The Differential Ability Scales (DAS) is one of the latest entries into the field of intelligence tests. Colin Elliot and the other developers of the DAS used the most current statistical procedures in an attempt to create a test that is psychometrically sound. They also sought to design subtests that measure a variety of separate and distinct areas of cognitive functioning. The diagnostic subtests measure a variety of cognitive abilities including

• verbal and visual working memory
• immediate and delayed recall
• visual recognition and matching
• processing and naming speed
• phonological processing
• and understanding of basic number concepts.

Features of the DAS-II

The current iteration of the DAS has 20 cognitive subtests, helpful in evaluating strengths and weaknesses in a range of learning processes.

Ψ Core subtests: shed light on one’s ability in verbal reasoning, non-verbal reasoning and spatial abilities
Ψ Diagnostic subtests: measure processes like memory, processing speed and early school learning abilities

Unlike core subtests, diagnostic subtests do not contribute to the composite score produced at the end of the test (the General Conceptual Ability Score). However, the processes highlighted in the diagnostic subtests are important in learning and can reveal potential difficulties that a child might face

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EARLY INTERVENTION

Since the test is suitable for children across a range of developmental levels. There are two versions of the DAS-II, Early Years (for those between 2 years 6 months and 6 years 11 months) and School Age.

Given the wide range of learning processes that DAS-II focuses on, it can offer a comprehensive outlook of a child’s strengths and weaknesses when it comes to learning. This can help flag up potential conditions, such as intellectual disability, learning disabilities or even giftedness. This can facilitate intervention, allowing clinicians to be more aware of certain areas to concentrate on in therapy. In addition, the DAS-II also supports a response-to-intervention (RTI) approach, where ability scores can be compared over time to see if intervention is effective.

The following images display an example of what the test assesses, and how the results can be employed for use in the classroom or for private study of each test-taker.

Results

The norm-referenced scores provides the most precise information, but can be difficult to use in isolation. Other information such as percentiles, confidence intervals, descriptive classifications, and age equivalents is often used in conjunction with standardized scores to describe the client’s performance.

Overall, despite the fact that the test has been argued to be tedious, the DAS-II may provide a user friendly, time efficient measure of general cognitive ability that proves useful in the context of a full psychoeducational battery of assessment measures that can be used to inform future needs for early intervention and/or informed instruction. The DAS-II allows for quick administration and engaging materials that make it especially appealing to young children and therefore, crucially assist in the possibility for early and effective intervention. 

References

https://www.sciencedirect.com/science/article/abs/pii/002244059190008F

https://slideplayer.com/slide/16914730/

https://catalogimages.wiley.com/images/db/pdf/9780470225202.excerpt.pdf

https://eric.ed.gov/?id=EJ911247

https://www.annabellepsychology.com/iq-testing-differential-ability-scales-das