Psychological Testing for Children
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Transcript of Psychological Testing for Children
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Tara Buck, MD (PGY-5)University of Utah
Child & Adolescent Psychiatry Fellow
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Become familiar with different types oftesting measures
Review types of learning disorders Understand the schools role in providing
education through 504 plans and IEPs Discuss the appropriateness of using
psychoeducational versus neuropsychologicaltesting Review guidance to be given to families
pursuing special education services
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IQ tests Achievement tests
Tests of adaptive function Tests of cognitive function
Tests of individual cognitive fxn versus batteries
Personality or psychological tests
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IQ is a measure of intelligence that represents apersons learning potential.
David Weschler-the global capacity of a person to actpurposefully, to think rationally, and to dealeffectively with his environment.
Can be determined from intelligence testing Examples:
WISC-IV (Wechsler Intelligence Scale for Children-IV) WPPSI (Weschler Preschool & Performance Scale of Intelligence)
Stanford Binet Intelligence Scales (SB-5) Kaufman Assessment Battery for Children (KABC-II) Bayley Scale for Infant & Toddler Development Leiter International Performance Scale (Leiter-R) [nonverbal]
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Full Scale IQ=
Verbal
Comprehension Perceptual
Reasoning
Working Memory
Processing Speed
Very Superior: > 130Superior: 120-129High Average: 110-119Average: 90-109Low Average: 80-89Borderline: 70-79
Mild Mental Retardation: 55-69Moderate Mental Retardation:40-54
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Verbal Comprehension Index (VCI)
Similarities, Comprehension, and Vocabulary subtests
Lets play a guessing game. Tell me what Im thinking of.
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Perceptual Reasoning Index
Matrix Reasoning, Picture Concepts, and Block Designsubtests
Pick one here..
that goes withone here..
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Matrix Reasoning
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Working Memory Index
Composed of Letter-Number Sequencing and Digit Span
Tell me the numbers first, in order, starting withthe lowest number. Then tell me the letters inalphabetical order.
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Processing Speed Index
Coding and Symbol Search
When I say go, draw a line through each animal. Work as
quickly as you can w/out making any mistakes. Tell mewhen you are finished.
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Measure a students ACQUIRED knowledge and skillsin educational areas.
Areas measured include: Reading, Writing, Math, &Spelling
Indication of current academic performancecompared to a peer group Woodcock Johnson III Test of Achievement (WJ-III) Wechsler Individual Achievement Test (WIAT)
Kaufman Tests of Educational Achievement (K-TEA) Stanford Achievement Tests (SAT) Peabody Individual Achievement Test Wide-range Achievement Test (WRAT)
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Look for a discrepancy between IQ andachievement testing
Factors that may contribute to discrepancy: Depression and/or anxiety
Abuse/PTSD
ADHD Substance use
Other psychiatric disorders or psychosocial
stressors.
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When to test adaptive function:
For children with suspected intellectual disability,
cognitive impairment, and autism spectrumdisorders.
Vineland Adaptive Behavior Scale (VABS) AAMR Adaptive Behavior Scales Scales of Independent Behavior-revised
Provide age equivalence scores
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Attention Language: receptive, expressive, word
finding Memory: visual, verbal Motor: gross, fine, procedural memory
(praxis) Construction Perception (agnosia) Executive function
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Halstead-Reitan Luria-Nebraska
NEPSY-II
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MMPI (Minnesota Multiphasic PersonalityInventory)
TAT Rorschach ADOS/ADI
Content Component Scales
Fears SubscalesDepression SubscalesHealth Concerns Subscales (Somatic)Bizarre Mentation SubscalesAnger SubscalesCynicism Subscales
Antisocial Practices SubscalesLow Self-Esteem SubscalesSocial DiscomfortFamily ProblemsNegative Treatment IndicatorsLow MotivationInability to Disclose
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Projective psychological test
Proponents feel it can provide informationabout his or her views of the self, the world,and interpersonal relationships.
Picture Interpretation Technique
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When to administer: When personality andemotional function needs to be further
assessed, or when suspectedpsychopathology cannot be delineatedthrough an interview.
Inkblot Test
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When individuals demonstrate abilities belowthe level that would be expected given their
age and grade level in school Reading Disorder
Disorder of Written Expression
Mathematics Disorder
Learning Disorder NOS
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Communication Disorders
Expressive language disorder
Mixed Receptive-Expressive Language Disorder Phonological Disorder
Stuttering
Motor Skills Disorder
Developmental Coordination Disorder
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Section 504 of the Rehabilitation Act and theAmericans with Disabilities Act (ADA) -1973
Individuals with Disabilities Education Act(IDEA) - 1990
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Designed for students who can makeeffective progress without highly specializedservices, but they do need some type ofsupport or accommodation.
Unlike IDEA, Section 504 does not guarantee
that a child with a disability will receive anindividualized education program that isdesigned to meet the childs educationalneeds.
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Tests taken in a separate location with timelimits waived or extended.
Give the child frequent breaks out of the
classroom to release tics in a less embarrassingenvironment. The use of a word processor due to fine motor,
visual motor deficits. Tests/reports given orally. Shortened assignments. Standardized tests answers written directly in
the test booklet and transferred onto answersheet by teacher or assistant.
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Falls under special education law IDEA Indicates that the student needs specialized
services in order to make effective progress for
his/her grade or age level needs. Requires specialized services in the school
Categories: Specific Learning Disability
Communication Disorder Neurologic or other medical problem
Emotional Disturbance
Autism Spectrum Disorder
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Special medical concerns addressed bytreating physician
Interviews with parents and school staff
Information from parents
Specific tests which must include all areasrelated to the suspected disability
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Neuropsych- $$$
TBI (repeated concussions), Neurologic injury,
FAS, in-utero exposures Will include broad range of testing-IQ,
achievement tests, memory, exec fxn, gross/fine
motor, speech/language eval
School Testing Check to make sure IQ AND Achievement testing
was completed at the minimum.
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1) Has the Committee on Special Educationconsulted with the treating physician to
determine the nature of the childssymptoms? 2) Has the committee interviewed the
parents about specific symptoms andproblem areas they are seeing at home?
3) Have they looked at a portfolio of thechilds work?
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4) Has the child been tested in the followingareas? Motor skills (fine/gross)
Auditory processing
Language processing
Memory skills
Executive function
Sensory integration
Has a functional behavior assessment been completed?
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Bell, SM. Psychoeducational Assessment. The AssessmentProcess.P.24-36 Keys to Effective LD Teaching Practice.
Caplin, Deidre. Quick Interpretation of Intellectual Test Results.Handout.
Disorders Usually First Diagnosed in Infancy, Childhood, orAdolescence. http://behavenet.com/disorders-usually-first-diagnosed-infancy-childhood-or-adolescence Accessed on11/18/12.
Kamphaus et al. Current Trends in Psychological Testing ofChildren. Prof Psych, 31; 2, 2000, p155-164.
Krasuski, J. Lightening Review of NeuropsychologicalAssessments. American Physician Institute. 2012.
Shelley C. Heaton, Ph.D. Making the Switch: Unlocking theMystery of the WISC-IVusers.phhp.ufl.edu/jhj/WISCIV.ppt. July 24,2004. Accessed on 11/17/12.
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