Heightened public awareness of autism and increased prevalence estimates of autism spectrum disorders (ASDs) has generated a sense of urgency within the public school system to identify children with these disorders for targeted intervention. Two multidisciplinary groups of professionals, one each from two separate school districts, were identified and trained to provide diagnostic and consultative services. This paper outlines a model process for school personnel to develop a basic level of training and competence in recognizing and serving students who have an ASD by (1) providing an overview of the legal and clinical issues involved in screening for children with ASD within the school system, (2) defining a school-based professional training process and (3) outlining a school-based ASD screening process.

Existing research on the Spanish-language translation of the Personality Assessment Inventory (PAI; L. C. Morey, 1991) suggests that the validity scales from the English- and Spanish-language versions may not be equivalent measures. In the current study, 72 bilingual participants completed both the English- and Spanish-language versions of the PAI under the instructions to respond honestly, to overreport psychopathology for an insanity case, or to underreport psychopathology for an employment evaluation. Overall, the English- and Spanish-language validity scales performed similarly, and scores from the Negative Impression Management and the Positive Impression Management scales demonstrated the highest levels of equivalence and accuracy for the identification of simulators across language versions.

As the Spanish-speaking population grows in the United States, the number of psychologists asked to conduct psychological evaluations of Spanish-speaking clients is likely to increase. Although Spanishlanguage translations of many psychological tests are being sold by major test publishing companies, many of these tests have little or no research supporting their use with Spanish-speaking U.S. residents. Psychologists must carefully consider the level of research support for translated tests before using them with Spanish-speaking clients. This article provides a 4-step approach to assist practitioners in making professionally responsible decisions about using translated tests. The authors provide an example of this approach by reviewing the current state of research support for translated tests designed to assess personality and psychopathology in adults.

Sexual assault is unfortunately common, especially among lesbian, gay, and bisexual (LGB) individuals. Yet, the associations of such victimization have not yet been extensively established in the areas of sexual identity and romantic relationship functioning. Accordingly, the present study examined the associations between lifetime sexual assault, LGB identity, and romantic relationship functioning in a sample of 336 LGB individuals. A history of sexual assault was associated with attachment anxiety and several sexual identity components (i.e., higher levels of acceptance concerns, identity uncertainty, internalized homonegativity, and identity superiority). Furthermore, an association of sexual assault and attachment avoidance was moderated by internalized homonegativity. Finally, a more secure LGB identity was associated with healthier romantic relationship functioning. Collectively, these findings are applicable to services for LGB sexual assault victims, suggesting the incorporation of treatment that bolsters LGB identity and couple functioning. Limitations and future directions are discussed.

Q-interactive is a relatively new technology-based individualized testing platform developed by Pearson, Inc. for use by practitioners as an alternative to the traditional paper-and-pencil method of individualized testing. The potential utility of this type of assessment format for both practicing psychologists and trainers of psychologists is explored, including positive and negative initial reactions to the use of the program and first impressions from a number of first-time users. The implementation of new technology as part of a testing course for graduate students from 3 different graduate programs was initiated, and data were collected over 1.5 years in order to investigate the utility of Q-interactive as a test administration method, determine any potential problems for the use of this testing format, and explore graduate student user impressions. No differences were noted among graduate student ratings of test administration experiences, regardless of the administration method learned initially. Significant differences were found, however, with regard to students' impressions of volunteer client engagement, eagerness to participate, and client enjoyment of testing, with volunteer clients rated as more engaged, more eager, and having more fun when presented with technology-based materials. Interestingly, although the majority of students indicated a strong preference for one administration format over another, the number preferring a technology-enhanced administration was only slightly higher, with most preferring to learn using the paper-and-pencil administration format initially. Implications for practitioners, supervisors, and instructors are discussed.