Teaching Intelligence Testing in APA-Accredited Programs: A National Survey

Cody, Mark; Prieto, Loreto R.

doi:10.1207/s15328023top2703_05

Cited by 13 publications

(13 citation statements)

References 6 publications

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“…Surprisingly, postgraduate assessment courses often have no explicitly defined criteria for competency (Boehm et al, 1974) and fewer than half of the courses on intelligence testing surveyed by Cody and Prieto (2000) included a final evaluation of student competency. Programs typically required students to complete an average of three WAIS and three WISC administrations, but the survey did not obtain information about techniques used for teaching test administration or methods for assessing student competency.…”

Section: Training Methodsmentioning

confidence: 99%

Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students

Gilmore¹,

Campbell²

2009

The Australian Educational and Developmental Psychologist

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The assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.

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Section: Training Methodsmentioning

confidence: 99%

Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students

Gilmore¹,

Campbell²

2009

The Australian Educational and Developmental Psychologist

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“…Although a variety of cognitive assessments are used for the purpose of psychoeducational assessment, this study focuses on the WISC-IV. Many faculty members from training programs in professional psychology focus on teaching and evaluating graduate students' abilities in administering and scoring of the Wechsler scales (Cody & Prieto, 2000). The WISC-IV is used to assess the cognitive abilities of children and adolescents from 6 to 16 years of age.…”

Section: Samplementioning

confidence: 99%

Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much Is Enough?

Cormier

Norman

Cheong

et al. 2018

Canadian Journal of School Psychology

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This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The results suggest that the majority of students will require at least six attempts prior to achieving proficiency in the standardized scoring procedure associated with the WISC-IV. The significant contribution of this study stems from its notably larger sample size ( N = 546 record forms) and increased ecological validity compared with previous studies. As a result, this study is likely to improve training in an area that has been established as a core competency for school, clinical, and counselling psychologists.

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“…Instructors include several different test batteries when teaching courses on cognitive assessment (Alfonso, Oakland, LaRocca, & Spanakos, ; Cody & Prieto, ). Only recently has research documented errors on intelligence tests other than the Wechsler scales that are currently available to psychologists, such as the Reynolds Intellectual Assessment Scales (RIAS).…”

Section: Examiner Errors On Intelligence Testsmentioning

confidence: 99%

Examiner Errors on the Reynolds Intellectual Assessment Scales Committed by Graduate Student Examiners

Loe

2013

Psychology in the Schools

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Protocols from 108 administrations of the Reynolds Intellectual Assessment Scales were evaluated to determine the frequency of examiner errors and their impact on the accuracy of three test composite scores, the Composite Ability Index (CIX), Verbal Ability Index (VIX), and Nonverbal Ability Index (NIX). Students committed at least one administration, scoring, or recording error on 98% of protocols and averaged 7.53 errors per protocol. Administration errors were most common on VIX subtests (Guess What and Verbal Reasoning), whereas recording errors occurred most frequently on NIX subtests (Odd Item Out and What's Missing). Error correction and rescoring resulted in changes to all three index scores, although VIX and CIX changed most frequently.

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Teaching Intelligence Testing in APA-Accredited Programs: A National Survey

Abstract: We surveyed instructors at APA-accredited (Wechsler, 1989(Wechsler, , 1991(Wechsler, , 1997 and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986)

Cited by 13 publications

References 6 publications

Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students

Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students

Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much Is Enough?

Examiner Errors on the Reynolds Intellectual Assessment Scales Committed by Graduate Student Examiners

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