ppt 5

Question 1

Discomfort is the price of admission
to a meaningful life.

Answer 1

Susan David, PhD

Question 2

Name four attributes of a good test.

Answer 2

Reliability
Validity
______
______

Question 3

Luria’s neurological-biological approach to the measurement of intelligence is based on the following factors:

Answer 3

• executive function of planning
• maintenance of attention
• successive processing
• simultaneous processing

Question 4

Testing and Assessment of People & Communities of Color (A Range of Organizations including APA)

Answer 4

Recounting the history of harm that assessment has
done to people and communities of color (starting as far back as Plato) as well as suggestions to minimize cultural influences in testing.

African Americans
American Indians, Alaska Natives, and Native Hawaiians
Asian Americans
Latina/os Americans

Question 5

Unitary Constructs

Answer 5

Constructs that hang together

A construct measured by adding two or more related subtests AND those component subtests scores are not substantially dissimilar.

Thus the construct holds together, is cohesive, and can be considered as a viable construct

E.g. Visual ability reflected in BD, MR, and PC.

Question 6

Tenants of intelligence testing

Answer 6

Subtests are samples of behavior (they are only limited samples)

Testing assesses mental functioning under fixed experimental conditions

Test batteries are most useful when interpreted from a theoretical model (e.g., Information processing model)

Hypotheses should be supported by multiple sources

Question 7

how is WAIS IV interpreted?

Answer 7

By FSIQ

By Index scores

By Subscale scores

By idiograhic answers/behaviors

AND

Normative comparison
Idiographic profile

Question 8

How is the FSIQ useful?

Answer 8

Big part of diagnosing intellectual disability

Question 9

Intellectual Disability 3 DSM criteria

Answer 9

A. Deficits in intellectual functioning confirmed by clinical assessment and individualized, standardized intelligence testing

B. Deficits in adaptive functioning that limits one or more ADLs, including communication, social participation, and independent living, across multiple environments including home, school, work, community)

C. Onset during the developmental period

Question 10

Adaptive behavior measures

Answer 10

• Vineland Adaptive Behavior Scale 3rd Edition
• Adaptive Behavior Assessment System-3 (ABAS-3)

Question 11

How are Indices Useful?

Answer 11

Assess qualitatively different types of intellectual functioning

Intellectual performance as a multidimensional construct

Question 12

WAIS IV Indices

Answer 12

VCI – verbal comprehension
Long term memory and learning ability

WMI – Information processing capacity

PRI – perceptual reasoning
Spatial reasoning ability

PSI –
Processing visually presented information accurately and quickly

Question 13

how are index scores helpful?

Answer 13

???

Question 14

Verbal Comprehension (VC)

Answer 14

“retrieval of verbal information from long term storage and reasoning with it.”

Question 15

Perceptual Reasoning (PR)

Answer 15

“reasoning with nonverbal, visual stimuli including the ability to analyze and synthesize abstract visual stimuli.”

Question 16

Working Memory (WMI)

Answer 16

Encoding stimuli, keeping information accessible, manipulating it and using it in thinking. Often called the “engine of learning”

Question 17

Processing Speed (PSI)

Answer 17

Visual, Motor, and Visual-motor processing speed

Question 18

What is needed to be able to do in BD?

Answer 18

Eyesight & Some motor skill,

Being able to register the visual image of each block,

Understand the fact they are all identical,

Manipulating and comparing in one’s mind a block in relation to the model and the other blocks,

Communicating one’s mental effort to the fingers,

Registering visual feedback to make adjustments.

Largely relies on visual-spatial abilities.

Question 19

What abilities does a particular subtest require?

Comprehension

Answer 19

• Hearing
• Language skills
• Attentional abilities (ability to focus, anxiety)
• Experience in the world (rich vs. impoverished, moral development, etc.)
• Abstract reasoning to formulate an answer
• Articulation
• Ability to respond to query

Question 20

Information Processing Model

Answer 20

Input (how information from the senses enters the brain)

Integration (Interpreting and processing)

Storage (storing for later retrieval)

Output (expressing information)

Question 21

What do good assessors use in Interpretation Theory?

Answer 21

Good assessors use:
Research knowledge

Theoretical sophistication

Solid clinical skills

Question 22

What skills are needed for verbal comprehension subtest?

Answer 22

Hearing,

Language skills,

Attentional abilities (ability to focus, anxiety)

Experience in the world (rich vs impoverished, moral development, etc)

Abstract reasoning to formulate an answer

Articulation

Ability to respond to query

Question 23

Ipsative Method

Answer 23

Use theory to organize process:
A. Wechsler’s 4-Indices AND/OR
B. Keith’s 5-factors (derived from Cattell-Horn-Carroll (CHC) theory of the structure of cognitive abilities)

More reliability in composite scores (clusters) than in subtests (the clusters must be unitary)

Question 24

Ipsative Approach (Kaufman & Lichtenberger)

Answer 24

• Measuring yourself against yourself
• Intra-individual differences alone are insufficient for conclusions BUT can provide hypotheses to weight against other information

Question 25

Two ways to analyze WAIS results

Answer 25

1. Using the second page of the WAIS-IV record form
2. Using Lichentenberger & Kaufman procedure

Question 26

Lichentenberger & Kaufman

Answer 26

A. Individual Subtest Qualitative & Clinical Analysis

Question 27

Key Assets and High-Priority Concerns

Answer 27

If both a Personal and Normative Strength = Key Asset

If both a Personal and Normative Weakness = High-Priority Concern