Intelligence testing: A matter of life and death? Chad W. Buckendahl Buros Center for Testing University of Nebraska, Lincoln
|
|
|
- Kerry Cox
- 7 years ago
- Views:
Transcription
1 Intelligence testing: A matter of life and death? Chad W. Buckendahl Buros Center for Testing University of Nebraska, Lincoln
2 Buros Center for Testing Oscar K. Buros, 1935; UNL, 1979 Improve the science and practice of testing Buros Institute of Mental Measurements (BIMM): commercially available tests Mental Measurements Yearbook (MMY) Test in Print (TIP) Buros Institute for Assessment Consultation and Outreach (BIACO): proprietary tests Psychometric services for educational licensure, certification, admissions, and employment testing
3 Case Background Defendant (Erick Vela) participated in a bank robbery in Norfolk, NE in September, 2002 Five people were killed during the robbery One of four defendants convicted Motion asserting mental retardation
4 Legal Background Atkins v. Virginia (2002) Prohibited execution of persons with mental retardation Additional Nebraska statute An intelligence quotient of 70 or below on a reliably administered intelligence quotient test shall be presumptive evidence of mental retardation.
5 Diagnosing Mental Retardation Relies on multiple criteria American Psychiatric Association and American Association of Mental Retardation: Sub-average intellectual functioning, Significant limitations in adaptive skills such as communications, self-care, and self-direction, and Manifest before age of 18
6 Defining primary criteria Sub-average intelligence: IQ 70 or below (2 std. dev. below mean) Considers measurement error Adaptive functioning: Coping with common life demands Standards of personal independence Socio-cultural background Community setting
7 Intelligence tests Tests administered by three different defense experts: Wechsler Abbreviated Scale of Intelligence (WASI): July 2003 Wechsler Adult Intelligence Scales (3 rd ed.) (WAIS-III): November 2003 Stanford-Binet (5 th ed.) (SB5): July 2004
8 Adaptive Behavior Tests July 2003: none November/December 2003: none : Vineland Adaptive Behavior Scales Defense: defendant s sister State: two friends of the defendant
9 Malingering tests Administered when there are concerns about motivation/effort in performance July, 2003: none November, 2003: Test of Memory Malingering (TOMM) Victoria Symptom Validity Test (VSVT) Validity Indicator Profile (VIP) 21-item test July, 2004: none
10 Professional Standards Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999) Validity Reliability Administration Scoring Score Interpretation
11 Validity Argument Ultimately, the validity of an intended interpretation of test scores relies on all the available evidence relevant to the technical quality of a testing system. This includes...appropriate test administration and scoring... (Standards, p. 17)
12 Administration and Scoring The usefulness and interpretability of test scores require that a test be administered and scored according to the developer s instructions... Without such standardization, the accuracy and comparability of score interpretations would be reduced. (Standards, p. 61)
13 Scores WASI: 87 (Full Scale IQ) 82 (Verbal IQ), 94 (Performance IQ) WAIS-III: 75 (FSIQ) 75 (VIQ), 78 (PIQ) SB5: 66 (FSIQ) 56 (VIQ), 79 (Nonverbal IQ)
14 Interpreting scale scores Full scale score relative to average (mean) score for population (i.e. 100) Full scale score relative to the statutory cut score (i.e. 70) Expected range of full scale and subscale scores given defendant s observed scores
15 0.2 Comparison of subject's observed WASI scores with the general population Density Mental Retardation Overall WASI distribution Full Scale IQ Verbal IQ Performance IQ IQ Score
16 0.20 Comparison of subject's observed WASI FSIQ score with a score of 70 Density Mental Retardation Given an observed WASI FSIQ score of 87, one would have an approximately % chance of having a true score of 70 or lower FSIQ
17 WASI caution [The WASI] should not be used alone to make diagnosis or educational placement decisions. It is not meant to replace more comprehensive measures of intelligence, such as the WISC-III and the WAIS-III." (Technical Manual, p.8)
18 0.2 Comparison of subject's observed WAIS-III scores with the general population Density Mental Retardation Overall WAIS-III Full Scale IQ Verbal IQ Performance IQ IQ Score
19 Comparison of subject's observed WAIS-III FSIQ score with a score of 70 Density Mental Retardation Given an observed WAIS-III FSIQ score of 75, one would have an approximately 1.7% chance of having a true score of 70 or lower FSIQ
20 Interpreting WAIS-III Scores...a low score on the WAIS-III does not necessarily reflect a low level of intellectual functioning... other factors such as the following may be implicated: cultural and linguistic discrepancy from the test s standardization sample, disabling distractibility or anxiety, severe psychopathology, deafness, poor motivation or inadequate persistence, and extremely oppositional behavior or very poor rapport with the examiner. Before diagnosing low intellectual functioning or mental retardation, the examiner must rule out these factors. (emphasis added) Administration and Scoring Manual (pp.7-8)
21 0.2 Comparison of subject's observed SB5 scores with the general population D ensity Mental Retardation Overall SB5 Full Scale IQ Verbal IQ Non-Verbal IQ IQ Score
22 SB5 VIQ/NVIQ Differences The defendant had a Full scale IQ (FSIQ) score of 66 Verbal IQ (VIQ) score of 56 Nonverbal IQ (NVIQ) score of point difference between VIQ and NVIQ Only 1.9% of the standardization sample had a difference of 23 or more between VIQ and NVIQ
23 Interpreting SB5 Scores when significant differences exist between the NVIQ and the VIQ, examiners should be cautious about evaluating FSIQ as a summary of an individual s general ability level...when the context of the assessment and examinee s background is influenced by such factors as communication disorders, learning disabilities, autism, or non-english background, the NVIQ may be a better indicator of global cognitive potential. (emphasis added) Examiner s Manual (p. 134)
24 Density Comparison of subject's observed SB5 NVIQ score with a score of 70 Mental Retardation Given an observed SB5 NVIQ score of 79, one would have an approximately 0.1% chance of having a true score of 70 or lower NVIQ
25 SB5, 07/ Full Scale Scores Over Time WAIS-III, 11-12/2003 WASI, 07/2003 Full Scale IQ
26 SB5, 07/ Verbal Scale Scores Over Time WAIS-III, 11-12/2003 WASI, 07/2003 Verbal IQ
27 SB5, 07/ Nonverbal Scale Scores Over Time WASI, 07/2003 WAIS-III, 11-12/2003 Performance/Nonverbal IQ
28 Summary of Intelligence Tests Chance of true score being 70 Test WASI FSIQ or lower (%) < Verbal IQ 0.06 Performance IQ < WAIS-III FSIQ 1.7 Verbal IQ 2.7 Performance IQ 1.9 SB5 FSIQ 95.9 Verbal IQ 97.0 Nonverbal IQ 0.1
29 Adaptive Functioning Information Vineland Adaptive Behavior Scales School records Course grades, remedial programs Observations Family members, teachers, inmates Employment record, corrections officials
30 Defense approach Strict interpretation of the statute (i.e. reliably administered intelligence test) Suggested that accuracy (validity) could be obtained without precision (reliability) Consider the standard error in determining the range of possible true IQ scores Suggested that observed scores across tests were different due to the Flynn effect (i.e. intergenerational influence on norm sample)
31 Judge s Ruling Presumption of MR rejected Validity of presumptive score: 3 rd intelligence test administered by defense Probability of 66 on SB5 was remote No malingering tests administered on it Examiner did not follow interpretation directions in test publisher s manual
32 Judge s Ruling (cont.) Sub-average intelligence Considered standard error WAIS-III score met the criterion Adaptive functioning Preponderance of evidence did not support limitations in this area Age of onset NE s statute does not specify age Defense motion denied
33 Future Research Questions Measurement Application of standard setting methodology for cut score Validity of score interpretations given intended uses Instrument development (e.g., content, norm sample) Legal Implications for future cases/legislation Court s application of current validity theory Psychological Criterion definition of mental retardation (rather than norm) Interpretation of intelligence as unique from achievement Stability of intelligence as a construct
A Comparison of Low IQ Scores From the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale Third Edition
A Comparison of Low IQ Scores From the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale Third Edition Thomas B. Umphress Abstract Twenty people with suspected intellectual
Eligibility for DD Services and the SIB-R
Eligibility for DD Services and the SIB-R For adults and children with intellectual and related developmental disabilities Stacy Waldron, PhD (With assistance from Monique Marrow, PhD and Meredith Griffith,
Pittfalls in IQ Assessment in Clinical and Forensic Contexts. Agenda 6/1/2016. Is abnormal behavior culturally defined?
Pittfalls in IQ Assessment in Clinical and Forensic Contexts I. Bruce Frumkin, Ph.D., A.B.P.P. Tel.#1-800-301-3858 BFrumkin@aol.com Agenda Cultural Issues Definitions of Intelligence, Intellectual Disability
Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5. Exhibit A
Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5 Exhibit A Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 2 of 5 Gilda Kessner, Psy.D. Psychologist John E. Wright
Cochise College Administrative Policy
Cochise College Administrative Policy Category: Students Policy Number: 4005 Title: Americans With Disabilities Act Cochise College fully recognizes all provisions of the Americans with Disabilities Act
ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults
ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults First Edition 2013 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 2013 ETS All
Standardized Tests, Intelligence & IQ, and Standardized Scores
Standardized Tests, Intelligence & IQ, and Standardized Scores Alphabet Soup!! ACT s SAT s ITBS GRE s WISC-IV WAIS-IV WRAT MCAT LSAT IMA RAT Uses/Functions of Standardized Tests Selection and Placement
ADDENDUM # 3. 2. The Contractor and its staff shall not become the legal guardian of any Person receiving services under this contract.
DEPARTMENT OF HUMAN SERVICES PALMER DePAULIS Executive Director State of Utah GARY R. HERBERT Governor GREG BELL Lieutenant Governor OFFICE OF FISCAL OPERATIONS JENNIFER C. EVANS Director BUREAU OF CONTRACT
2 The Use of WAIS-III in HFA and Asperger Syndrome
2 The Use of WAIS-III in HFA and Asperger Syndrome Published in: Journal of Autism and Developmental Disorders, 2008, 38 (4), 782-787. Chapter 2 Abstract The WAIS III was administered to 16 adults with
Scores, 7: Immediate Recall, Delayed Recall, Yield 1, Yield 2, Shift, Total Suggestibility, Confabulation.
Gudjonsson Suggestibility Scales. Purpose: "Developed in order to measure objectively the vulnerability or proneness of people [to suggestive influence and/or] to give erroneous accounts when interviewed,"
In the Matter of. c/o CWK/150176
FH STATE OF WISCONSIN Division of Hearings and Appeals In the Matter of c/o DECISION CWK/150176 PRELIMINARY RECITALS Pursuant to a petition filed June 19, 2013, under Wis. Admin. Code HA 3.03(1), to review
Ethical Implications of Practice Effects on Mental Retardation Claims in Capital Cases
Open Access Journal of Forensic Psychology http://www.forensicpsychologyunbound.ws/ 2009. 1: 51-67 Ethical Implications of Practice Effects on Mental Retardation Claims in Capital Cases Christopher L.
Efficacy Report WISC V. March 23, 2016
Efficacy Report WISC V March 23, 2016 1 Product Summary Intended Outcomes Foundational Research Intended Product Implementation Product Research Future Research Plans 2 Product Summary The Wechsler Intelligence
Using the WASI II with the WISC IV: Substituting WASI II Subtest Scores When Deriving WISC IV Composite Scores
Introduction Using the WASI II with the WISC IV: Substituting WASI II Subtest s When Deriving WISC IV Composite s Technical Report #1 November 2011 Xiaobin Zhou, PhD Susan Engi Raiford, PhD This technical
School Psychology Doctoral Program Student Publications with University of Memphis Faculty (2000-2015) Student Names Are in Bold
School Psychology Doctoral Program Student Publications with University of Memphis Faculty (2000-2015) Student Names Are in Bold Journal Articles (n = 27) 1. Dickens, R. H., & Meisinger, E. B. (in press).
standardized tests used to assess mental ability & development, in an educational setting.
Psychological Testing & Intelligence the most important aspect of knowledge about genetic variability is that it gives us respect for people s individual differences. We are not all balls of clay that
65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets
65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets the requirements of Florida Statute 393.063, which are
Early Childhood Measurement and Evaluation Tool Review
Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those
Responsibilities of Users of Standardized Tests (RUST) (3rd Edition) Prepared by the Association for Assessment in Counseling (AAC)
Responsibilities of Users of Standardized Tests (RUST) (3rd Edition) Prepared by the Association for Assessment in Counseling (AAC) Many recent events have influenced the use of tests and assessment in
Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007
Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of
What s the Score? Why Test? I
Chapter 4 What s the Score? Everybody gets tested and not many people like it. For families with children with Down syndrome, testing began at birth and never let up. When our children were born, one of
Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities
LEARNING DISABILITIES ASSOCIATION OF ONTARIO Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities Diagnosis of Learning Disabilities Accurate diagnosis of learning
Essentials of WAIS-IV Assessment
Question from chapter 1 Essentials of WAIS-IV Assessment 1) The Binet-Simon Scale was the first to include age levels. a) 1878 b) 1898 c) 1908 d) 1928 2) The Wechsler-Bellevue Intelligence Scale had as
130 CMR: DIVISION OF MEDICAL ASSISTANCE 130 CMR 411.000: MEDICAL ASSISTANCE PROGRAM: PSYCHOLOGIST SERVICES Section
130 CMR 411.000: MEDICAL ASSISTANCE PROGRAM: PSYCHOLOGIST SERVICES Section 411.401: Introduction 411.402: Definitions 411.403: Eligible Members 411.404: Provider Eligibility 411.405: Payable Services 411.406:
SYLLABUS FOR POST-GRADUATE DIPLOMA IN GUIDANCE AND. Personality and Adjustment M. Marks: 100
SYLLABUS FOR POST-GRADUATE DIPLOMA IN GUIDANCE AND COUNSELING Duration of the programme: : I: Two semesters July to December January to June (Vocation and holidays shall be as per university calendar)
The assessment of intellectual disability with deaf adults
REVIEW International Journal on Mental Health and Deafness 2011 Volume 1 Issue 1 The assessment of intellectual disability with deaf adults Kevin Baker 1,2 and Felicity Baker 3 1. National Deaf Mental
Marc J. Tassé, PhD Nisonger Center UCEDD The Ohio State University Marc.Tasse@osumc.edu
AND ICD-11 11: POSSIBLE IMPLICATIONS FOR INTELLECTUAL DISABILITY AND AUTISM SPECTRUM DISORDER DSM-5: Diagnostic Criteria for Intellectual Disability Marc J. Tassé, PhD UCEDD The Ohio State University Marc.Tasse@osumc.edu
Competence Assessment for Standing Trial for Defendants with Mental Retardation (CAST-MR) Competency Screening Test (CST)
Competence Assessment for Standing Trial for Defendants with Mental Retardation (CAST-MR) The Basics: The CAST-MR was designed specifically to test the competency of individuals already diagnosed as mentally
TESTING GUIDELINES PerformCare: HealthChoices. Guidelines for Psychological Testing
TESTING GUIDELINES PerformCare: HealthChoices Guidelines for Psychological Testing Testing of personality characteristics, symptom levels, intellectual level or functional capacity is sometimes medically
Policy for Documentation
Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified
School Psychology Resources Catalog
For questions about the implementation of these materials/kits, please contact Shirley Cutshall, Director of Special Programs & Services at 360-299-4098 or scutshall@nwesd.org. To reserve materials, please
Master of Arts Programs in the Faculty of Social and Behavioral Sciences
Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into
Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000
Page 1 of 5 Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000 Raleigh and Chapel Hill www.lepageassociates.com LEPAGE ASSOCIATES
COUNSELLING IN PSYCHOLOGICAL TESTING
UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION B Sc COUNSELLING PSYCHOLOGY (2011 Admission Onwards) VI Semester ELECTIVE COURSE COUNSELLING IN PSYCHOLOGICAL TESTING QUESTION BANK 1. A psychological
DD Procedural Codes for Administrative Examinations **To be used solely by DD staff**
DD Procedural Codes for Administrative Examinations **To be used solely by DD staff** Overview An Administrative Examination is an evaluation required by the Department of Human Services (DHS) to help
History of the Stanford-Binet Intelligence Scales: Content and Psychometrics
Stanford-Binet Intelligence Scales, Fifth Edition Assessment Service Bulletin Number 1 History of the Stanford-Binet Intelligence Scales: Content and Psychometrics Kirk A. Becker The 2003 publication of
An overview of Intellectual Developmental Disability Functioning levels of Mental Retardation/Intellectual Disability Autism
An overview of Intellectual Developmental Disability Functioning levels of Mental Retardation/Intellectual Disability Autism Intellectual/Developmental Disability (IDD) - indicates an overall intellectual
Early Childhood Measurement and Evaluation Tool Review
Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those
1. The youth is between the ages of 12 and 17.
Clinical MULTISYSTEMIC THERAPY (MST) Definition Multisystemic therapy (MST) is an intensive family and community-based treatment that addresses multiple aspects of serious antisocial behavior in adolescents.
Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students
Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation
Guidelines for Documentation of a A. Learning Disability
Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who
STATE OF OHIO ) CASE NO. CR 12 566449 ) Plaintiff, ) JUDGE JOHN P. O DONNELL ) vs. ) ) LONNIE CAGE ) JOURNAL ENTRY ) Defendant )
IN THE COURT OF COMMON PLEAS CUYAHOGA COUNTY, OHIO STATE OF OHIO ) CASE NO. CR 12 566449 ) Plaintiff, ) JUDGE JOHN P. O DONNELL ) vs. ) ) LONNIE CAGE ) JOURNAL ENTRY ) Defendant ) John P. O Donnell, J.:
STATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS ) ) ) ) ) ) ) ) ) ) ) RECOMMENDED ORDER APPEARANCES
STATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS vs. Petitioner, AGENCY FOR PERSONS WITH DISABILITIES, Respondent. Case No. 08-6337APD RECOMMENDED ORDER A final hearing was conducted in this case on
The Scoop on Understanding Psych Testing: What do all those numbers really mean???
The Scoop on Understanding Psych Testing: What do all those numbers really mean??? Caley Schwartz, Ph.D. Caley Schwartz Psychological Services, LLC (203)464-9053! Clinical Instructor Yale Child Study Center
Behavioral Health Psychological/Neuropsychological Testing Guidelines
Behavioral Health Psychological/Neuropsychological Testing Guidelines Psychological testing (procedural code 96101) and Neuropsychological Testing (procedural code 96118) involve the culturally and linguistically
Psychology 371: Child and Adolescent Psychological Assessment Syllabus Spring 2005
1 Psychology 371: Child and Adolescent Psychological Assessment Syllabus Spring 2005 Class Time: Monday 9:00 a.m. 12:00 p.m. Meeting Place: Instructor: Timothy Stickle, Ph.D. Office: John Dewey Hall, Room
General Ability Index January 2005
TECHNICAL REPORT #4 General Ability Index January 2005 Susan E. Raiford, Ph.D. Lawrence G. Weiss, Ph.D. Eric Rolfhus, Ph.D. Diane Coalson, Ph.D. OVERVIEW This technical report is the fourth in a series
Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports
Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports by Dr. Sherry Mee Bell Psychoeducational assessment is designed to answer these questions: Does the client have a
PSY554 Fall 10 Final Exam Information
PSY554 Fall 10 Final Exam Information As part of your work as a counselor, you will be exposed to a wide variety of assessment instruments. At times, you might be asked to comment on the appropriateness
Register of Students with Severe Disabilities
Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria
Cecil R. Reynolds, PhD, and Randy W. Kamphaus, PhD. Additional Information
RIAS Report Cecil R. Reynolds, PhD, and Randy W. Kamphaus, PhD Name: Client Sample Gender: Female Year Month Day Ethnicity: Caucasian/White Grade/education: 11 th Grade Date Tested 2007 1 9 ID#: SC 123
Estimate a WAIS Full Scale IQ with a score on the International Contest 2009
Estimate a WAIS Full Scale IQ with a score on the International Contest 2009 Xavier Jouve The Cerebrals Society CognIQBlog Although the 2009 Edition of the Cerebrals Society Contest was not intended to
RESIDENTIAL TREATMENT CENTER (RTC)
RESIDENTIAL TREATMENT CENTER (RTC) Service Description Residential Treatment Center (RTC) IOS provides 24-hour staff supervised all-inclusive clinical services in a community-based therapeutic setting
B2aiii. Acquiring knowledge and practicing principles of ethical professional practice.
PhD Degrees in the Clinical and Social Sciences Department Program Learning Objectives, Curriculum Elements and Assessment Plan Degree title: PhD in Clinical Psychology This degree in the Department of
Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 )
Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 ) In accordance with Federal law, the U.S. Customs and Border
AMERICAN PSYCHOLOGICAL ASSOCIATION
A. Definitions AMERICAN PSYCHOLOGICAL ASSOCIATION MODEL LEGISLATION FOR PRESCRIPTIVE AUTHORITY Approved by APA Council of Representatives, 2009 (1) Board means the {state psychology licensing board}. (2)
Practice Quiz - Intelligence
Practice Quiz - Intelligence 1. Which of the following is not one of the three subtheories of the triarchic theory of intelligence? a. procedural subtheory c. componential subtheory b. experiential subtheory
Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder
Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder AACAP Official Action: OUTLINE OF PRACTICE PARAMETERS FOR THE ASSESSMENT AND TREATMENT OF CHILDREN, ADOLESCENTS, AND ADULTS WITH ADHD
PSYCHOLOGY 316: Tests and Measurements. Spring 1999 MF 1:50-3:05 in Psychology 303
Society for the Teaching of Psychology (APA Division 2) OFFICE OF TEACHING RESOURCES IN PSYCHOLOGY (OTRP) Department of Psychology, Georgia Southern University, P. O. Box 8041, Statesboro, GA 30460-8041
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Chapter 7 COGNITION PRACTICE 234-239 INTELLIGENCE Name Period Date MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) A general term referring to
INTELLIGENCE. Key: Alfred Binet. Key: William stern.
1 INTELLIGENCE Total hours 14 hours Total marks 20 24 marks Approx no of questions on this chapt. (1 mark-1 or 2, 2 marks- 1 or 2, 5 marks-2, 10 marks-01) 1 Mark Questions : 1. Who gave the concept of
Psychological and Neuropsychological Testing
Psychological and Neuropsychological Testing I. Policy University Health Alliance (UHA) will reimburse for Psychological and Neuropsychological Testing (PT/NPT) when it is determined to be medically necessary
Assessing Adaptive Behavior in Young Children. Gloria Maccow, Ph.D. Assessment Training Consultant
Assessing Adaptive Behavior in Young Children Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Describe adaptive behavior and the adaptive skills typically demonstrated by young children;
The child is given oral, "trivia"- style. general information questions. Scoring is pass/fail.
WISC Subscales (WISC-IV shown at bottom with differences noted) Verbal Subscales What is Asked or Done What it Means or Measures Information (Supplemental in WISC-IV) The child is given oral, "trivia"-
Running head: WISC-IV AND INTELLECTUAL DISABILITY 1. The WISC-IV and Children and Adolescents with Intellectual Disability:
Running head: WISC-IV AND INTELLECTUAL DISABILITY 1 The WISC-IV and Children and Adolescents with Intellectual Disability: Evaluating for Hidden Floor Effects in the US Version Allyssa Lanza M.S., Antioch
TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines
TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines Psychological testing involves the culturally and linguistically competent administration and interpretation
Policy/Program Memorandum No. 8
Ministry of Education Policy/Program Date of Issue: August 26, 2014 Effective: Until revoked or modified Subject: Application: Reference: IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING
Development of the WAIS III: A Brief Overview, History, and Description Marc A. Silva
SPRING 2008, VOLUME 1, ISSUE 1, 117 135 Development of the WAIS III: A Brief Overview, History, and Description Marc A. Silva Abstract: The purpose of this article is to introduce the WAIS III to junior
Alton Bozeman, PsyD Clinical Psychologist The Harris Center for Mental Health and IDD Houston, TX
Alton Bozeman, PsyD Clinical Psychologist The Harris Center for Mental Health and IDD Houston, TX The Search for Independence: Teaching Social and Independent Living Skills to Individuals with High Functioning
Applied Psychology. Course Descriptions
Applied Psychology s AP 6001 PRACTICUM SEMINAR I 1 CREDIT AP 6002 PRACTICUM SEMINAR II 3 CREDITS Prerequisites: AP 6001: Successful completion of core courses. Approval of practicum site by program coordinator.
National Psychology Examination - Assessment Domain Additional Resources
National Psychology Examination - Assessment Domain Additional Resources May 2014 This document provides additional resources and assistance for candidates preparing for the National Psychology Examination.
Applied Behavior Analysis, M.S.Ed.
Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in
WISC IV Technical Report #2 Psychometric Properties. Overview
Technical Report #2 Psychometric Properties June 15, 2003 Paul E. Williams, Psy.D. Lawrence G. Weiss, Ph.D. Eric L. Rolfhus, Ph.D. Figure 1. Demographic Characteristics of the Standardization Sample Compared
The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder
The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder By: Arthur D. Anastopoulos, Marc A. Spisto, Mary C. Maher Anastopoulos,
Intellectual Disability-DSM5
Intellectual Disability-DSM5 DR. CHARMAINE MIRANDA Clinical Director, Compass Clinic Clinical Instructor, UBC Psychiatry Clinical Associate, SFU DR. ADRIENNE ROMBOUGH Psychological Consultant, Compass
Athens Technical College Student Support Disability Services 800 U.S. Highway 29 North Athens, GA 30601-1500 706-355-5006 / jfelts@athenstech.
Athens Technical College Student Support Disability Services 800 U.S. Highway 29 North 706-355-5006 / Dear Athens Technical College Applicant/Student: Thank you for contacting the Disability Services Office
Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults
Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Third Edition 2016 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 Copyright
Outcomes Data School Psychology EdS Program
Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of
Patricia Beldotti, Psy.D. Email: drbeldotti@aol.com Tel: 520-404-7553 Web: www.drbeldotti.com
Patricia Beldotti, Psy.D. Email: drbeldotti@aol.com Tel: 520-404-7553 Web: www.drbeldotti.com Assessment Costs I understand that assessment needs differ and that these assessments can be costly, especially
EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW
National(Association(of(Pediatric(Nurse(Practitioners,(April(2013 EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW Once a pediatric healthcare provider recommends that a child
Semester II. Paper - 203: Psychological Assessment
Semester II Paper - 203: Psychological Assessment I. Psychological Assessment a) Nature of Psychological Assessment b) Components of Psychological Assessment Observation Interview Psychological Testing
Master of Arts, Counseling Psychology Course Descriptions
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
What is Intelligence?
Dikran J. Martin Introduction to Psychology Name: Date: Lecture Series: Chapter 10 Intelligence Pages: 15 TEXT: Lefton, Lester A. and Brannon, Linda (2003). PSYCHOLOGY. (Eighth Edition.) Needham Heights,
DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.
DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children
Master of Arts in Psychology: Counseling Psychology
Deanship of Graduate Studies King Saud University Master of Arts in Psychology: Counseling Psychology Department of Psychology College of Education Master of Arts in Psychology: Counseling Psychology 2007/2008
LEVEL II.1 SA: INTENSIVE OUTPATIENT - Adult
LEVEL II.1 SA: INTENSIVE OUTPATIENT - Adult Definition The following is based on the Adult Criteria of the Patient Placement Criteria for the Treatment of Substance- Related Disorders of the American Society
Curriculum Vitae. Kimberly L. Groves, Psy.D. Licensed Clinical Psychologist
Groves, Kimberly 1 Curriculum Vitae Kimberly L. Groves, Psy.D. Licensed Clinical Psychologist Office address: 1910 Route 70 East, Suites 5&7 Cherry Hill, NJ 08003 Telephone Number: 856-220-9672 Email:
SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014
SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014 TODAY S OBJECTIVES To provide an overview regarding: Child Study Team general procedures to include
ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER
ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER I. Related Services Definition - IDEA According to the Individuals with Disabilities Education Act, psychological services include: Administering
WMS III to WMS IV: Rationale for Change
Pearson Clinical Assessment 19500 Bulverde Rd San Antonio, TX, 28759 Telephone: 800 627 7271 www.pearsonassessments.com WMS III to WMS IV: Rationale for Change Since the publication of the Wechsler Memory
STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION
STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION TITLE GRADE EEO-4 CODE MENTAL HEALTH COUNSELOR V 43* B 10.135 MENTAL HEALTH COUNSELOR IV 41* B 10.137
Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Special Education
Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Special Education 0731111 Psychology and life {3} [3-3] Defining humans behavior; Essential life skills: problem
FACULTY OF EDUCATION
FACULTY OF EDUCATION Division of Applied Psychology Rapport Teen Leadership Breakthrough Program: An Evaluation Report Prepared by Anne McKeough, Vicki Schwean, Yvonne Hindes, and Keoma Thorne for The
Normal toddler, school age and adolescent neurocognitive development and measurements in these age groups
Normal toddler, school age and adolescent neurocognitive development and measurements in these age groups Gahan J. Pandina, PhD Janssen Research & Development April 17, 2015 Presented at FDA, Center for
Gilbert S. Macvaugh III, Psy.D., ABPP is a third generation clinical psychologist in independent practice in Mississippi. Dr. Macvaugh is fellowship
Gilbert S. Macvaugh III, Psy.D., ABPP is a third generation clinical psychologist in independent practice in Mississippi. Dr. Macvaugh is fellowship trained and board certified in forensic psychology.
Occupational Therapy Assistant
Occupational Therapy Assistant INDIVIDUAL PROGRAM INFORMATION 2015 2016 866.Macomb1 (866.622.6621) www.macomb.edu Occupational Therapy Assistant CREDENTIAL Associate of Applied Science TITLE Occupational
Interpretive Report of WAIS IV Testing. Test Administered WAIS-IV (9/1/2008) Age at Testing 40 years 8 months Retest? No
Interpretive Report of WAIS IV Testing Examinee and Testing Information Examinee Name Date of Report 9/4/2011 Examinee ID Years of Education 18 Date of Birth 12/7/1967 Home Language English Gender Female
CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS
CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS ABC chart An observation method that requires the observer to note what happens before the target behaviour occurs (A), what the
Technical Report #2 Testing Children Who Are Deaf or Hard of Hearing
Technical Report #2 Testing Children Who Are Deaf or Hard of Hearing September 4, 2015 Lori A. Day, PhD 1, Elizabeth B. Adams Costa, PhD 2, and Susan Engi Raiford, PhD 3 1 Gallaudet University 2 The River
Guidelines for the Documentation of a Learning Disability in Adolescents and Adults
C O N C O R D I A C O L L E G E M O O R H E A D M I N N E S O TA COUNSELING CENTER, 901 8 TH STREET SOUTH, MOORHEAD, MN 56562 Guidelines for the Documentation of a Learning Disability in Adolescents and