Diagnostic Achievement Battery - Fourth Edition (DAB-4)
The Diagnostic Achievement Battery – Fourth Edition (DAB-4; Newcomer, 2014) is a standardized, norm-referenced achievement test used to measure achievement in children from ages 6 to 14.
Administration is individual. The eight subtests are: Listening Comprehension, Synonyms, Alphabet/Phonics/Word Identification, Reading Comprehension, Punctuation/Capitalization, Spelling, Mathematics Reasoning, and Mathematics Calculation. Five composites are: Spoken Language, Reading, Writing, Mathematics, and Total Basic Academic Skills. The primary purposes of the DAB-4 are determining strengths and weaknesses, documenting progress, conducting research, and identifying students whose academic skills are below their peers.
Author (yr) Age Range (yrs) Method of Administration/Format Approx. Time to Administer Subscales
Diagnostic Achievement Battery–Fourth Edition (DAB-4) Newcomer (2014) 6-14
Individually administered, norm-referenced measure of school achievement with eight subtests. Yields standard scores, percentile ranks, and age/grade equivalents
Listening Comprehension, Synonyms, Alphabet/Phonics/Word Identification, Reading Comprehension, Punctuation/Capitalization, Spelling, Mathematics Reasoning, Mathematics Calculation
Achievement assessment is typically included in a full individual evaluation for any student considered for special education services. Careful evaluation of academic strengths and weaknesses can provide helpful information about academic and school success, as well as significant insight into factors (both general and subject-specific) that are having an adverse impact on academic achievement, including identification of learning gaps that have not previously been noted. The following is a list of assessments that may be used for students who have or are suspected of having autism spectrum disorder (ASD). Included are standardized norm-referenced achievement measures and measures used to determine the level of English language proficiency of students whose native language is not English.
Currently, there is little research to support the use of various achievement assessments with individuals with autism spectrum disorder. The sole published article using the WIAT-II found that students with high-functioning autism demonstrate significant deficits in written language (Mayes & Calhoun, 2008). Typical patterns of performance indicate strengths in rote skills such as knowledge of math facts and word recall ability, but deficits in skills involving problem solving, such as reading comprehension and math reasoning. Practitioners are encouraged to use formal and informal assessments based on the individual’s needs (Hagiwara, 2001-2002; Meyer, 2001-2002).
Hagiwara, T. (2001-2002). Academic assessment of children and youth with Asperger Syndrome, pervasive developmental disorders-not otherwise specified, and high-functioning autism.
Assessment for Effective Intervention, 27(1 & 2), 89–100.
Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II Profiles in children with high-functioning autism.
Journal of Autism and Developmental Disorders, 38(3), 428–439.
Meyer, J. (2001-2002) Cognitive patterns in autism spectrum disorders.
Assessment for Effective Intervention, 27(1 & 2), 27–35.