RIPA-G2 Diagnostic Test Evaluation Essay Example

RIPA-G:2 Diagnostic Test Evaluation Paper Ross Information Processing Assessment Geriatric: Second Edition (RIPA G:2) Diagnostic Test Critique General Information Ross-swain, D. , Fogle, P. T. , (2012). Ross Information Processing Assessment- Geriatric. (2nd ed. ). Austin, TX: Pro-Ed. No reference was given as to what revisions/changes occurred in the production of the RIPA-G:2 from its previous edition. Purpose of Test The purpose of the Ross Information Processing Assessment-Geriatric: Second Edition (RIPA-G:2) is to provide a comprehensive and norm-referenced cognitive- inguistic assessment instrument that is designed to identify, describe, and quantify cognitive-linguistic deficits in individuals ages 55 years and older. Test Composition The RIPA-G:2 is composed of examiner record booklets and the manual. We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The booklets are organized into seven subtests (immediate memory, temporal orientation, spatial orientation, general information, situational knowledge, categorical vocabulary, and listening comprehension) that evaluate the different aspects of geriatric cognitive-linguistic skills/functioning. The manual is straightforward and easy to follow. Split into six chapters, the first three cover general information about the test, administration and interpretation. Whereas, chapters four through six focus on the normative sample, the tests reliability and the tests validity. Appendixes A-C are used to convert the subtest raw scores to scaled scores, the subtest raw scores to percentile ranks, and to convert the sums ot the scaled scores to indexes and percentile ranks, respectively. Appendix D consists of an example of a scored RIPA-G:2 subtest that is helpful to the examiners understanding of the test. Administration of Test The RIPA-G:2 is an easy to administer test where the only material required during the assessment is the Examiner Record Booklet (a recording device is recommended in the case of an examinee who produces rapid responses). The test itself only takes 25-35 minutes to administer, however if the examinee appears fatigued or to lose interest at any point, it is suggested that the test be extended into another session at a later date. It is also suggested that the examiner be thoroughly familiar with the manual and procedures, as well as having a good rapport with the examinee. The examiner would first fill out Section 1 of the Examiner Record Booklet with the examinees identifying information then begin the assessment with: Subtest 1: Immediate Memory which requires the examinee to repeat numbers, words, and sentences of increasing length and complexity after the examiner. Subtest 2: Temporal Orientation requires the examinee to answer questions relating to the concept of time. Subtest 3: Spatial Orientation requires the examinee to answer questions relating to the concept of locations or places. Subtest 4: General Information assesses the examinees ability to recall general information that is erceived as common knowledge. Subtest 5: Situational Knowledge requires the examinee to answer questions that involve problem-solving and reasoning. Subtext 6: Categorical Vocabulary assesses the examinees ability to list items in several categories as well as providing a name of a category per list of items. Subtest 7: Listening Comprehension requires the examinee to listen to the examiner read a short narrative paragraph and answer the questions that follow it. For each subtest the examiner would write each of the examinees responses in the space provided, ecord their score, and circle the corresponding diacritical response(s). The diacritical notations are used to record the examinees behavior and are as follows (complete definitions can be found in chapter two of the manual): e- error response p- perseveration r repetition of stimulus for completion of the task d- denial or refusal dl- delayed response c confabulation pc- partially correct or incomplete response i- irrelevant information contained in response t- tangential information provided with response sc- self-corrected response a reference box can be found at the end of each subtest for reference. Scoring For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self- corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or contabulated, or O when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees performance. For Subtest 6 part A, the examiner should make a note of what strategies the xaminee employs and tally the number of correct objects named. For this part of Subtest 6 the rubric follows the same 3-0 scale, however the criteria is different. A score of 3 is given when all items are correct and the total tally of responses is 15 or more, 2 when all responses are self-corrected or the total tally of responses is 10-14, 1 when there are error responses, perseverations, or denials, or the total tally of responses is 9 or less, and O when the response is unintelligible or no response is elicited. The RIPA-G:2 produces three types of scores: raw scores, scaled scores, and ercentile ranks. The percentile rank can be converted to a corresponding severity rating that provides a general indication of the examinees performance in comparison to others. The raw score is calculated for each subtest by summing up all the item scores per that subtest. These scores are taken from all seven subtests and transcribed to Section 2 of the Examiner Record Booklet where they are then converted to scaled scores and percentile ranks via the age-based tables located in Appendixes A and B, respectively. The degree of severity can be interpreted using section 3 of the booklet. The Composite Index of Section 2 is derived by taking the total sum of the scaled scores and finding the corresponding terms using Appendix C in the manual. Section 4 of the Examiner Record Booklet is used to describe the examinees behavior. The total number of diacritical notations used within the subtests should be calculated and divided by total possible occurrences (these numbers are provided in Section 4) and rounded to the nearest whole number in order to portray the overall percentage of occurrence. Interpretation The results of this test should not be used to diagnose, however, they do give a ood idea as to a selection of long-term therapy goals. It helps to identify cognitive- linguistic deficits in the elderly population, in research that focuses on cognitive processing in the elderly population, as well as in the determination of the degree of severity of any cognitive-linguistic problems in those examinees who perform poorly on the test. By examining the subtests that are generated to assess organizational skills, temporal concepts, special concepts, memory, categorization, sequencing, general information, awareness of reality, semantic organization bases, word finding bilities, auditory sequential memory, receptive vocabulary, and processing speed, one can take the examinees results and facilitate small therapy tasks in accordance. Evaluation of Test Adequacy The RIPA-G:2 data was collected from 229 individuals, 106 of which were normally functioning and 123 who were diagnosed with a specified cognitive-linguistic impairment. Data was collected from ten different states, 54/46 female to male ratio, their ages ranged from 55-97 years with a predominantly white and economically stable demographic. Testing took place from the spring of 2008-the summer of 2010. There were a total of seven examiners selected based on their purchase of the RIPA- G within the previous two years. The data presented suggests t 2 is a highly reliable and valid measure of cognitive-linguistic processing in the geriatric population. The reliability is shown to be consistently high across all three types of reliability studied; content, time and scorer differences. Coefficient alphas, test-retest, and scorer difference methods were used. Of the 56 different alphas reported, 28 met or exceeded . 90, and 45 exceeded or met . 80. All information Processing Indexes exceeded or round to . 0 within the subgroups as well. The test-retest method took 32 individuals and had them take the test twice, the second time a week or more later. All but one of the mean standard scores, the standard deviations, and the correlation coefficients showed the relationships between the test sessions to round to or exceed . 80 which suggests reliability. Validity shows the RIPA-G:2 to be a highly effective and valid assessment tool via the data presented. The content-description validity involving the systematic examination of the test content to determining whether it covers a representative ample of the behavior domain to be measured is highly descriptive. The conventional and differential item functioning analyses fully supported the validity of the items. The criterion-prediction validity the effectiveness of a test in predicting an individuals performance in specified activities supported this tests validity by the results of two samples of adults who underwent selected criterion measure review and binary classification analysis pertaining to the tests sensitivity, specificity, and positive predictive value with positive correlations. Construct-identification validity is elated to the degree to which certain traits of a test can be identified and the extent to which these will reflect the assumption on which the test is based and results suggested that these traits be examined via differences among groups, exploratory factor analysis, confirmatory factor analysis, and item validity. The traits were all found to consistently underlying and thus further supports the conclusion that the RIPA-G:2 is a valid measure of cognitive-linguistic abilities. Summary I think that this test is easy to administer and understand. The context and anguage of the manual is easy to comprehend, however, the organization of the administrative instructions is not sequential and thus a little bit hard to locate at first. The manual specifies that one shouldnt stray from its specified scoring, but it leaves a lot of room for clinical Judgment as well. However, I like how one does not need the manual in the actual assessment, all one needs is the Examiner Record Booklet the manual is only necessary in the translation of scores. The results of the test are easy to comprehend, not only for an SLP but for caregivers as well. Overall, I would definitely use it.

Research Paper MLA Sample

Research Paper MLA SampleNowadays, most of the university students are taking the research paper mla sample as their guide. The preparation and the results of the paper will surely depend on how it was prepared. With its help, you will be able to learn a lot more about the creation process, which in turn will give you a chance to improve your writing skills and enhance your writing skills as well.First thing that you need to do is to figure out whether you will be conducting the MLA process. Once you have that information, you can decide whether you want to submit the paper to one or the other journal, but generally, both processes are pretty similar, but the submissions are slightly different.To begin with, the MLA format will ask you to write in a formal style, which means the material you use should be arranged in a structured manner. The research paper mla sample will often ask you to format the material as a personal narrative. However, your resource box will also appear in MLA format, so that will be good to make sure that it looks like it belongs to the MLA method. For the old format, you will be given a standard guideline on what you need to include in the resource box.If you are planning to conduct your research through an MLA process, you will need to have several journals to choose from. You can find these online as well as from your local libraries.Secondly, the research paper mla sample will always ask you to provide your citations. The old format does not actually require you to submit the entire document, but your MLA researcher will still ask for your sources. You can usually find your references in your syllabus guide.In the case of an MLA journal, there is also the requirement to submit a bibliography. This is optional but usually, the MLA journal requires it. To ensure that you have a clean bibliography, you may want to check first with the editor of the journal and see if it is mandatory.Finally, when doing the research paper mla sample, you will be asked to submit a sample. If you are completing the assignment through an MLA journal, this is included. If you have a bibliography, you will also be required to submit a bibliography.The last part of the sample is also available online and will vary depending on the source. Your research paper mla sample may also have some sub-sample assignments. You can find these and will be asked to submit the assignment for the corresponding sub-sample.

Controversial Topics to Argue For an Essay

Controversial Topics to Argue For an EssayUsing controversial topics to argue for an essay is something that is done by students all the time in class, and often for fun as well. This is the reason why a lot of students like to try out different topics on different people. They like to see what other people think of their opinion and debate it.For this reason I am going to give you a good example of a topic that can be used to help an essay. You have probably heard this one before: 'A lot of people feel that...' The one thing that you should be careful about here is to make sure that you do not fall into the trap of saying exactly what a lot of people feel or believe. If you do, it will seem quite hypocritical.What I suggest you do is to take the topic you have already chosen and research on it. In particular you should find out what other people think of it. Take note of what they say and try to use the information to help bolster your argument. Remember, everyone has their own pers pective and is bound to have an opposing view to yours, so be open and listen to them.When you have done this, now you have an interesting topic that you can use to add some weight to your argument. The other thing that you should remember is that if you cannot find a specific topic, there are plenty of reasons why a person may be uncomfortable with a certain topic.If a person feels that a strange topic is taboo, they are not likely to share that fact with anyone. Also, if you come up with a topic that has a sensitive subject attached to it, then it is unlikely that the person will be able to talk about it openly. It is up to you to decide whether or not you should include this or not.Now I know that you might not agree with the points that I am making but hopefully that you see how important it is to be able to use controversial topics to argue for an essay. There are plenty of reasons why a topic may be taboo, but the bottom line is that by being open minded you can find a way to go around the taboo and present a strong case.Always remember that a topic is never taboo unless you agree with it, which means that if you are not open to discussing a topic, it is taboo anyway. Always remember that no matter what, you have to present your case and try to convince the reader why you think that you are right and why they should believe in you. If you can do this, then you have accomplished something great.Remember that the subject of your essay is up to you. It is your essay, and whatever you write about must stand on its own. Keep in mind that when you use controversial topics to argue for an essay, it is up to you to find the best way to get past the walls of taboos and present a solid case.

College Application Essay Examples - Writing Ideas

College Application Essay Examples - Writing IdeasIf you're going to apply for a college grant or other scholarship, you need to use a combination of appropriate essay examples from different fields in order to present your ideas in a clear, cohesive manner. It is helpful to write two different essays, one that combines academic thoughts and writing techniques with the new idea you have. Writing an essay is a key part of getting into college and will help you get into the school you want to attend.Use essay examples from the computer programming, information systems, or anthropology fields to give your essay an appealing and well-written appeal. These are the fields where many scholarships and other grants are awarded. When you submit your applications, it is crucial that you utilize the most recent scholarship and grant literature so that you can focus on the areas of research that will help you get through school.The eligibility requirements for scholarships and grants vary accordi ng to the particular type of assistance given. For example, a lot of students qualify for a scholarship based on their family background, but an essay about computer science may not get accepted for a grant that requires only a student's ability to code. It is vital that you submit all scholarship and grant application materials so that you can make sure that your application gets considered.Computer science is a fascinating field of study. You may be familiar with some of the terminology in this field such as computer architecture and operating systems. It is a branch of science in which computers are used to perform calculations, organize data, and compute numerical functions. An interesting point about this is that people of all ages are able to engage in this field of study.In general, a good introduction to your potential college applications should include details about your background in the research methods that have informed your education. This will help you to highlight y our unique perspective as well as how you intend to put those beliefs into practice once you get to college. One of the first things that prospective students should take into consideration when they are preparing for their college application essay is to consider what type of information they wish to present in their application. You don't need to spend hours outlining your academic achievements, but you do need to capture the essence of who you are as a person and what you intend to do with your future.As you start putting together your college application essay, remember that a great introduction has three components: your personality, the facts that you are providing, and the reasons why you should get into college. Creating an impressive introduction is your responsibility as a prospective student, and it is one of the most important parts of a good college application.