The WIAT–III link provides much richer data, allowing the clinician to predict and examine discrepancies for all WIAT–III composites. The previous achievement portion was a screener, rather than a comprehensive achievement test. Why were the achievement subtests removed from the DAS–II? A CD with examiner instructions is included in the kit to assist with administration of the phonological processing subtest, and signed nonverbal subtest administration directions (signed sentences).Spanish language translation of directions for the nonverbal subtests.Modified the administration and scoring procedures to enhance the user-friendliness.The clinical samples were expanded to include children with a variety of special classifications: developmental risk reading, writing, and math learning disabilities attention-deficit/hyperactivity disorders specific language impairment limited English proficiency mild to moderate intellectual disability and gifted and talented.The Matrices subtest now contains a set of items for young children, ages 3:6–17:11.Four new subtests-Recall of Sequential Order, Rapid Naming, Phonological Processing and Recall of Digits–Backward.Updated normative sample representative of the general U.S.The subtests in each battery are subdivided into core and diagnostic subtests. The subtests are organized in two batteries that are based on age. Two of the original DAS subtests, Block Building and Pattern Construction have been combined and four new subtests have been added.

The DAS–II has 20 cognitive subtests, which includes 17 subtests from the original DAS.

The revision has gone even further, translating cognitive development and cognitive process research findings into easily administered and interpreted subtests. The DAS–II is built upon the strong cognitive foundations of the original DAS. Select a question below to see the response. The DAS–II provides five types of norm-referenced scores: ability scores,T scores, cluster scores, composite scores and percentile ranks. Bayley Scales of Infant Development | Second Edition.ADHD and a combination of Learning Disabilities.Mixed Receptive/Expressive Language Disorder.Learning Disorder in Reading and Writing.Intellectual Disability, including children with Down Syndrome.CD with examiner instructions to assist with administration of the phonological processing subtest, and signed nonverbal subtest administration directions (signed sentences).Spanish language translation of directions for nonverbal subtests.Modified administration and scoring procedures to enhance the user-friendliness.Clinical samples expanded to include children with a variety of special classifications: developmental risk reading, writing, and math learning disabilities attention-deficit/hyperactivity disorders specific language impairment limited English proficiency mild to moderate intellectual disability and gifted and talented.Subtests map onto neuropsychological constructs, and reflect recent research in working memory and reading acquisition.Four new subtests: Recall of Sequential Order, Rapid Naming, Phonological Processing and Recall of Digits–Backward.The Early Years and School-Age batteries were normed for overlapping age ranges, and both were standardized with children ages 5:0–8:11. The subtests are organized in two batteries based on age: Early Years and School-Age. Two of the original DAS subtests, Block Building and Pattern Construction, have been combined and four new subtests added. It has 20 cognitive subtests, including 17 subtests from the original DAS. Can be used with Children’s Memory Scale or NEPSY to incorporate information on memory function.Compare ability scores over time, even when normative scores cannot be obtained for a child of a given age.Compare performance on the subtests, tapping similar constructs from each battery to test hypotheses about the reasons for high or low scores.Predict achievement on the basis of ability equally well for African American, Asian, Hispanic, and White/Non-Hispanic children.Identify a child’s strengths and weaknesses so the appropriate IEP goals, intervention strategies, and progress monitoring can be developed.Use DAS-II to identify learning disabilities and intellectual disability and properly evaluate Spanish-speaking or deaf or hard of hearing children or giftedness. The DAS–II is an individually administered, clinical instrument for assessing the cognitive abilities that are important to learning.

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