National Psychology Examination - Assessment Domain Additional Resources

Transcription

1 National Psychology Examination - Assessment Domain Additional Resources May 2014 This document provides additional resources and assistance for candidates preparing for the National Psychology Examination. Specifically, it provides additional information on Domain 2 of the exam - the assessment domain. The National Psychology Examination supports applications for general registration and ensures a consistent professional standard of psychologists nationally. The Board has published a curriculum to provide guidance to candidates sitting the examination as part of completing the requirements to be eligible for general registration. The competencies for general registration are measured by four examination domains: ethics, assessment, interventions and communication. Further background information relevant to the assessment domain is provided here. The assessment domain of the curriculum specifies six specific tests that require detailed knowledge, and 20 tests with which you need to be familiar. Six tests you must know well Competence in the administration, scoring and interpretation is required for the following 6 tests. The rationale for the choice of the six tests lies in their educational value as good examples of tests assessing specific areas of functioning. These tests are: 1. WAIS IV (Wechsler Adult Intelligence Scale) 2. WISC IV (Wechsler Intelligence Scale for Children) 3. PAI, 2007 (Personality Assessment Inventory) 4. DASS (Depression, Anxiety and Stress Scale) 5. K-10 (Kessler-10) 6. SDQ (Strengths and Difficulties Questionnaire) Candidates must be competent in the administration, scoring and interpretation of these 6 tests. Therefore it is recommended that candidates: Read and study the Test Publisher's manuals for each of the relevant tests. Practice administering each of the 6 tests and practice scoring and interpreting these tests based on the manuals and relevant published test norms. Read and study books and journals on each of the tests. The National psychology examination recommended reading list includes relevant supplementary books and readings on each of these tests. Note also that there is a lot of relevant material on websites on each of the tests. Learn how to report the outcomes of assessments using these tests in written reports G.P.O. Box 9958 Melbourne VIC

2 20 Tests with which you need to be familiar Candidates must have familiarity with the use and purpose of the following tests. Please note that some tests are currently being updated or have recently been updated. The national psychology examination committee will accept older versions of tests that have been normed on the Australian population, if the more recent version does not have Australian norms. Where a new version has Australian norms, a two year period is allowed to transition between test versions. 1. WPPSI III - Wechsler Preschool and Primary Scale of Intelligence (and WPPSI-IV A&NZ Standardised Edition) 2. SB5 - Stanford Binet Intelligence Scales 3. KAIT - Kaufman Adolescent and Adult Intelligence Test 4. WASI - Wechsler Abbreviated Scale of Intelligence (and WASI II, no Australian norms) 5. WJ III COG - Woodcock-Johnson Test of Cognitive Abilities III 6. WIAT II - Wechsler Individual Achievement Test (and WIAT-III, no Australian norms) 7. ABAS (and ABAS II) - Adaptive Behavior Assessment System 8. WMS IV - Wechsler Memory Scale Fourth Edition 9. WRAML2 - Wide Range Assessment of Memory and Learning Second Edition 10. SDS - Self Directed Search (and 2nd Australian Edition 2012, Form R) 11. Strong - Strong Interest Inventory PF 5th Ed - Sixteen Personality Factor Questionnaire Fifth Edition 13. NEO-PI-R - NEO Personality Inventory (and NEO-PI-3 and NEO-4; no Australian norms) 14. PHQ 9 - Patient Health Questionnaire 9 Item. 15. BDI - Beck Depression Inventory (and BDI-2) 16. GAF - Global Assessment of Functioning 17. STAI - State Trait Anxiety Inventory 18. ORS - Outcome Rating Scale 19. MMPI-2 - Minnesota Multiphasic Personality Inventory CBCL - Achenbach Child Behaviour Checklist and Teacher/Youth reports You do not need to have detailed knowledge of the administration, scoring and interpretation of the above tests. Studying the following test summaries will give you helpful information on each of these tests. The summaries provide you with essential information required to meet part of the objectives of this assessment domain. Therefore, studying the summaries below will provide relevant information in preparing for the examination. You do not need to memorise all the facts related to these tests. However, you do need to understand when a particular test would be selected for a particular problem, and what kind of information you would get from administering that particular test. Test summaries Disclaimer: The following information is provided to assist candidates preparing for the national psychology examination. It is not mandatory material, as such information can be obtained elsewhere, and no responsibility is taken for any errors. Candidates are responsible for checking the relevant original sources and undertaking their own study of these tests. Tests are continuously being updated and new knowledge in the field might supersede material published here. The Board is happy to be informed about errors or corrections that need to be made, or improvements to the material provided below. Please send correspondence addressed to the National Psychology Examination Committee by to: psychologychair@ahpra.gov.au This document was last updated on 2 May

3 Test 1: Wechsler Preschool and Primary Scale of Intelligence Third Edition (WPPSI III; Wechsler, 2004) and WIPPSI IV (Australian and New Zealand Standardised Edition, 2014) Description and Background The Wechsler Preschool and Primary Scale of Intelligence Third Edition (WPPSI-III) and WPPSI- IV A&NZ is an intelligence test designed for use with preschool and early primary school aged children. The WPPSI-IV is the current edition of the original WPPSI developed in the 1960 s (Wechsler, 1967), however this has only very recently been released as an Australian Standardised Edition (April 2014). Thus, the WPPSI III also continues to be used routinely in Australia. The WPPSI III is comprised of a series of 14 subtests that are used to calculate a Full Scale Intelligence Quotient (IQ), Verbal IQ and Performance IQ. The WPPSI III subtest structure varies according to age groups. There are four core subtests for the younger age group (ages 2-6 through 3-11), and there are 11 core subtests for the older age group (ages 4 through 7-3). Supplemental and optional subtests are also available to replace core subtests or provide optional cognitive functioning information. The WPPSI is often used in school and clinical settings to assess a child s level of intelligence, or to assess cognitive delay, learning difficulties or giftedness. Table. Subtest structure of the WPPSI-III Subtest What does it measure? 2-6 through through 7-3 Information Long-term memory for factual information Core* Core* Vocabulary Knowledge of words - Core* Word Reasoning Verbal reasoning - Core* Block Design Matrix Reasoning Picture Concepts Coding Nonverbal reasoning and visual-spatial organisation Visual-perceptual analogic reasoning ability without a speed component Abstract, categorical reasoning based on visual-perceptual recognition processes Ability to learn an unfamiliar task involving speed of mental operation and psychomotor speed Core + Core + - Core + - Core + - Coding Similarities Verbal concept formation - Supplemental^ Comprehension Practical reasoning and judgement in social situations - Supplemental^ Object Assembly Visual-perceptual organisation Core + Supplemental^ Picture completion Symbol Search Visual discrimination involving the ability to distinguish between essential and nonessential details Speed of visual-perceptual discrimination and scanning - Supplemental^ - Core^ Receptive Vocabulary Word knowledge Core* Optional Picture Naming Knowledge of words Supplemental^ Optional Subtests mark with an * form the verbal composite for the specified age group. Subtests marked with a + form the performance composite for the specified age group. Subtests marked with a ^ form the supplemental tests for the specified age group. 3

4 Several changes were made to the structure of the test with the development of the WPPSI IV. Specifically, Word Reasoning and Picture Completion subtests have been dropped, and new Working Memory subtests have been added (Picture Memory and Zoo Locations). Processing subtests have been changed to Bug Search (previously Symbol Search) and Animal Coding (previously Coding). Modifications were also made to the administration, scoring and items. See for a detailed summary of changes. Age Range The WPPSI III is for use on children belonging to two age groups: 2 years and 6 months through 3 years and 11 months, and 4 years to 7 years and 3 months. Content of the test and subtests vary for each age group (See Table). The age range for the WPPSI IV was extended to 7 years and 7 months. Reliability Internal consistency reliability for the composite scores for the WPPSI III is good. Across the age groups, reliability coefficients range between.94 and.96 for the Verbal IQ Composite, between.89 and.95 for the Performance IQ Composite, and between.95 and.97 for the Full Scale IQ. Coefficients for the Processing Speed Quotient range between.86 and.92 (for the later age group only the Processing Speed Quotient subtests are not administered to the earlier age group), and for the General Language Composite between.90 and.94. Average internal consistency reliability coefficients for the 14 subtests range between.83 (Symbol Search) to.95 (Similarities) across the age groups. Stability coefficients over a period of 14 to 50 days (M = 26 days) are.87 for Verbal IQ,.81 for Performance IQ, and.86 for the Full Scale IQ across the age groups. Similarly, across the age groups, stability coefficients for subtests ranged from.61 (Picture Concepts) to.85 (Picture Naming). Note: core tests were used to construct the IQs used in the reliability analyses. The reliability for the IQs resulting when a supplementary test is used to substitute a core test is unknown. Validity The WPPSI-III has satisfactory criterion validity, correlating with WPPSI-R, WISC-III, WISC-IV, and other measures of intelligence, achievement, and memory. Administration The WPSSI-III is a standardised test and Australian norms based on the 2001 Australian Census are available and built into the WPPSI III Australian Standardised Edition. The core battery for the younger group takes approximately 30 to 50 minutes to administer, and 40 to 60 minutes for the older group. In the younger age group, only one substitution of tests is permitted, namely Picture Naming for Receptive Vocabulary. In the older age group, Picture Completion or Object Assembly can be used as a supplement for Block Design, Matrix Reasoning or Picture Concepts. Comprehension can be used as a supplement for Information, Vocabulary, or Word Reasoning, and Symbol Search can be used as a supplement for Coding. WPPSI administration procedures are standardised and must be adhered to. Administration involves a one-on-one interview with a combination of questioning and tasks. Administration of the WPPSI generally requires high levels of expertise in test interpretation and can be purchased by persons who (i) hold a doctorate degree in psychology, education or a closely related field, (ii) are certified to practice in a field related to the WPPSI, and (iii) hold a full/active membership in a professional organisation (i.e. the APS). Versions of the WPPSI have been translated and adapted for use with different populations, including French, German, Italian, Swedish, Korean, Japanese, Canadian, Australian and Dutch. 4

5 Scoring and interpretation The WPPSI-III and IV can be scored manually or with a software program. The WPPSI-III uses standard scores (M = 100, SD = 15) for the Verbal IQ, Performance IQ, and Full Scale IQ. Raw subtest scores are converted to scaled scores (M = 10, SD = 3) for the 14 subtests. Intelligence Quotients and scaled scores are classified as Very Superior, Superior, High Average, Average, Low Average, Borderline, Intellectual Deficient or Extremely Low. Australian Norms Australian norms based on the 2001 Census are available and built into the WPPSI III Australian Standardised Edition. New Australian and New Zealand norms are also built into the WPPSI IV (A&NZ). Test Availability The WPSSI-III and WPPSI IV A&NZ Standardised Edition kits are available from Pearson Clinical Assessment (Australia and New Zealand). References Sattler, J.M. (2008). Wechsler Preschool and Primary Scale of Intelligence Third Edition (WPPSI-III): Description. Assessment of Children. San Diego, CA: Jerome M. Sattler, Publisher, Inc. Sattler, J.M. (2008). WPPSI-III subtests and interpreting the WPSSI-III. Assessment of Children. San Diego, CA: Jerome M. Sattler, Publisher, Inc. Wechsler, D. (1967). Wechsler Preschool and Primary Scale of Intelligence. San Antonio, TX: The Psychological Corporation. Wechsler, D. (2002).WPPSI-III Technical and Interpretive Manual. San Antonio, TX: The Psychological Corporation. 5

6 Test 2: Stanford-Binet Intelligence Scales Fifth Edition (SB5: Roid, 2003) Description and Background The Stanford-Binet Intelligence Scales-Fifth Edition (SB5) is the latest edition of an intelligence test first developed in 1905 by Alfred Binet and Theodore Simon. The earliest version of the test was primarily used to assess for mental retardation. The test has since been developed to measure very low intellectual functioning as well as very gifted intellectual functioning. The SB5 is comprised of 10 subtests which all comprise a Full Scale Intelligence Quotient (IQ), and which use various combinations to form different scales. These include Verbal and Nonverbal IQ each comprised of 5 subtests. Each of the subtests within the verbal domain has a counterpart in the nonverbal domain (e.g. nonverbal working memory and verbal working memory), and pairs of verbal and nonverbal subtests form 5 factor indexes (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory). See Table 1 for the structure of the SB5. There is also an Abbreviated Battery IQ (ABIQ) that can be used when time is limited, and can also provide an estimate of the examinee s overall functioning level, and can be used as a screening tool or a global estimate of the examinee s general cognitive level. Table 1. Structure of the SB5 Factor Indexes Sub-tests Fluid Reasoning Nonverbal Fluid Reasoning * Verbal Fluid Reasoning + Knowledge Quantitative Reasoning Visual-Spatial Processing Working Memory Nonverbal Knowledge* Verbal knowledge + Nonverbal Quantitative Reasoning* Verbal Quantitative Reasoning + Nonverbal Visual-Spatial Processing* Verbal Visual-Spatial Processing + Nonverbal Working Memory* Verbal Working Memory + *Subtests marked with * comprise the non-verbal domain + Subtests marked with + comprise the verbal domain Age Range The SB5 covers a large age range (2 through 89+ years), thus within the subtests different types of items are utilised (referred to as activities) to suit different age levels. Each subtest has one to three activities and age determines which activity is administered. Reliability The SB5 has excellent internal consistency. The average coefficient is.98 for the full scale IQ,.95 for nonverbal IQ,.96 for verbal IQ and.91 for the Abbreviated Battery IQ. The average coefficient for the five Factor Indexes range between.90 (Fluid Reasoning) and.92 (Knowledge, Quantitative Reasoning, and Visual-Spatial Processing). Internal consistency coefficients for the subtests range from.84 (Verbal Working Memory) to.89 (Verbal Knowledge). Test-retest reliability over a median of 5 to 8 days returned stability coefficients across age groups ranging from.86 to.93 for Nonverbal IQ,.90 to.93 for the Verbal IQ, and from.90 to.94 for the Full Scale IQ. Average stability coefficients across different age groups ranged between.81 (Visual-Spatial Processing) to.90 (Knowledge). Average stability coefficients for the subtests ranged between.76 (Nonverbal Fluid Reasoning and Verbal Visual-Spatial Processing) to.87 for Nonverbal Knowledge and Verbal Quantitative Reasoning. 6

7 Validity Several studies have explored the concurrent validity of the SB5. The median correlation between the Full Scale IQ of the SB5 and other measures of intelligence (i.e. WISC-III, WAIS-III, WPPSI-R, WJ-III, WIAT-II) is r =.84. Administration The SB5 is used in several contexts and for different purposes (i.e. clinical and neuropsychological assessment, educational placement, compensation evaluations, career assessment, adult neuropsychological treatment, forensics, and research on aptitude). The Full Scale Battery normally takes minutes to administer, and the ABIQ up to minutes. Testing takes place in a standardised and quiet environment. The examiner sits adjacent to the examinee, and shields the record form by the item presentation book. The record form is filled out by the examiner and in paper and pencil form. The publisher of the SB5 utilises the American Psychological Association s Guidelines on Test User Qualifications to screen individuals who wish to purchase the test (APA, 2001). To purchase in Australia, test users must be a registered psychologist or a provisional psychologist under the supervision of a registered psychologist (ACER Australia). Scoring and interpretation The SB5 is a standardised test that can be hand or computer scored. Raw scores for subtests are converted into scaled scores (M = 10, SD = 3), and normalised standard scores are computed for the Full Scale, Nonverbal and Verbal IQ, and the five factor indexes (M = 100, SD = 15). The instrument has been standardised with sample of 4800 individuals selected to represent the population in the United States during the early twenty-first century. The SB5 does provide labels for categories of the IQ scores (see Table 2), but indicates that the dividing points between categories are arbitrary. Table 2. Categories of IQ Scores for the SB5 Factor Indexes Sub-tests Very gifted or highly advanced Gifted or very advances Superior High average Average Low average Borderline impaired or delayed Mildly impaired or delayed Moderately impaired or delayed Australian Norms The SB5 does not have Australian norms. Test Availability The SB5 test kit (including an Australian adaptation pack) is available from ACER Psychology and Psychological Assessments Australia. 7

8 References American Psychological Association (2001). Report of the Taskforce on Test User Qualifications. Washington, DC: Author. Roid, G.H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition. Itasca, IL: Riverside Publishing. Sattler, J.M. (2008). Assessment of children: Cognitive foundations (5 th ed.). Jermone M. Sattler, Publisher: California. 8

9 Test 3: Kaufman Adolescent and Adult Intelligence Test (KAIT: Kaufman & Kaufman, 1993) Background and Purpose The Kaufman Adolescent and Adult Intelligence Test (KAIT) is a test of intelligence. It is underpinned by an integration of three developmental models of intelligence: Horn and Cattell s theory of fluid and crystallised intelligence (Horn & Cattell, 1966); (b) the Luria-Golden definition on planning ability (Golden, 1981; Luria, 1980); and (c) Piaget s stage of formal operations (Piaget, 1972). The core battery of the KAIT comprises six subtests, which are used to generate three Intelligence Quotients (Crystallised, Fluid and Composite Intelligence). The expanded battery includes the six core subtests and four additional subtests. See the Table below for the KAIT subtests and description of the construct it measures. The KAIT also includes an optional mental status subtest that measures orientation and attention. Table. KAIT sub-tests Core Battery Expanded Battery Subtest What does it measure? Subtest What does it measure? Definitions* Measures word knowledge and verbal concept formation Famous Faces Measures the fund of acquired information Auditory Comprehension* Measures understanding and comprehension of oral information Memory for Block Designs Measures the ability to construct geometric designs from memory Double Meanings* Measures the ability to find a word, given two clues for each of two distinct meanings Rebus Delayed Recall Measures memory for previously learned visual information Rebus Learning^ Measures the ability to learn and apply new information Auditory Delayed Recall Measures memory for previously learned auditory information Logical Steps^ Measures logical reasoning and application of logical relationships to solve problems Mystery Codes^ Measures the ability to detect logical relationships and apply them to novel problems *Used to generate crystallised intelligence quotient ^Used to generate fluid intelligence quotient Age Range The KAIT is test of intelligence for persons aged between 11 and 85 years and over. Reliability Test-retest reliability for the three IQ scales is good. Over a test-retest interval ranging between 6 and 99 days (M = 31 days), average stability coefficients for the crystallised, fluid and composite intelligence quotients were.87,.94 and.94, respectively. Mean stability coefficients for the six core subtests ranges from.72 to.95, with a mean of.80. Split-half method for internal consistency generated internal consistency reliability coefficients of.95 for both crystallised and fluid intelligence and.97 for composite intelligence. The six core subtests also demonstrate good internal consistency, with ranging between.87 and.93. 9

10 Validity Concurrent validity is adequate, evidenced by correlations of the Composite Intelligence Quotient and other measures of intelligence (range.63 to.95). The KAIT also demonstrates adequate construct validity with tests such as WISC-R, WAIS-R, and K-ABC. Exploratory and confirmatory factor analytic studies support the two main domains of intelligence (crystallised and fluid) underpinning the development of the instrument. Administration The KAIT core subtests take about 1 hour to administer and the additional subtests take an additional 30 minutes. The KAIT is a standardised test and must be administered in accordance with procedures outlined in the test manual (Kaufman & Kaufman, 1993). The test is administered individually as a structured interview. The KAIT subtests are arranged in two easels in the order of standard administration. The easels let the examiner see the test directions and scoring key on one side while the individual sees the item stimulus on the other side. The examiner must position themselves either adjacent or opposite keeping the individual record form behind the test easel. KAIT examiners must have professional training in individual assessment. They are expected to understand theory and research in areas such as child development, tests and measurement, cognitive psychology, educational psychology and neuropsychology. They also should have supervised experience in clinical observation of behaviour and formal graduate-level training in individual intellectual assessment (Kaufman & Kaufman, 1993). Scoring and interpretation Raw scores are converted to scaled scores for the 10 subtests (M = 10, SD = 3), and to standard scores (IQs) for the fluid and crystallised scales and for the composite intelligence scale derived from age based norms (M = 100, SD = 15). The test manual offers descriptive categories for IQ scores (upper extreme, well above average, above average, average, below average, well below average, lower extreme,-mild deficit, lower extreme-moderate deficit). Qualitative descriptors for the mental status subtest are provided in the test manual. Australian norms The KAIT does not have any Australian norms. Test Availability The complete KAIT kit is available from Pearson Clinical Assessment (Australia & New Zealand). References Horn, J.L., & Cattell, R.B. (1966). Refinement and test of the theory of fluid and crystallized general intelligences. Journal of Educational Psychology, 57, Golden, C.J. (1981). The Luria-Nebraska Children s Battery: Theory and formulation. In G.W. Hynd & J.E. Obrzut (Eds), Neuropsychological assessment and the school-age child: issues and procedures. (pp ). New York: Grune & Stratton. Kaufman, A.S., & Kaufman, N.L. (1993). Kaufman Adolescent & Adult Intelligence Test. Circle Pines. MN: American Guidance Service Luria, A.R. (1980). Higher cortical functions in man (2 nd ed.). New York: Basic Books. Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15,

11 Test 4: Wechsler Abbreviated Scale of Intelligence (WASI) and WASI II (no Australian norms) Background and Description The Wechsler Abbreviated Scale of Intelligence (WASI) was developed as a short and reliable measure of intelligence for use in clinical, psycho-educational and research settings. The WASI is comprised of four subtests (Vocabulary, Block Design, Similarities, and Matrix Reasoning) that are similar to their counterparts in the WISC III and WAIS III. The four subtests combine to make the Full Scale IQ (FISQ-4). The Vocabulary and Similarities subtests combine to make a Verbal IQ (VIQ), and the Block Design and Matrix Reasoning the Performance IQ (PIQ). The subtests Vocabulary and Matrix Reasoning can also be combined to comprise another Full Scale IQ (FISQ- 2). The four subtests were chosen for their strong association with general cognitive abilities and their relationship to the constructs of intelligence, such as the verbal and performance, and crystallised and fluid dichotomies. The Table below provides a description of each subscale. The WASI can be used for differentiating individuals who are gifted or those with mental retardation, as well as individuals whose intelligence falls within the normal range. The WASI is not a substitute for the WISC or WAIS, but can be used as an effective screener to determine the need for more comprehensive assessment. Table. IQ and subtest structure of the WASI IQ Subtest What does it measure? Verbal Vocabulary Expressive vocabulary, verbal knowledge, and fund of information Similarities Verbal concept formation, abstract verbal reasoning ability, and general intellectual ability Performance Block Design Perceptual organisation and general intelligence Matrix Reasoning Nonverbal fluid reasoning and general intellectual ability The WASI II is also available, however does not have Australian norms. The WASI II includes revisions to instructions in order to make them more streamlined and shorter, and to enhance the link to the WISC IV and WAIS IV. Specifically, the WASI II subtests can be used as substitutes in the WISC IV and WAIS IV. Age Range The WASI is intended for use with individual s aged 6 through 89 years. Reliability The WASI has adequate reliability. The average internal consistency reliability for the FSIQ-4 and FISQ-2 for children aged 6 through 16 is.96 and.93 respectively, and.93 and.94 for the VIQ and PIQ, respectively. In the adult sample, average internal consistency reliability coefficients for the FSIQ-4 and FSIQ-2 are.98 and.96 respectively, and.96 for both the VIQ and PIQ. Average internal consistency reliabilities for the subtests are satisfactory in both samples, ranging from.87 (Similarities) and.92 (Matrix Reasoning) for the children s sample, and from.92 (Similarities and Block Design) and.94 (Vocabulary and Matrix Reasoning). Test-retest reliability was evaluated over a period of 2 to 12 weeks (M = 31 days) in a sample of 222 (116 children and 106 adults). Stability coefficients for the children sample were.93 for the FISQ-4,.85 for the FISQ-2,.92 for the VIQ and.88 for the PIQ. Subtest stability coefficients ranged between.77 (Matrix Reasoning) and.86 (Similarities). Stability coefficients for the adult sample were.92 for 11

12 the FSIQ-4,.88 for the FISQ-2,.92 for the VIQ and.87 for the PIQ. Subtest stability coefficients ranged between.79 (Matrix Reasoning) and.90 (Vocabulary). Validity The WASI has acceptable correlations with various measures of intelligence (WISC-III =.87, and WAIS-III =.92), ability and achievement. Administration The WASI is individually administered, standardised test. It takes approximately 30 minutes to administer all four subtests, and 15 minutes for the two-subtest form. Like many of the Wechsler tests, the WASI has several start, reverse, discontinue and stop rules. The specific rule however, varies according to age group. For example, the stop rule for the similarities subtest for children aged 6-8 is after 20 items, after 24 for children aged 9-11, and there is no stop rule for older individuals. The WASI is a standardised test and requires standardised testing conditions. Testing should take place in a quiet, well-lit room and free from interruption. Assessors should read test instructions verbatim from the administration booklet. The assessor records the participants responses on a paper form. There is only one form across the age range. Persons who have completed formal graduate or professional level training in psychological assessment can administer the WASI. Other professionals may also administer the WASI, including those with a Bachelor s degree in psychology, education, counselling, speech therapy, and occupational therapy however results can only be interpreted by someone who has training in psychological assessment. Scoring and interpretation The WASI standardisation sample is 2245 (1100 children and 1145 adults aged 17 to 89) children and adults in the US representative of the US population in the late 1990 s. To score, the WASI subtest raw scores are converted to T scores, which in turn are used to calculate the WASI IQ scores. For each scale (Verbal, Performance, Full Scale), the distribution of sums of the T scores are converted to a scale with a mean of 100 and SD of 15. The WASI manual provides tables for estimating IQ scores ranges on the WISC III and WAIS III, and are similarly categorised as Very Superior, Superior, High Average, Average, Low Average, Borderline or Extremely Low. Based on the standardisation sample, the manual also provided age equivalents and percentile ranks for IQ and subtest scores. Test Availability The WASI is no longer available through Pearson Clinical Assessment (Australia and New Zealand) as the WASI II has been released. WASI record form can still be obtained separately. The complete WASI II kit is available through the same distributor. References Wechsler, D. (1999). Wechsler Abbreviated Scale of Intelligence: Manual. U.S.A. The Psychological Corporation. Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations. Dan Diego, Jerome M. Sattler, Publisher, Inc. 12

13 Test 5: Woodcock-Johnson III Tests of Cognitive Abilities (Woodcock, McGrew, & Mather, 2001) Description and Background The Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) were first developed in 1977, and has since been revised in 1989 and again in The latter is the third and current version of the tests. The tests were developed based on the theories of Raymond B. Cattell, John Horn and John B. Carroll s about the structure of intelligence (CHC theory: Schneider & McGrew, 2012). The standard battery is comprised of 10 tests, and the extended of 20 tests (10 tests in the standard battery plus 10 extended tests). The tests cover the seven clusters outlined in the CHC model. See the Table below for WJ III COG tests and description of the construct it measures. Table. WJ III COG tests Standard Battery Extended Battery Subtest What does it measure? Subtest What does it measure? Verbal Comprehension* Word knowledge General Information* Acquired knowledge Visual-Auditory Learning* Meaningful memory Retrieval Fluency* Ideational fluency Spatial Relations* Visual-spatial ability Picture Recognition* Visual recognition memory Sound Blending* Ability to synthesise sounds Auditory Attention* Auditory discrimination Concept Formation* Inductive and fluid reasoning Analysis-Synthesis* General sequential reasoning Visual Matching* Visual perceptual speed Decision Speed* Reasoning speed Numbers Reversed* Short-term auditory memory Memory for Words* Short-term auditory memory Incomplete Words Auditory analysis and auditory closure Rapid Picture Naming Cognitive fluency Auditory Working Memory Short-term auditory memory span Planning Sequential reasoning Visual-Auditory Learning- Delayed Delayed Recall Pair Cancellation Sustained attention and concentration *Test is included in the General Intellectual Ability (GIA) Score Age Range The WJ III COG is designed for use on participants aged anywhere between 2 through 90 + years. Reliability Stability coefficients have only been reported for 5 of the 20 WJ III COG tests: Incomplete Words, Concept Formation, Analysis-Synthesis, Visual Matching, and Memory for Words. In a study of 1196 individuals across four age groups (2-7, 8-18, 19-44, 45-95), stability coefficients of.71 (Memory for Words) to.86 (Visual Memory) were reported for a test-retest interval of less than one year (Woodcock et al., 2007). No mean or median test-retest interval was reported. The WJ III COG has satisfactory internal consistency (Woodcock et al.). The internal consistency reliability coefficients for the GIA standard and extended are.97 and.98 respectively, and the internal consistency reliability coefficients for the 20 WJ III COG tests range between.76 to

14 Validity Concurrent validity is satisfactory, evidenced by correlations of the GIA and other measures of intelligence (range.62 to.76). The WJ III COG also demonstrates construct validity Woodcock et al., 2007). Factor analytic studies support the underpinning Cattell Horn and Carroll model, and correlations between related clusters are higher than correlations between unrelated clusters. Administration The WJ III COG is administered individually, and must be administered by a registered psychologist with post-graduate training. The tests may be administered by a registered psychologist with no post-graduate training, however in this instance they must have attended suitable training programs in test administration and interpretation. The standard battery of tests takes about 40 minutes to administer and the extended can take up to about 2 hours (Sattler, 2008). The tests include a combination of one-on-one interviewing and paper and pencil tasks. Scoring and interpretation The WJ III COG is a standardised test and is scored electronically, using the software package provided with the test kit. The scoring software provides standard scores for each test (M = 100, SD = 15), with possible scores ranging between 1 and 200, as well as percentile ranks, age equivalents, grade equivalents, instructional ranges, and discrepancy scores. A Relative Profile Index (RPI) and an overall General Intellectual Ability (GIA) score are also provided. The RPI is a criterion-referenced measure, providing information about the relative ease or difficulty the individual is likely to encounter with age-level tasks. The GIA for the standard battery is formed by scores on 7 of the 10 tests: Verbal Comprehension, Visual-Auditory Learning, Spatial Relations, Sound Blending, Concept Formation, Visual Matching, and Numbers Reversed. For the extended battery, the GIA is formed by the 7 listed above, as well as 7 from the extended battery: General Information, Retrieval Fluency, Picture Recognition, Auditory Attention, Analysis-Synthesis, Decision Speed, and Memory for Words. Each of the tests that comprise the GIA is weighted, and the weights differ across age groups. Verbal Comprehension is weighted the highest at every age level. The U.S normative sample for the WJ III COG was updated in 2007 to reflect the 2005 U.S Census data (Woodcock, McGrew, & Schenk, 2007). Australian norms An Australian normative study was carried out in 2009 on a normative sample of Psychological Assessments Australia released an Australian Adaptation of the Woodcock-Johnson III in The Australian norms have been incorporated in this package. Test Availability The Cognitive Abilities battery of the WJ III (Australian Adaptation) is available from Psychological Assessments Australia. References Sattler, J.M. (2008). Assessment of children: Cognitive foundations (5 th ed.). Jerome M. Sattler, Publisher: California. Schneider, W.J., & McGrew, K.S. (2012). The Cattell-Horn-Carroll model of intelligence, in D. P. Flanagan & P.L. Harrison, Contemporary intellectual assessment: Theories, tests, and issues (third edition) (pp ). The Guilford Press: New York. Woodcock, R.W., McGrew, K.S., & Mather, N. (2001). The Woodcock-Johnson III. Itasca, IL: Riverside Woodcock, R.W., McGrew, K.S., & Schenk, F.A. (2007). Woodcock-Johnson III Normative Update Technical Manual. Itasca: Riverside. 14

15 Test 6: Wechsler Individual Achievement Test (WIAT-II; 2007) Background and Description The Wechsler Individual Achievement Test II (WIAT-II; 2007) is a revision of the original WIAT developed in 1992 (The Psychological Corporation), and is designed to comprehensively assess achievement in academic areas. The Australian standardised edition WIAT-II has been developed for school-aged children and has modified the original WIAT to reflect changes in curriculum standards and classroom instructional practices. The WIAT-II is used in a variety of settings including, schools, clinics, private practice and residential treatment facilities, and can provide meaningful information to assist examiners in decisions in relation to diagnosis, eligibility, and treatments/interventions. There are four composites of the WIAT-II (Reading, Mathematics, Written Language, and Oral Language), and within each there are two or three subtests. The composite and subtest structure of the WIAT-II is described in the table below. Table. Composite and sub-test structure of the WIAT-II Composite Subtest What does it measure? Reading Word Reading Pre-reading (phonological awareness) and decoding skills Reading Comprehension Psuedoword Decoding Reading instruction in the classroom The ability to apply phonetic decoding skills Mathematics Numerical Operations The ability to identify and write numbers Maths Reasoning The ability to reason mathematically Written Language Spelling The ability to spell. Oral Language Written Expression Listening Comprehension Oral Expression The examinee s writing skills at all levels of language The ability to listen for details Range of oral language activities Age Range The WIAT-II is suitable for use with persons aged 4 through 85. The original version of the WIAT was only developed for persons aged 5 through 19 years (school-aged). The age range was expanded in the WIAT II to assess pre-academic skills in younger children in order to be able to identify children who may be at risk, and also to assess achievement of adults in the general population. The Australian version however only has norms for children and adolescents aged 4 years through 19 years 11 months. The U.S norms are used for College/University students and adults (20 through 85 years). Reliability Test-retest reliability in the school-aged sample has been evaluated on a normative sample of 48 children and adolescents over an average of 23 days (range 7 to 64 days). Stability coefficients for this sample are.88 for the Oral Language and Written Language composites, and.96 for the Reading and Mathematics composites. Stability coefficients for the subtests range between.82 (Oral Expression) and.96 (Word Reading). In a U.S sample of 76, stability coefficients range.75 (Written Language) through.95 (Mathematics) for the composite scores, and.75 (Oral Expression) through.95 (Spelling) for the subtest scores (Weschler, 2002). Using the split-half method, internal consistency reliability coefficients for the school-aged sample range from.84 (Oral Language) through.97 (Reading) for composite scores, and.8 through.97 15

16 (Word Reading) for the subtest scores. For the U.S based college students and adult sample, internal consistency reliability coefficients range from.88 (Oral Language) and.98 (Reading) for the composite scores, and.75 through.96 for the subtest scores (Weschler, 2002). Validity The WIAT-II Australian edition demonstrates concurrent validity. Investigations of correlations between WIAT-II subtest and full scale scores with other measures of intelligence and ability tests (eg. WISC-IV, WAIS-III, Differential Ability Scales, Wide Range Reading Achievement Test, PAL- RW, Peabody Picture Vocabulary Test) have demonstrated adequate validity. Administration The WIAT-II is individually administered through structured interview in a quiet, well-lit and well ventilated room, with examinee and examiner sitting opposite or adjacent from one another and the stimulus book between them. Instructions are delivered to the examinee verbatim as printed on the examiner s pages of the stimulus booklet. The responses are recorded by the examiner on the WIAT-II record form. Participants are required to respond on paper for some items. The WIAT-II can be used as a whole battery, or can be used to assess certain aspects of achievement. Administration time depends on the number of subtests being administered and on the age of the examinee. The full battery takes approximately 45 minutes for children of Preschool/Kindergarten age, 90 minutes for children who are in school year levels 1 through 6, and 1.5 hours for persons in year 7 and above. Professionals who have knowledge and training in psychological and/or educational testing and the use of individually administered instruments are qualified to administer and interpret the results of the WIAT-II. Scoring and interpretation Interpretation of scores on the WIAT-II Australian edition is based on a standardisation sample of 1261 children, adolescents and young adults who were representative of the Australian population according to 2001 census data. The norms on the WIAT II Australian were established on the basis of standard administration and scoring procedures under uniform testing conditions. Total subtest raw scores are converted to scaled scores using tables of scores in the scoring and normative supplement, and based year or age. Standard subtest scores are then converted to standard composite scores using the supplemental score conversion worksheets or using a purposefully designed software package that is available for purchase with the test. Normative standard scores are provided by age and year-level, and can be categorised as Very Superior, Superior, High Average, Average, Low Average, Borderline, or Extremely Low. Test Availability The WIAT II Australian complete kit is available from Pearson Clinical Assessment (Australia and New Zealand). References Wechsler, D. (2002). Wechsler Individual Achievement Test Second Edition: Australian Standardised Edition. Sydney, Australia: PsychCorp. Wechsler, D. (2002). Scoring and normative supplement for pre-school-year 12. Australia: PsychCorp. Sydney, Wechsler, D. (2002). Supplement for college students and adults. PsychCorp. Sydney, Australia: 16

17 Test 7: Adaptive Behavior Assessment System ABAS and ABAS Second Edition (Harrison & Oakland, 2003) Background and Description The Adaptive Behavior Assessment System and ABAS Second Edition (ABAS-II) is designed to measure the adaptive behaviour skills of individuals of all ages, and has been designed particularly for use with persons who have intellectual disabilities and those with other difficulties, disabilities and disorders that interfere with daily functioning. The ABAS is often used for diagnosis and classification of disabilities, and for evaluating and monitoring individual s progress over time. Common settings for use of the ABAS include settings and agencies that provide services to children (e.g. schools, community agencies, day care programs etc) and adults (e.g. community programs, vocational and occupational training facilities, prisons etc). The ABAS-II covers 10 adaptive skills proposed by the American Association of Mental Retardation (AAMR). Functioning on each skill area can be evaluated, as well as General Adaptive Skills. There are several forms in the ABAS-II: Adult Form, Parent/Primary Caregiver Form (Ages 0 5), Parent Form (Ages 5-21), Teacher/Daycare Provider Form (ages 2 5), and the Teacher Form (Ages 5 21). Age Range The ABAS-II can be used in the assessment of persons aged between 0 and 89. The different forms are used to assess adaptive skills across the age groups. Reliability The ABAS-II has adequate internal consistency and test-retest reliability. Internal consistency reliability coefficients for the General Adaptive Composite (GAC) is.99 for the Teacher Form, and both Adult Forms (self and other), and.98 for the Parent Form. Coefficients for the 10 adaptive skills areas range between.89 and.96 for the Teacher Form,.86 to.93 for the Parent Form,.88 to.94 for the Adult Form (self), and.93 and.97 for the Adult Form (others). Stability coefficients of the GAC for a sample of 143 children over 11 days are.97 for the Teacher Form and Adult Form (others),.96 for the Parent Form and.99 for the Adult Form (self). In the same sample, stability coefficients for the adaptive skills areas range between.88 and.97 for the Teacher Form,.79 and.96 for the Parent Form,.91 to.97 for the Adult Form (self), and.86 to.96 for the Adult Form (others). Validity The ABAS-II is able to differentiate between different clinical groups, and has demonstrated concurrent validity. The correlation between the GAC and the Vineland Adaptive Behaviour Scale Classroom Edition Composite is.82. Further, correlations between.56 and.79 have been reported for the GAC and the Wechsler Individual Achievement Test (WIAT), and between.42 and.55 for the GAC and other measures of intelligence. Administration Each of the forms take approximately 15 to 20 minutes to complete, and are completed in paper and pencil format. The Teacher s Form is completed by either the child s teacher or a teacher s aide and the Parent Form by the parent or primary caregiver. The Adult Form (other) is completed by a family member or other adults familiar with the referred individual and the Adult Form (self) by the referred individual if they have adequate reading comprehension. To be qualified in the administration of the ABAS-II, users must be trained in the basic principles of psychological and educational assessment and test interpretation, the strengths and limitations of tests, and the use of assessment in data-based decision. 17

18 Scoring and interpretation Each form is scored the same. Each item is rated on a 4 point scale (0 = is not able, 1 = never when needed, 2 = sometimes when needed, 3 = always when needed). Raw scores are converted into standard scores for the 10 adaptive skill areas (M = 10, SD = 3), to a General Adaptive Composite (GAC) for the total score (M = 100, SD = 15), and to age equivalent scores. The manual provides confidence intervals and percentile ranks for the GAC. Classifications are used for the adaptive skill areas and the GAC: Extremely Low, Borderline, Below Average, Average, Above Average, and Superior. The ABAS-II can also be scored and a report generated using a software package. Table. ABAS adaptive skills areas. Adaptive Skill Area Communication Community Use Functional Academics Home/School Living Health and Safety Leisure Self-Care Self-Direction Social Work Description Speech, language, and listening skills needed for communication with other people. Skills needed for functioning in the community (eg. Shopping skills, getting around the community). Basic reading, writing and other academic skills needed for daily, independent functioning. Skills needed for the basic care of the home or living setting (eg. Cleaning, property maintenance and food preparation). Skills needed for protection of health and to respond to illness and injury. Skills needed for engaging in and planning leisure and recreational activities. Skills needed for personal care (e.g. eating, bathing, grooming) Skills needed for independence, responsibility, and self-control (e.g. following directions, making choices). Skills needed to interact socially and to get along with other people (e.g. Showing and recognising emotions, using manners) Skills needed for successful functioning in holding a job in a work setting. *Included in the Adult Forms and Parent Form (for ages 5-21) and only completed when the individuals have a part or fulltime job. + Included in the Teacher/Daycare Provider and Parent/Primary Caregiver Forms. The ABAS-II is a standardised test, normed on a sample of 5270 individuals representative of the US population (US Census 1999). The standardisation sample for the Parent/Primary Caregiver and Teacher/Daycare Provider Forms for children ages birth to 5 years comprised of 2100 individuals. Australian Norms This test does not have Australian norms. Test Availability The ABAS-II Examination kit is available from ACER, Pearson Clinical Assessment (Australia and New Zealand) and Psychological Assessments Australia. References Harrison, P.L., & Oakland, T. (2010). Adaptive behaviour Assessment System Second Edition: Manual. Los Angeles, CA: Western Psychological Services Sattler, J.M. (2002). Assessment of children: Behavioural and Clinical Applications Fourth Edition. La Mesa, CA: Sattler Publishing 18

19 Test 8: Wechsler Memory Scale IV, Fourth Edition (2009) Description and Background The WMS-IV has been designed to assess various memory and working memory abilities. As a revised version of the WMS-III, the WMS-IV now also includes a brief evaluation of cognitive status. Similarly, the WMS-IV provides two batteries: the Adult Battery and the Older Adults Battery. The latter has a reduced number of subtests in order to reduce administration time. See Table 1. The Adult Battery is comprised of seven subtests: three that were retained from the WMS-III (Logical Memory, Verbal Paired Associates, and Visual Reproduction), and four new ones (Brief Cognitive Status Exam, Designs, Spatial Addition, and Symbol Span). Four of the subtests include a delayed memory condition that is administered minutes following. See Table 1. Six primary subtests are used to generate five index scores: (1) Auditory Memory and (2) Visual Memory, (3) Visual Working Memory, (4) Immediate Memory, and (5) Delayed Memory. See Table 2 for description of each and the subtests that comprise them. The Brief Cognitive Status Exam is considered optional, and is used to gain additional or supplementary information about cognitive functioning. The WMS-IV is used by psychologists in a variety of settings (including psychiatric, education, forensic, counselling, neuropsychological, rehabilitation etc) and is generally used to provide comprehensive assessment of clinically relevant aspects of memory functioning. Age Range The WMS-IV has been designed for use with persons aged between 16 and 90. The Adult Battery is designed for use with people aged between 16 and 69, and the Older Adult Battery for persons aged between 65 and 90. Table 1. WMS-IV Subtests Subtest Brief Cognitive Status Exam + Logical Memory I + Logical Memory II* + Verbal Paired Associates I + Verbal Paired Associates II* + Designs I Designs II* Visual Reproduction I + Visual Reproduction II* + Spatial Addition Symbol Span + What does it assess? A variety of cognitive functions (orientation to time, mental control, clock drawing, incidental recall, automaticity and inhibitory control) Narrative memory under a free recall condition. Long-term narrative memory with free recall and recognition tasks. Verbal memory for associated word pairs. Long term recall for verbally paired information with cued recall and recognition tasks. Spatial memory for unfamiliar visual material. Long-term spatial and visual memory with free recall and recognition tasks. Memory for nonverbal visual stimuli Long-term visual-spatial memory with free recall and recognition. Visual-spatial working memory using a visual addition task Visual working memory using novel visual stimuli. *indicates delayed condition for respective subtest + indicates the subtests available in the older adult battery 19

20 Table 2. WMS-IV Index Scores and Subtests that comprise them Index Description Subtests Auditory Memory Visual Memory Visual Working Memory* Immediate Memory Delayed Memory Ability to remember orally presented information. Ability to remember visually-presented information Capacity to remember and manipulate visually presented information in short-term memory storage Ability to remember both visually- and orallypresented information immediately after it is presented. Ability to remember both visually- and orallypresented information after a minute delay. Logical Memory I and II, and Paired Verbal Associates I and II. Designs I and II, and Visual Reproduction I and II Spatial Addition and Symbol Span Logical Memory I, Verbal Paired Associates I, Designs I, and Visual Reproduction I Logical Memory II, Verbal Paired Associates II, Designs II, and Visual Reproduction II *Note: Visual Working Memory Index is not available in the older battery. Reliability The WMS-IV has demonstrated good reliability. Average internal consistency reliability coefficients for Index scores range between.93 (Visual Working Memory Index) and.96 (Visual Memory Index) for the Adult Battery, and between.92 (Delayed Memory) and.97 (Visual Memory) for the Older Adult Battery. Average internal consistency reliability coefficients for the subtests range between.82 (Logical Memory I) and.97 (Visual Reproduction II) for the Adult Battery, and between.74 (Verbal Paired Associates) and.96 (Visual Reproduction II) for the Older Adult Battery. Test-retest reliability coefficients over an average test-retest interval of 23 days (range 14 to 84 days) for the index scores range between.81 (Visual Memory and Delayed Memory Indexes) and.83 (Auditory Memory and Visual Working Memory Indexes), and between.80 (Visual Memory Index) and.87 (Auditory Memory Index) for the Older Adult Battery. Over the same test-retest interval, stability coefficients for subtests range between.64 (Visual Reproduction II) and.77 (Designs II and Spatial Addition) for the Adult Battery, and between.69 (Visual Reproduction II) and.81 (Verbal Paired Associates II) for the Older Adult Battery. Validity The WMS-IV has demonstrated evidence of concurrent validity with other measures of memory, cognitive and intellectual ability, neuropsychological status, achievement, activities of daily life, and behavioural symptoms (Wechsler, 2009b). Administration The WMS-IV is an individually-administered semi-structured interview. It is recommended the interview is carried out well lit and quiet room that is free from distractions, and the examinee and examiner should sit directly opposite one another. The WMS-IV is a standardised test and subtests must be administered as ordered on the record form. Depending on ability, as well as medical and personality factors, most persons are able to complete the full battery (Adult Version) in less than 2 hours, though it is generally completed in minutes. The examiner records responses and observations on the record form and participant response booklets are used the Brief Cognitive Status Exam and the Visual Reproduction subtests. Users of the WMS-IV must have graduate level training and experience in the administration and interpretation of standardised clinical instruments. 20