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Psychological Test Descriptions Revised

Psychological Test Descriptions Revised

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Published by: The Math Magazine on Jun 22, 2013
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1Psychological Evaluation Tools Updated 10/2011
North Tonawanda City School DistrictNorth Tonawanda, New York 14120-4097
1.1] (KBIT-2) Kaufman Brief Intelligence Test - Second Edition: 
is an individuallyadministered brief intelligence test for individuals aged 4 through 90 years. The
consists of twoscales. The Crystallized (Verbal) Scale contains two item types: Verbal Knowledge and Riddles,which measure receptive and expressive vocabulary. The Fluid (Nonverbal) Scale is a Matricessubtest that measures nonverbal skills and problem solving abilities.**Administration time: 15-30 minutes depending on the
child’s age and ability.
1.2] (SB:V) The Stanford-Binet Intelligence Scale: Fifth Edition: 
This test is an individuallyadministered measure of intellectual abilities for individuals aged 2 through 85+ years. The FifthEdition includes comprehensive coverage of five factors--Fluid Reasoning, Knowledge, QuantitativeReasoning, Visual-Spatial Processing, and Working Memory
as well as the ability to compare verbaland nonverbal performance. Fluid Reasoning is the ability to solve verbal and nonverbal problemsusing inductive or deductive reasoning.
Knowledge is a person’s accumulated fund of general
information acquired at home, school, or work. Quantitative
easoning is an individual’s facility with
numbers and numerical problem solving, whether with word problems or with pictured relationships.Visual-
Spatial Processing measures an individual’s ability to see patterns, relationships, spatial
orientations, or the gestalt whole among diverse pieces of a visual display. Working Memory is a classof memory processes in which diverse information stored in short-term memory is inspected, sorted, or transformed. **Administration time: 15-75 minutes depending on the
child’s age and ability.
1.3] (TONI-3) The Test of Nonverbal Intelligence 
Third Edition: 
The Test of NonverbalIntelligence Third Edition
, was designed as an individually administered, language-free,motor and culture reduced measure of intellectual abilities that does not involve the use of words. Thetasks in this test require abstract/figural reasoning and problem solving. The test also requires minimalmotor skills, as the individual responds through pointing. It measures a single intelligent behavior, that
is, a person’s ability to solve novel, abstract problems. It is to be used with individua
ls ranging in agefrom 6:0 through 89:11. It consists of two equivalent forms each containing 45-items; either form can be administered. The
individual’s performance is summarized as an overall standard score.
**Administration time: 15-
20 minutes depending on the child’s age and ability.
1.4] (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence 
Third Edition: 
 This scale of intelligence is an individually administered clinical instrument for assessing theintellectual ability of children aged 2:6 through 7:3. The
consists of a variety of subtestseach measuring a different facet of intelligence. There are four core subtests for children aged 2 years,6 months through 3 years, 11 months. There are seven core subtests for children aged 4 years, 0
months through 7 years, 3 months. A child’s performance on these various measures is summarized
Psychological Assessment Tools
1] Cognitive/I.Q.
2Psychological Evaluation Tools Updated 10/2011into three composite scores: Verbal IQ (verbal reasoning skills), Performance IQ (nonverbal reasoningskills), and a Full Scale IQ. Two additional, optional composite areas include Processing SpeedQuotient (measures speed of mental or graphomotor processing) and General Language Composite(receptive and expressive vocabulary knowledge). **Administration time: 40-60 minutes depending
on the child’s age and ability.
1.5] (WISC-IV) Wechsler Intelligence Scale for Children - Fourth Edition 
: The WISC-IV 
is anindividually administered clinical instrument for assessing the general cognitive functioning of children aged 6:0 through 16:11. It consists of 10 core subtests each measuring a different facet of intelligence. There are also five additional supplemental subtests, which can be used to substitute for 
the core tests if needed. A child’s performance on these various measures is summarized into five
composite scores: Verbal Comprehension (measures verbal abilities utilizing reasoning,comprehension, and conceptualization), Perceptual Reasoning (measures perceptual reasoning andorganization), Working Memory (measures attention, concentration, and working memory), ProcessingSpeed (measures speed of mental or graphomotor processing), and a Full Scale IQ
measures overallcognitive functioning).**Administration time: 65-
80 minutes depending on the child’s age and ability.
1.6] (WAIS-IV) Wechsler Adult Intelligence Scale 
Fourth Edition 
The Wechsler AdultIntelligence Scale - Fourth Edition is an individually administered clinical instrument for assessing theintellectual ability of children aged seventeen through adult. The
consists of a variety of subtests each measuring a different facet of intelligence.
A child’s performance on these various
measures is summarized into three composite scores: the Verbal, P
erformance, and Full Scale IQ’s.Together, these IQ’s
 provide estimates of an individual’s intellectual abilities.
The Verbal IQ score isa measurement of acquired knowledge, verbal reasoning, and attention to verbal details. ThePerformance IQ score is a measurement of fluid reasoning, spatial processing, attentiveness to detail,and visual-motor integration. The Full Scale IQ is the aggregate score of the VIQ and PIQ scores andis usually considered to be the score that is most representative of 
, or global intellectual functioning.In addition, the
provides four optional factor-based index scores: Verbal Comprehension,Perceptual Organization, Working Memory and Processing Speed. Verbal Comprehension is ameasure of verbal acquired knowledge and verbal reasoning. Perceptual Organization is a measure of nonverbal, fluid reasoning, attentiveness to detail, and visual-motor integration. Working Memoryincludes a range of tasks that require the examinee to attend to information, to hold briefly and processthat information in memory, and then to formulate a response. Processing Speed is a measure of the
individual’s ability to process visual information quickly.
**Administration time: 50-75 minutesd
epending on the child’s age and ability.
1.7] (CAS) Cognitive Assessment System: 
is an assessment battery designed to evaluatecognitive processing. The
was developed to integrate theoretical and applied areas o psychological knowledge using a theory of cognitive processing and tests designed to measure those processes. More specifically, the
was developed to evaluate Planning, Attention, Simultaneous,and Successive (PASS) cognitive processes of individuals between the ages of 5 and 17 years. The
is an individualized assessment that may be used for a variety of purposes including: diagnosis,eligibility, determination of discrepancies, reevaluation, and instructional planning.The
is useful in identification of disorders of basic psychological processes, central to thedefinition of learning disability in the 2004 reauthorization of IDEA. It features an 8-subtest BasicBattery and a 12-subtest Standard Battery for flexible administration options. The
can also
3Psychological Evaluation Tools Updated 10/2011facilitate the identification of Attention-Deficit/Hyperactivity Disorders, Traumatic Brain Injury,Learning Disabilities, Mental Retardation, and Giftedness. Further, it is appropriate for culturallydiverse groups, due to substantially smaller African American and White differences than traditionalIQ tests.**Administration time: 45-
60 minutes depending on the child’s age and ability.
1.8] (WJ-COG III NU) Woodcock-Johnson: Tests of Cognitive Abilitie
Third Edition - Norms Updated: 
is an individually administered clinical instrument for assessing thegeneral cognitive functioning of children aged 6:0 through 16:11. The test yields standard scores for general intelligence, as well as the broad cognitive abilities: Verbal Ability (language developmentthat includes the comprehension of individual words and relationships among words), WorkingMemory (how well the student can hold information in immediate awareness), Thinking Ability(measures different thinking processes that the student could use when information in short-termmemory cannot be processed automatically), and Cognitive Efficiency (ability to process informationautomatically). Seven subtests are administered to compute a General Ability Intelligence standardscore. The general, composite, and subtest standard scores have a mean of 100 and a standard
deviation of 15. The data gathered provides information about a student’s range of cognitive abilities in
relation to his or her same-aged peers. Updated norms from 2007 are used.**Administration time: 50-
70 minutes depending on the child’s age and ability.
1.9] (DAS-2) Differential Ability Scales- 2: 
is an individually administered battery of cognitive and achievement tests for children and adolescents from ages 2 ½ years through 17 years.The diverse nature and individual reliability of the core and diagnostic subtests make the
useful tool for profiling a child’s strengths and weaknesses. All 20 subtests involve activities that are
appropriate to the developmental level of the child being evaluated. The subtests are grouped into theEarly Years and School-Age cognitive batteries with subtests that are common to both batteries andthose that are unique to each battery. The Early Years core battery includes verbal, nonverbal, andspatial reasoning subtests appropriate for ages 2:6 through 6:11. The battery is divided into two levels:children ages 2:6
3:5 and 3:6
6:11. The younger children are administered four core subtests to obtainthe GCA composite score and children ages 3:6
6:11 take six core subtests which contribute to theGCA composite score. Although these subtests focus on ages 2:6-6:11, it can also be used to assesschildren ages 7:0
8:11 who are suspected of having cognitive delay. There are three optionaldiagnostic subtests: Recall of Objects Immediate and Delayed, Recall of Digits Forward, andRecognition of Pictures. There are also two optional diagnostic clusters: working memory and processing speed.The School-Age core battery contains subtests that can be reliably used to assess children ages 7:0through 17:11. These subtests measure verbal reasoning, nonverbal reasoning, and spatial reasoningabilities. The subtests can also be used to assess children ages 5:0
6:11 who may be cognitively gifted.In addition, there are up to nine diagnostic subtests for this age group that feed into three possiblediagnostic cluster scores: working memory, processing speed and, for the youngest ages, schoolreadiness.Both batteries yield a General Conceptual Ability score (GCA), which is a composite score focusingon reasoning and conceptual abilities. The cognitive portion of the
(Cognitive Battery) providesa composite score reflecting conceptual and reasoning abilities,
cluster scores
measuring more specificability areas, and individual subtest scores representing a range of diverse abilities.**Administration time: 30-
65 minutes depending on the child’s age and ability.

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