Q-interactive: Training Implications for Accuracy and Technology Integration

Abstract

With the iPad-mediated cognitive assessment gaining popularity with school districts and the need for alternative modes for training and instruction during this COVID-19 pandemic, school psychology training programs will need to adapt to effectively train their students to be competent in administering, scoring, an interpreting cognitive assessment instruments. This manuscript describes a mixed methods study of graduate students learning both the traditional and digital format (Q-interactive) of the WISC-V, with the goal of improving training methods and reducing administration and scoring errors. Results indicated that more errors are made on the traditional format than on the digital format, but the errors that did occur on the digital format were on subtests that require clinical acumen. Q-interactive did not reduce errors related to more complex judgments and nuanced scoring. The participating graduate students were surveyed regarding their perceptions of each format, and they revealed a majority preference for the digital format. Training implications are discussed, and specific suggestions provided for how training programs may respond to our current situation by integrating Q-interactive into their assessment courses.

Computer-enhanced practice: The benefits of computer-assisted assessment in applied clinical practice.

“…It is important to emphasize that computer-assisted assessments cannot eliminate all sources of human error, and a high level of clinical training is still necessary to administer and score tests accurately. In fact, among the 40% of Q-interactive protocols that contained errors in the Corcoran (2021) study, all of the errors were related to clinical judgment (e.g., erroneously assigning 0, 1, or 2 point scores on Wechsler Similarities or Vocabulary subtests). Although computerized assessments can reduce or eliminate many aspects of human error, clinical judgment is still a uniquely human capacity and examiners should continue to seek training and consultation to develop their clinical skills and avoid overconfidence in assessment technologies.…”

“…Programs may also audio-record patient responses, which increases accuracy by allowing clinicians to review exact responses postadministration. In a recent study of 46 graduate student examiners, Corcoran (2021) found that those who administered the WISC-V using the traditional format made over three times as many errors as those who used Q-interactive. Students made 84% fewer administration errors and 71% fewer scoring errors when using Q-interactive.…”

Introduction to Critical Training Topics Series II: Meeting the Diverse Needs of a Changing Nation

“…However, very little research has examined the training implications for the use of such technology. Hence, Corcoran (2021, in this issue) compared administration errors for traditional and digital formats of a cognitive assessment after course instruction regarding their administration. Overall, the authors found significantly more errors for the traditional compared to digital format.…”

Remote Cognitive Screening Of Healthy Older Adults for Primary Care With the MyCog Mobile App: Iterative Design and Usability Evaluation

“…Well-validated computerized screeners have the potential to improve accuracy and overcome practical obstacles to cognitive screening in primary care settings. Automation of scoring and rote administration tasks can save time and reduce common examiner-related errors [ 25 , 26 ]. In addition to the time-saving benefits, many PCCs appreciate the interpretation guidelines and recommendations offered by computerized screening reports [ 27 ], which may help improve approaches to dementia care [ 5 ].…”