reading comprehension and word reading ( i think! I don't use NARA).

word definitions is just a verbal test. EP says a word - and the child has to say in their own words what it means.

Do you agree with your child's scores? Are they high or low or average?

Thanks emeraldislander.

Roisin - she's mainly scored highly (lowest score being 96th percentile, for number skills, 97th for matrices and 98th for word definitions and then above the 98th percentile for reading accuracy & comprehension) but for pattern construction she only scored 21st percentile.

So I suppose the difficulty with pattern construction would be connected with the fact that she has difficulties with co-ordination and gross motor skills? But I guess 21st percentile isn't low enough to really worry about?

She's only 6 and I imagine things can change a lot? How much can you predict progress from these sorts of tests?

there is a pretty big discrepancy between scores in the 96 + centile range and 21st range for pattern construction. 21st is considered to be 'below average' on the BAS, but if she has difficulties with co-ordination and gross motor skills this may have impacted significantly as it is a timed test ( faster time, higher score) . Average range is between 25th-74th centile.

why was your dd referred for an assessment if you don't mind me asking? is she struggling at school?

She was referred because she was seen in school by an OT as she has co-ordination difficulties etc. He commented that she seemed socially withdrawn and recommended that she should be seen by the EP.

In fact I think he was being a bit overzealous as although she is a bit reserved and not comfortable in group situations, she has friendships and is not struggling at school.

How would you expect the school to respond to this report? Is there anything that would help her?

Have you seen the report? When ds1 had an assessment with the EP the 'scores' were actually only a tiny part of the process. The report included lots of advice of specific things that we and school could do to help him in various areas.

It also included lots of references and suggested reading material, which helped us a lot too.

Yes, I've got the report. It lists some recommendations which are quite broad and vague and which I don't imagine will make much difference - for social & communication skills to be monitored, for example. Also for fine motor skills, handwriting & keyboard skills programmes to be in place - but this is something the OT suggested but which the school has ignored.

However I think she is making good progress so maybe there isn't much that needs doing.

The Neales Analysis is a reading and comprehension test. The children read short stories and are asked questions about each story. if they make 16 or more errors when reading one of the stories the test is stopped. For every mistake they make when reading they lose a mark which in turn reduces their raw score. The child's raw scores are converted to give a reading age and a comprehension age. These ages can then be compared with the child's actual age if there are significant differences it could indicate ( not definitely show) some difficulty with reading and/or comprehehnsion.

The results of the Neales Analysis test shpuld be looked at along side the results of all of the other tests, to produce an over all picture of your child's ablities.