Cognitive Assesment CH.1 Flashcards
Ch.1
According to Sattler, Why do School Psychologists Conduct
Psychological-Educational Evaluations?
“The reason we Conduct Psychological-Educational evauations is in order to make effective secisions about children. Effective Decision making is the hallmark of sound psychological-educational assessment.”-Sattler
What is Psychological Testing?
It involve Administering and scoring tests.
The focus is on collecting data and testing testing produces scores.
What is Psychological Assessment?
It follows and utilizes the four Pillar of Assessment. It focuses on collecting data, intergrating the findings, interpreting the data and eynthesixing the results. Assess,emt produces findings and recommendations.
What are the Four Pillars of Assessment? Why is is it important in Assessment?
Assessment reguires a compilation of information accquired from multiple scources to provide and adequate depiction of a stusent and their needs.
The Four Pillars Includes:
1. Norm-references Measures
-Standardized
-allow for Quanitication
- Interviews
-Structured
-Simi-structured
-Non-Structured - Observations
-Behavioral
-Envirornmental
-Assesment - Information Assesmet Prodedures
What are the training and background of SP?
Effective decision making-is key!
Testing and Measurement
Statistics knowlegdge
Child Development
PErsonality Theory
Child Psychopathology
Educational Interventions
What are the Competencies of SP’s
-Test Battery Selections
-Established rapport
-_bservations
-Interviews ( Structure, semi Steuctured, Informal)
-Assesment Skills ( formal and informal Measures)
-Administration, scoring and Interpretation
- Understanding and consideration of ethnic/cultural information
-Develoment of interventions based on assessmet results
-Collaboration
-Maintienance of ethical standards
-Maintence of currecnt research laws and Regulations
What are Characteristics of SP’s
Academic background and preparation
* Emotional stability
* Maturity and patience
* Problem solving skills
* Communication skills
* Independently driven/motivated
* Team player
* Desire for continued learning and
development
* Aware of limitations
* Ability to have and set boundaries
* Sense of Humor
* Ability to manage and work under
stress
* Flexibility
* Self-awareness
* Professional presentation
FACTORS THAT IMPACT ASSESSMENT
- Assessment style/technique
- Bias/Predetermination
- Attention (or lack of attention) to child’s needs
- Extraneous variables within the physical environment
- Acknowledgement of cultural or ethical differences
- Planning
- Interpretation of observations and information
STRATEGIES TO BE AN EFFECTIVE
ASSESSOR
- Acquisition of knowledge and expertise
- Identification and knowledge of strengths and limitations of assessment techniques or tools
- Relatability and ability to build rapport with students/children
- Acquisition of information and thoroughness
- Accurate and effective record/note keeping
- Development of hypothesis
- Identification of developmental trends
- Acquisition and maintenance of current standards, laws, and practices
- Availability
PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
FACTORS
Sources of data
Assessment Methods
Multiple areas of assessment
Interventions
IN PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS, What ARE SOURCES OF VALIDITY?
- Degree of rapport
- Quality of interaction
- Amount and type of assessments administered
- Length of the assessment process
- Standardization!
- Number of inquiries/questions
- Number of trials required to administer items
- Amount or number of breaks provided
INPSYCHOLOGICAL-EDUCATIONAL EVALUATIONS, WHAT ARE THE
VARIABLES
Input
* Innate Factors
*Background Variables
Intervening Variables
* Assesment Situation
* Test Demands
Output
* Assessment Data
WHAT ARE THEPSYCHOLOGICAL-
EDUCATIONAL
EVALUATIONS:
ASSESSMENT
PROCESS
Review- Review referral information
Obtain -Obtain relevant background information
Consider- Consider the influence of relevant others
Observe -Observe the child in several settings
Select and Assess Select and administer an assessment test battery
Interpret Interpret the assessment results
Develop Develop intervention strategies and recommendations
Write Write a report
Hold Hold an IEP Meeting
Follow Follow-Up
PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS: PREPARATION
- Review referral information and rationale for assessment
- Review questionnaires or data from parent or teacher you may currently have
- Analyze previous reports and records (if available)
- Review assessment/test manuals for recap of procedure and standardization
practices
PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS: TEST ADMINISTRATION
- Assessment measure/test selection
- Management of physical environment
- Arranging assessment materials
- Provision of instructions
- Timing
- Feedback
- Clarification, recording, and scoring responses
- Ending assessment session
PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS: OBSERVATIONS
Observe
Personal
appearance
Attitude Attention
span
Affect Language
Sensory
and motor
skills
Behavior
PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
OBSERVATIONS- NONVERBAL BEHAVIOR
- Sattler Table 6.4
- Facial expressions
- Posture
- Gestures, mannerisms, and motor behaviors
- Vocalizations (tone, cadence, volume, unique sounds)
- Senses (touch, smell, hearing, tastes, etc,)
- Attention span/Distractibility or Hypervigilance
PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
OBSERVATIONS- VERBAL BEHAVIOR
Voice and speech quality
* Clarity of expression, fluency, grammar
* Cohesiveness of communication
* Comprehension
* Length and frequency of pauses/silences
* Ability to maintain train of thought
* Vocabulary and conversation ability
PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
OBSERVATION- OVERVIEW OF TEST
ADMINISTRATION
- Voice and speech quality
- Clarity of expression, fluency, grammar
- Cohesiveness of communication
- Comprehension
- Length and frequency of pauses/silences
- Ability to maintain train of thought
- Vocabulary and conversation ability
Sources of Validity
Degree of rapport, quality of interaction, amount and type of assessments administers, length of assessments process, standardization! number of inquiries/questions, number of trails required to administer items, number of breaks provided.
Factor of multi-Method Assessment
-Sources of data, assessments methods, multiple area od assessment, interventions
Strategies to be an Effective Assessor
- Acquisition of knowledge and expertise, Identification and knowledge of strengths and limitation of assessment techniques or tools, Relatability and ability to build rapport with students/children Acquisition of information and thoroughness, Accurate and effective record/note keeping, Development of hypothesis, Identification of developmental trends, Acquisition and maintenance of current standards, laws, and practices, Availability
Factors that Impact Assessment
Assessment style/Technique, Bias/ Predetermination, Attention ( or lack of) to child’s needs, Extraneous variables within the psychical environment , Acknowledgment of cultural or ethical differences, planning, interpretation of observations and information
What are the types of Assessments?
1.Screening Assessments
2.Focused (Problem-Solving) Assessments:
3. Diagnostic Assessments:
4.Counseling and Rehabilitation Assessments
5.Progress Evaluation Assessments
6.Curriculum-Based Assessments
7. School Function Assessments
Screening Assessments
Brief evaluations intended to identify children at risk for certain disorders or who may need more comprehensive assessments. Examples include evaluating readiness for kindergarten.
Focused (problem sloving assessments
Detailed evaluation of specific of areas of functioning to address diagnostic, skill or etiological questions.
Diagnostic Assessments:
Detailed evaluations of a child strenghts and weaknesses across serveral areas to establish diagnoses or suggest interventions.
Counceling or rehabilitation assessments
Focus on child’s abilityes to adjust and fulfill dauly responsibilities, considersing treatment respononses and revovery potential
Progress evaluation assessments
Monitor child’s progress overtime to evaluate development skills ,abilities, and intervention effectiveness
Curriculum-Based Assessments:
Assess a student’s progress in basic academic areas to provide information on current and long-term performance and needed interventions.
School Function Assessments:
Commonalities: Both involve identifying critical questions, areas of concern, and planning data collection.
Differences: Psychological testing focuses on administering and scoring tests for data collection. Psychological assessment is broader, integrating and interpreting findings to give meaning to them in the context of the child’s life, involving tests, observations, interviews, and review of background information.
multimethod assessment process
:Ethical Considerations
Ensure informed consent and informed refusal.
Discuss with families and children (where applicable) the assessment process and use of information to facilitate informed decisions.
Guidelines for Multimethod Assessment:
Norm-Referenced Measures
Essential for clinical and psychoeducational assessment, these measures compare a child’s performance against a standardized norm group to provide objective, quantitative scores.
Interview
Valuable information is obtained through unstructured, semi-structured, and structured interviews with the child, parents, teachers, and others, allowing for direct observation of social interaction, language, and communication skills.
Behavioral Observations:
Observing the child in various settings, including formal assessments and natural environments like classrooms, provides insights into their behavior, social interactions, and how they apply assessed skills in real-world contexts.
Informal Assessment Procedures:
These supplement norm-referenced measures with additional sources of information, useful for developing interventions despite potential limitations in technical adequacy.
Ethical Considerations:
Inform families and children (when applicable) about the assessment process and use of information for informed consent or refusal.
Discuss options and potential consequences of various decisions, especially in court-referred cases where participation choices may be limited.
Resolve any questions or misconceptions about the assessment process before beginning.
Guidelines for Conducting a Multimethod Assessment:
Background Considerations: Use assessment techniques for the child’s benefit, providing objective data in court cases.
Test Administration: Administer assessments under standard conditions, documenting any deviations.
Test Interpretation: Consider various factors that may affect test scores, interpret scores based on the test’s intended measures, and consider reliability and validity.
