Murray State Theses and Dissertations
Abstract
ABSTRACT
The present study was designed to determine the concurrent validity of the Missouri Ability Scale (MAS), a new measure of independent functioning and learning currently in development. The MAS consists of 10 subtests and is designed to be administered to the examinee and an informant. Fifty individuals (M = 13.1 years; SD = 5.8 years) were administered the MAS and a cognitive abilities test (i.e. WISC-V, KABC-II, WJ-IV). Overall, the Spearman correlations between the MAS learning component and the measures of intellectual ability were moderate-to-strong, indicating good validity. Consistent with the hypotheses, the MAS learning component and the Cattel-Horn-Carroll (CHC) intelligence factors shared significant variance. The implications and limitations are discussed.
Year manuscript completed
2018
Year degree awarded
2018
Author's Keywords
Assessment, Cognitive ability, Adaptive behavior, Missouri Ability Scale, Intelligence, Adaptive functioning, Concurrent Validity, Validity
Thesis Advisor
Mardis Dunham
Committee Chair
Mardis Dunham
Committee Member
Sean Simons
Committee Member
Randal Wilson
Document Type
Thesis
Recommended Citation
Johnson, Nicholas, "THE CONCURRENT VALIDITY OF THE LEARNING COMPONENT OF THE MISSOURI ABILITY SCALE" (2018). Murray State Theses and Dissertations. 120.
https://digitalcommons.murraystate.edu/etd/120
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Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, School Psychology Commons