APA's guidelines for test user qualifications: An executive summary.

Turner, Samuel M.; DeMers, Stephen T.; Fox, Heather; Reed, Geoffrey M.

doi:10.1037/0003-066x.56.12.1099

Cited by 94 publications

(52 citation statements)

References 18 publications

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“…We therefore selected 2 tests that teachers are qualified to administer, in accordance with the American Psychological Association’s test user criteria 14 : the Peabody Picture Vocabulary Test–Third Edition (PPVT-III) 15 and the Beery-Buktenica Developmental Test of Visual Motor Integration–Fifth Edition (VMI-5) 16 . We also used questionnaire measures of teachers’ and parents’ impressions of children’s academic status.…”

Section: Methodsmentioning

confidence: 99%

Neurodevelopmental Outcomes in Children With Hemifacial Microsomia

Collett¹,

Speltz²,

Cloonan³

et al. 2011

Arch Pediatr Adolesc Med

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Section: Methodsmentioning

confidence: 99%

Neurodevelopmental Outcomes in Children With Hemifacial Microsomia

Collett¹,

Speltz²,

Cloonan³

et al. 2011

Arch Pediatr Adolesc Med

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“…It contains a summary of the testing conducted and formally answers the client's assessment questions. The technical report was a requirement of the course in order to meet a program competency requirement, which was developed to be consistent with the expectations for graduate trainees put forth in the American Psychological Association's Test User Qualifications (Turner, DeMers, Fox, & Reed, 2001). The technical report is not a mandatory aspect of the TA model but is often done when a referring professional or entity requires it (e.g., the school system for determining educational accommodations).…”

Section: Methodsmentioning

confidence: 99%

Trainee and Client Experiences of Therapeutic Assessment in a Required Graduate Course: A Qualitative Analysis

Smith¹,

Egan

2015

Journal of Personality Assessment

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Surveys indicate that practice and training in psychological assessment, and personality assessment (PA) to a lesser degree, has been stable or increasing over the past quarter century. However, its future arguably remains threatened due to changes in doctoral training programs and beliefs in the field concerning the utility of PA for treatment success. In order to increase interest in and use of PA, studies of training methods that include trainees’ perspectives are needed. This study evaluated the experiences of ten graduate trainees and their clients who were trained in and conducted a brief Therapeutic Assessment (TA). Qualitative responses to a self-evaluation administered post-TA were coded using directed content analysis. Results indicated that trainees’ viewed TA/PA as having clinical utility; they had positive feelings about TA/PA, and they desired or intended to use or continue learning about TA/PA. Clients’ responses reflected positive feelings about the TA, having gained new self-awareness or understanding, and having a positive relationship with the assessor. The findings suggest that teaching PA from a TA perspective could produce positive benefits for psychology trainees.

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“…The most recent version of a particular test should always be given (Turner, DeMers, Fox, & Reed, 2001). Practice guidelines for psychological testing specifically addressed by the American Psychological Association (APA) and the ABFP should be adhered to when selecting a battery (American Educational Research Association, American Psychological Association, National Council on Measurement, 2014).…”

Section: The Forensic Neuropsychology Test Batterymentioning

confidence: 99%