Using the data set Assessment Project Data Set for Deaf Education and Hearing Sc
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Question
Using the data set Assessment Project Data Set for Deaf Education and Hearing Science, answer the questions below. The data set is provided as an Excel spreadsheet.
The data are not actual data, but are modeled after data collected (2013) for a study on the effects of cochlear implants (CI) on the auditory perception and speech production skills of 32 deaf children: 16 subjects with at least one cochlear implant (CI) and 16 subjects without an implant. (CI subjects were implanted at 13 or 14 months of age. So, no subjects had CIs at the time of the first data collection.) Auditory perception and speech production skills were measured when children were 11 months of age and at several points over a three-year period. Here, I include the data collected at 1 year of age and 3 years of age. The data set code book is provided after the questions.
The data set contains information of demographic variables and assessment variables. Here I briefly describe the assessments. If you wish to know more about the assessments, you can easily find additional information on the internet.
- The Early Speech Perception (ESP) assessment contains single-word targets that differ in number of syllables and stress. This tool uses a series of subtests to assess pattern and word discrimination in a closed-set format. The results of this test allow the placement of children into four speech perception categories: 1=no pattern perception, 2=pattern perception, 3=some word identification, and 4=consistent word identification.
- - The Preschool Language Scale-5 LS-5 measures comprehensive language in children from birth through age 7.11. Scores include Auditory Comprehension (AC), Expressive Communication (EC), and a Total Language (TL) score. All scores have a mean of 100 with a standard deviation of 15. The TL score is typically the most representative of a child’s overall language functioning. The AC score probes aspects of comprehension whereas the EC score measures oral language expression.
- The Clinical Evaluation of Language Fundamentals, Preschool Edition (CELF-P) evaluates a wide range of language skills in children aged 3.0 to 6.11. Scores include the Core Language Score (CLS), Receptive Language Index (RLI), Expressive Language Index (ELI), Language Content Index (LCI), and Language Structure Index (LSI). All scores have a mean of 100 with a standard deviation of 15. The CLS is typically the most representative of a child’s overall language functioning. The RLI probes aspects of comprehension whereas the ELI measures oral language expression.
- Finally, all participants were assessed using the Goldman Fristoe Test of Articulation at the conclusion of the study.
-The Goldman Fristoe has a mean of 100 and a standard deviation of 15.
Assessment Project Questions
Show calculations and normal curve drawings to demonstrate your reasoning where necessary.
You are encouraged to use Excel for simple calculations, but it is not necessary to submit your spreadsheet with the project.
1. For each variable listed below, give the scale of measurement and the reason for your answer.
a. Group
b. Gender
c. Age
d. ESP- Pre
e. CLS-Post
2. For which of the variables listed in Question 1 is it notappropriate to calculate the mean and standard deviation? Why?
3. What research question would you want to answer with this data set? What statistical test would you need to use and why?
5. Even though the Preschool Language Scale was standardized on hearing children, professionals in oral education of the deaf consider the mean of 100 to be the standard by which children with hearing loss should be judged as well. Given this reference point, how would you describe the findings for the two groups on receptive language (without applying a formal statistical test)? Be sure to describe what the data tell you about the groups’ central tendency, variability, and other notable characteristics of the distribution. Use non-statistical language in your descriptions. (Hint: It may be useful to graph the scores to depict the distributions visually.)
7. Trautwein and Ammerman are curious how the CI group compares to the norm on CLS at the end of the study.
a. What inferential test should the researchers use? Why?
b. What are the independent and dependent variables?
c. Using the A-B-C-D format used in class, answer Drs. Trautwein and Ammerman’s research question.
8. The researchers wanted to know how the CI and non-CI groups compared on core language at the end of the study.
a. What inferential test should the researchers use? Why?
b. What are the independent and dependent variables?
c. Using the A-B-C-D format used in class, answer Drs. Trautwein and Ammerman’s research question.
9. Determine and interpret the following for RLI-Post:
a. Participant C13’s Z score
b. Participant C16’s Z score
c. Participant S07’s percentile rank
d. How many, and which, participants fall above the a z-score of 1 ?
10. Based on the combined sample, what proportion of subjects would be predicted to have Total Language scores (pre) meeting the conditions below?
a. Above 100
b. Between 85 and 100
11. Drs. Trautwein and Ammerman are curious if receptive language changed in the non-CI group (from the beginning to the end of the study).
What type of inferential test should be used to test the hypothesis? Why?
If they found significance, what would their conclusions be?
It is thought that communication mode influences academic, speech, language, and auditory outcomes. To investigate differences in speech production, (GF-Post), the participants were divided into three groups: (1) Those with CIs using listening and spoken language, (2) Those with CIs using total communication, and (3) Those without CIs using total communication.
What inferential test should the researchers use to test for differences in speech production at the end of the study?Name the independent and dependent variables and their scales of measurement. Include justification.
Name the independent and dependent variables and their scales of measurement. Include justification.
Below are summary statistics. Complete the table, parts B and D of the ABCD process, conclude the analysis, and draw warranted conclusions.
GF-Post Means for Communication Groups
Group 1 (CI, LSL)
Group 2 (CI, TC)
Group 3 (No CI, TC)
Mean
89.8
76.4
67.8
N
11
5
16
ANOVA Summary Table
Source
df
MS
F
Between/Groups
27.8
Fcrit
Within/Error
8.12
Fobt
Do the results require the use of post-hoc tests? Why or why not?
If the results of the analysis of variance require the use of post-hoc tests, employ Fisher’s LSD to determine which groups differ
Data Set Code Book
Demographic Variables
Data Field/Variable
Description and Data Codes
ID
Subject’s identification number
Group
1 = Cochlear implant group
2 = Non CI group
Sex
1 = Female
2 = Male
Mode of Communication
1 = Listening and Spoken Language
2 = Total Communication
Pre-Study Variables
Data Field/Variable
Description and Data Codes
ESP-Pre
TL-Pre
Early Speech Perception (ESP) score before the study
Total Language Score (PLS-5) before the study.
AC-Pre
Auditory Comprehension score (PLS-5) before the study
EC-Pre
Expressive Communication score (PLS-5) before the study
Post-Study Variables
Data Field/Variable
ESP- Post
Early Speech Perception (ESP) score after the study
CLS-Post
Core Language Score (CELF-P) score after the study
RLI-Post
Receptive Language Index (CELF-P) score after the study
ELI-Post
Expressive Language Index (CELF-P) score after the study
LCI-Post
Language Content Index score(CELF-P) after the study
LSI-Post
Language Structure Index score (CELF-P) after the study
GF-Post
Goldman-Fristoe Test of Articulation score after the study
Early Speech Perception (ESP) score before the study
GF-Post Means for Communication Groups
Group 1 (CI, LSL)
Group 2 (CI, TC)
Group 3 (No CI, TC)
Mean
89.8
76.4
67.8
N
11
5
16
DEHS Data Set for Assessment Projects INTD 5064 Aoplied Statistics for Health Care Practitioners 1 2 4 CISubjects Subject ID Group Mode of EC Pre ESP Post GF-Post 115 110 24 Non Cl Subject ID Group Mode of EC Pre ESP Post GF-Post 75 75 75 75 73 75 75 75 73Explanation / Answer
Since the p-value is less than 0.05, so the groups are significantly different from each other. So the results require the use of post-hoc tests
Source SS df MS F F critical p - value Between Treatments 55.6 2 27.8 3.42 3.33 0.04625451 Within Treatments 235.48 29 8.12 Total 291.08 31Related Questions
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