1. XBASS 2.0 Tips and Tricks TEDA Fall 2017 Conference
Presented by Robert Misak, MA, MEd, LSSP

2. What is new with 2.0?

3. #1

4. What is new with 2.0 #1 WISC-V Tab
The WISC-V tab has been significantly enhanced with the addition of new Clinical Clusters developed by Flanagan & Alfonso (2017) and described in their book, “Essentials of WISC-V Assessment.” (EWISCVA) These new clusters provide extended assessment capabilities for evaluators interested in examining a wider and more in depth range of cognitive constructs than are typically measured by the core subtests on the WISC-V. These composites may be evaluated, analyzed, and used in the same way as all other cognitive composites and provide a much broader coverage of CHC abilities within a single Wechsler battery.

5. What is new with 2.0 #1 WISC-V Tab
In other words, new WISC-V clusters (based on actual norms) were made to give you as much as possible from the WISC-V. That doesn’t mean it is ALL you need…but it more than you had before!

6. What is new with 2.0 #1 WISC-V Tab
Gc-Verbal Expression-Low (VO+IN)
Gc-Verbal Expression-High (SI+CO)
Gf-Gc (VO+IN+MR+FW)
Gsm (DS-F + DS-B)
Gsm:MW (DS-B + DS-S + LNS)
Gsm:MW High Complexity (AR+PS)
Verbal-Extended Crystalized Index (SI+VO+IN+CO)
Expanded Fluid Index (MR+FW+PC+AR)
Gs-P (SS+CA)
Retrieval from LTS/Recent (DST+RST)

7. #2

8. What is new with 2.0 #2 WISC-V Interpretive Report
An additional tab has been created that provides an Interpretive Summary Report based on the results of the data entered as analyzed by the interpretive system described in EWISCVA. This new tab performs an automatic analysis to determine the best global ability score along with the interpretive statements, summary score tables with additional information, and recommendations regarding additional interpretation and intervention.

9. What is new with 2.0 #2 WISC-V Interpretive Report
See Handout for Sample WISC-V XBASS 2.0 Report. It IS NOT designed to copy and paste and give to parent! There is some great stuff in there, but you have to be the filter!

10. #3

11. What is new with 2.0 #3 New Tests
Added the ChAMP, UNIT-2, RIAS-2, FAR, FAM, WISC-V Integrated, WJ IV ECAD and over 80 subtests that have been published since XBASS 1.0.
New tests will be in the XBA analyzer in the correct domains
New tests will be in the C-LIM also

12. #4

13. What is new with 2.0 #4 User Modes
The ability to run in different “user modes” specific to the experience and wishes of the user.
Beginner, Intermediate, Advanced

14. What is new with 2.0 #4 “Beginner Mode”
Provides a significant amount of guidance and assistance in running X-BASS via the implementation of pop up messages to guide users in understanding the purpose of a tab, getting help in using a tab or engaging in various procedures, and in determining the next step in the process of using X-BASS from initial data entry to SLD determination.

15. What is new with 2.0 #4 “Beginner Mode”
The Beginner mode can be activated upon initial program opening via the green “Beginner Mode” button on the Welcome screen or by selecting the Beginner mode radio button on selected tabs (Start, Guide, PSW-A Data Summary).
This mode is intended for first time users and those who are new to X-BASS or XBA Procedures.

16. What is new with 2.0 #4 “Beginner Mode”

17. What is new with 2.0 #4 “Intermediate Mode”
For users with more experience, the “Intermediate” mode may be selected which will suppress the majority of the guidance messages and will display only the typical informational, conformational, and critical messages (those requiring user input to continue).
This will allow users to avoid messages that may become repetitive and unnecessary after developing more experience with the X-BASS.

18. What is new with 2.0 # 4 “Advanced Mode”

19. Are you sure?!

20. What is new with 2.0 #4 “Advanced Mode”
An “Advanced” mode is also available that is intended for expert users who need little, if any guidance, in using X-BASS or employing XBA procedures.
This more suppresses nearly all messages and will only display those that are designed to prevent accidental data deletion, results of PSW analysis, or which require user input to continue program operation.

22. What is new in 2.0 #4 User Modes
The desired user mode may be changed at any time during program operation and will remain as set unless changed again by the user.

23. #5

24. What is new with 2.0 #5 Help Buttons
Each tab now includes the placement of new buttons for “Tab Help” and “Next Step”.
These tabs work in concert with the user mode but can also be used independently and will provide tab-specific guidance and instruction on using the current tab and how to employ the correct procedures for that tab or for XBA in general.

25. What is new with 2.0 #5 Help Buttons
On some tabs, such as the XBA Analyzer and C-LIM analyzer, this includes step-by-step instructions on carrying out the necessary activities for completing the actions on those tabs.
In addition, the “Next Step” button will provide similar guidance on the logical next step and process for moving to the next task in X-BASS.

26. What is new with 2.0 #5 Help Buttons
When “Beginner Mode” is activated, navigation to any tab will automatically display the “Tab Help” and any additional instructions if desired.
In addition, both “Tab Help” and “Next Step” can be selected by users in “Intermediate” or “Advanced” mode for occasional reminders should the need arise.

27. What is new with 2.0 #5 Help Buttons

28. #6

29. What is new with 2.0 #6 Clerical Cleanup and Omissions
So now the same subtests and classifications have been aligned in the…
XBA-CHC Test Classification tab
XBA Analyzer dropdowns
C-LIM Analyzer dropdowns
C-LTC Reference list

30. What is new with 2.0 #6 Clerical Cleanup and Omissions
This change also includes uniform application of the distinction between cognitive and academic subtests so that subtests from achievement batteries will no longer appear in the cognitive domains or dropdown meus corresponding to them!!!

31. What is new with 2.0 #6 Clerical Cleanup and Omissions
This update is an effort to prevent the inadvertent use of an academic subtest as both the presumptive “cause” of a learning disability AS WELL as the manifestation or “effect” of a learning disability.

32. What is new with 2.0 #6 Clerical Cleanup and Omissions
Can’t have the same test/ability in the top oval AND the bottom-left oval!
This change is both good and bad.

33. What is new with 2.0 #6 Clerical Cleanup and Omissions
How about WJ IV Applied Problems as a measure of Gf-RQ?
WIAT-III Math Problem Solving as Gf-RQ?
WJ IV Reading Recall as Glr-MM?
WJ IV Word Attack as Ga-PC?

34. What is new with 2.0 #6 Clerical Cleanup and Omissions
You can’t say the child can’t read because HE CAN’T READ! He struggles with MATH REASONING because he did poorly on a test of MATH REASONING!

35. What is new with 2.0 #6 Clerical Cleanup and Omissions
But how about KTEA-3 Phonological Processing as a measure of Ga-PC?
KTEA-3 Associational Fluency as a measure of Glr-FI?
KTEA-3 Object or Letter Naming Facility as measures of Glr-NA?

37. #7

38. What is new with 2.0 #7 Math Stuff
Some of the critical values that are used in determining whether a statistically significant difference exists between two subtests for a given cognitive of academic composite have been further updated based on new publisher data.

39. #8

40. What is new with 2.0 #8 KTEA-3 and Grades
On the KTEA-3 tab, X-BASS will now highlight the appropriate tests on the basis of the grade entered in the data record rather than the age. WJ IV and WIAT-III subtests are constant regardless of grade so it does not matter for them.

41. #9

42. What is new with 2.0 #9 CLTC Reference
The Culture-Language Test Reference list has been revised slightly in terms of providing additional functionality for ease of navigation and scrolling from section to section. New buttons and formatting headers provide both easy maneuvering from one cell list to another along with additional information regarding the cell being viewed.

43. Anyone ever clicked on that tab? Anyone?

44. What is new with 2.0 #9 CLTC Reference

47. #10

48. What is new with 2.0 #9 CLTC Reference
A slightly new color scheme has been implemented on the main tabs (Welcome and Start) to provide a greater degree of distinction between v2.0 of X-BASS and prior 1.X versions.

49. X-BASS 2.0
What did you miss from 1.X?

50. Y’all Ever Look Below the Triangle?

51. Y’all Ever Look Below the Triangle?

52. What’s New in X-BASS 1.4
In the case of ELL Evaluations, X-BASS will now provide additional warnings regarding the determination of strength vs. weakness for the Gc domain. If Gc is below the expected range in the C- LIM, a new notice will be provided if it is incorrectly regarded as a strength.

53. ELL Box, Gc in expected range, and Marked as a Weakness

54. ELL Box, Gc Below expected range, and Marked as a Strength

55. XBASS 1.4 – Data Entry - Other

56. XBASS 1.4 – Date Entry - Other
Can drop composite/test into the Data Organizer
Points out that you need to use COMPOSITES for cognitive, but can use subtests or composites for academic sections
Use test/composite if it is in dropdown!

57. XBASS 1.4 – Date Entry - Other
If you use this, it WILL NOT;
Perform cohesion analysis
Evaluate potential effect of culture and/or language (CLIM)
“Therefore, this method should be used only when there is no alternative and in recognition that the psychometric and theoretical validity of the test has not (been) evaluated within the full parameters of XBA principles of assessment.”

58. XBASS 1.4 – Date Entry - Other

59. XBASS 1.4 – Date Entry - Other
“This tab permits limited use of scores for PSW analysis from tests/batteries that are not available in X-BASS’ current core test tabs or drop down menus. Type in the name of a test composite (or subtest-for academic domains only) in the appropriate section and enter the score (Scaled or Standard score; for T- Scores, use the converter at the bottom of the XBA analyzer) and click the corresponding button to transfer the data directly to the Data Organizer where it can be selected for use in subsequent PSW analysis.”

60. XBASS 1.4 – Date Entry - Other
“Note that composites/subtests entered into X-BASS via this tab cannot be evaluated for cohesion, cannot be combined with other composites to form XBA composites, and cannot be evaluated within the C-LIM Analyzer. As such, caution should be exercised whenever a decision is made to include and utilize scores entered on this tab in an evaluation of SLD. In addition information entered here will not be saved in the database UNTIL it as been transferred to the Data Organizer AND after the active data record has been saved to update it.”

61. XBASS 1.4 – Date Entry – Other (Cognitive)

62. XBASS 1.4 – Date Entry – Other (Academic)

63. XBASS 1.4 – Date Entry – Other (Example)

64. XBASS 1.3 – Date Entry – Other (Example)
This is what comes out on the Data Organizer

66. XBASS 1.2
How many of you missed these in the previous version

67. XBASS 1.2 – ELL Students (Start Tab)

68. XBASS 1.2 – ELL Students (If You Check Box)
Gc is NOT INCLUDED IN FCC if it is <90 if you called it a strength!
Popup if Gc is in expected range
Popup telling you to check out Gc in native language if Gc is below expected range #2 #3

69. XBASS 1.2 – XBA Alternate Composites
“The XBA Analyzer tab now has extended functionality that will permit the calculation and derivation of ‘XBA Alternate Composites’ in cases where there is a reasonable and logical or clinical configuration of subtest scores that do not meet the standard cohesion requirements of the basic XBA rules, but which are defensible nonetheless. These buttons are available for all cognitive and ‘other cognitive’ domains but are unnecessary on the academic/SLD domains since single subtests may be used in those cases. Any XBA Alternative Composites that are generated on the XBA Analyzer tab may be transferred to the DATA Organizer and used in PSW analysis of SLD. Note that in cases where no composite can be established, the only alternative will be follow up testing.”

70. Alternate Composites – 2 subtests
<80
80-89
>89
RULE **
If the scores differ by 15+ points, you can make an alternate composite *
(Prompt) if strength, then you can make alternate. If it is a weakness, you can’t
Dude, follow-up on the lower. NO ALTERNATE FOR YOU!
(Prompt) if weakness, then you can make alternate. If it is a strength, you can’t
It will give you a composite anyhow

71. Alternate Composites – 3 subtests
<80
80-89
>89
RULE
***
If they are all 120 or higher, it will give you a composite anyhow.
If they are not all >120 and differences between all scores are 15-points or more, you can get Alternative Composite * **
Strength=3-test Alternative Composite
Weakness=2-test Alternate Composite and lower sore is divergent
Lower one divergent and other two will give you Alternative Composite
Strength=2-test Alternate Composite and lower score is divergent
Weakness=2-test Alternate Composite and lower score is divergent
2-test Alternate Composite and higher one is Alternate
Strength=2-test Alternate Composite and lower sore is divergent
Weakness= 3-test Alternative Composite
Will give you a 3-test composite anyhow automatically

72. Alternate Composites – 4 subtests
<80
80-89
>89
RULE
****
If they all differ by 15-points or more, 4-test Alternate Composite *
***
Strength=4-test Alternate Composite
Weakness= 3-test Alternate Composite and lower one is divergent
3-test Alternate Composite and the lower one is divergent **
Strength=3-test Alternate Composite and lower is divergent
Weakness=two 2-test Alternate Composites
Two 2-test Alternate Composites
Strength=two 2-test Alternate Composites
Weakness=one 3-test Alternate Composite and higher is divergent
Automatically a 3-test XBA Composite and higher one is divergent

73. XBASS 1.2 – XBA Alternate Composites

74. XBASS 1.2 – XBA Alternate Composites

75. XBASS 1.2 – XBA Alternate Composites on the Data Organizer Tab

76. XBASS & CLIM
It is a validity check!

77. CLIM The software is designed to be a ”Validity Check”
Research shows that for students that are culturally and linguistically different, their cognitive scores exhibit a pattern
As you add cultural and linguistic loadings, the scores decrease
As you remove cultural and linguistic loadings, the scores increase
If you see that pattern, you are seeing a TYPICAL culturally and linguistically different person.
Typical=Not Disabled

78. CLIM ENGLISH scores in the CLIM, NOT test tabs
If the pattern is not “typical” for linguistically and culturally different students, then you may proceed…scores are valid
If the pattern is “typical”, then the scores are not valid

79. CLIM
Validity=the tests measure what they are supposed to Invalid=the tests are measuring “something else”

80. CLIM - Step 1

81. CLIM - Step 2 – Pick your test

82. CLIM - Step 3 – Put in your scores

83. CLIM - Step 3 – Put in your scores

84. CLIM - Step 4 – Examine Profile

85. CLIM - Step 4 – Examine Profile
This Tiered Graph combines some classifications
High/High (Tier 5), Low/Low (Tier 1), and Med/Med (Tier 3) stay the same
Low/Med and Med/Low were combined in Tier 2
Med/High and High/Med were combined in Tier 4
What happens to the scores are culture and language are ”controlled”?

86. CLIM - Step 4 – Examine Profile
If highest score is Low/Low, lowest is High/High, and scores decrease as culture/language are added, INVALID SCORES. STOP. You are done.
If scores do not vary as a function of culture and language, you can not safely assume that scores are valid representation of the ability they are supposed to measure.

87. CLIM - Step 4 – Examine Profile

88. CLIM - Step 4 – Examine Profile

89. Step 5 – If interpretable, transfer scores the EASY WAY2 1

90. Step 5 – Transfer Scores
Click on the “Clear” button and unused test names go away. Use this if you are putting in more than one battery
When you click the transfer button, the scores magically get teleported to the battery tabs!!!

91. Step 6 – Verify Deficits in Native Language
If intact, cognitive ability is a strength.
If deficit, you have verified the ability as a weakness and mark it as such.

92. CLIM – RTFM (Index Tab)

93. CLIM – RTFM

94. CLIM – Sample Statements!!!

95. CLIM – Sample Statements!!!

96. CLIM – Sample Statements!!!

97. CLIM – Sample Statements!!!

98. CLIM
Again, if you get the descending pattern, scores are invalid and STOP
If you don’t, you can interpret results.
DO NOT FORGET to verify deficits in native language!!!

99. Any Questions?

100. Thank You!!