Detroit Tests of Learning Aptitude

Detroit Tests of Learning Aptitude - (DTLA-4)

Question: What is the Detroit Tests of Learning Aptitude?
Answer: The Detroit Tests of Learning Aptitude is the oldest, and most venerable, of the tests of specific mental abilities. It not only measures basic abilities, but also shows the effects of language, attention and motor abilities on test performance. Results are interpreted in terms of current theories of intellect, as well as important behavioral domains.

The DTLA-4 includes 10 subtests: Word Opposites; Design Sequences; Sentence Imitation; Reversed Letters; Story Construction; Design Reproduction; Basic Information; Symbolic Relations; Word Sequences, and Story Sequences. Results of these subtests can be combined to form 16 composites that measure both general intelligence and discrete ability areas.

DTLA-4 Composites

Overall: Formed by combining standard scores of all 10 subtests in the battery, it is probably the best estimate of a general intelligence factor .
Optimal Level: Comprises the individual's four highest standard scores, it provides the best estimate of a person's overall potential (the highest level of performance capable when inhibiting influences of deficits are disregarded).
Domain: Contrasting composites are provided for Language, Attention and Manual Dexterity. Composites are included for: Verbal; Nonverbal; Attention-Enhanced; Attention-Reduced; Motor-Enhanced, and Motor-Reduced.
Theoretical: Subtests are easily assigned to composites that represent major popular theories.

Statistical Characteristics of the DTLA-4

DTLA-4 was designed with the American Psychological Association's standards for technical adequacy in mind. It was normed on 1,350 students residing in 37 states. The demographic characteristics of the normative sample are representative of the U.S. 1996 Census statistics, with regard to gender; race; ethnicity; urban/rural residence; family income; educational attainment of parents, and geographic distribution.

Reliability of the DTLA-4 was investigated using estimates of content sampling, time sampling and scorer differences. Internal consistence reliability coefficients (content sampling) generally exceed .80 for the subtests, and .90 for the composites. Time sampling was investigated using the test-retest technique. Test-retest coefficients range from .71 to .96 for the subtests; those for the composites all exceed .90. Scorer reliability coefficients were all in the .90s.

Evidence of the validity of the DTLA-4 test scores is provided for content-description validity, criterion-prediction validity and content-description validity. Content-description validity is demonstrated through a careful documentation of subtest and items selection and analysis. A particularly-powerful method for content-description validity is demonstrated through careful documentation of subtest and item selection analysis. A particularly-powerful method for content-description validity of the use of conventional item analysis procedures, which allow the identification of good items, and the deltion of bad items. Criterion-prediction validity is explored by comparing the results of the DTLA-4 with those of other aptitude tests, such as TONI-3, WISC, KABC, PPVT and W-JPEB. Construct-identification validity is demonstrated by showing the relationship between DTLA-4 and chronological age, and tests of academic achievement. Further, DTLA-4 subtests and composites intercorrelate and factor according to hypothesized constructs. Convincing evidence for validity is provided in the form of several confirmatory factor analyses.

The DTLA-4 was designed to minimize the effects of bias. Numerous steps were taken to detect, and eliminate, sources of cultural, gender and racial bias. The effects of bias were controlled, and minimized, through invclusion of minority and disability groups in the normative sample. Examination of reliability and validity information was presented for all these subgroups. A particularly-powerful element of content-description validity is the demonstration of excellent internal consistency reliability for the different racial, ethnic and gender groups. Differential Item Functioning analysis reduced item bias during item selection. Delta score values were used to remove items that appeared to be biased against targeted groups. Finally, none of subtests are timed.

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