Previously I was employed with an organization that took a
comprehensive approach in helping children overcome the symptoms of Asperger
syndrome, ADHD, processing disorders, and learning disabilities. Children and
adolescents who suffer these types of disorders and who have learning
disabilities often have problems processing information. Therefore, I would use
the six major steps in developing a test that helps determine how children and
adolescents processes information modeled after the Basic Achievement Skills
Inventory (BASI).
Defining the Test's Purpose: the purpose of test is to provide an
understanding of how children and adolescents processes information.
Preliminary Design Issues: individually administered, this test
assesses cognitive abilities significant for learning. Administered to children
and adolescents based on the individual age of the child or adolescent, ranging
between three and 17 years of age. Five multiple-choice subtests with a time
limit of 15 minutes each will measure varying of cognitive abilities, such as
understanding simple number concepts, phonological processing, processing
speed, visual recognition and matching, delayed and immediate recall, and
visual and verbal working memory. This test will yield performance defecates in
cognitive ability. This test will be taken by a method of
paper-and-pencil.
Item Preparation: the test subsets should help to assess the
weaknesses and strengths in cognitive processing through administered the
subtests.
Standardization and Ancillary Research Programs: this test will
analyze cognitive ability and help determine if clinical intervention needs to
occur based on the results of sample scores.
Preparation of Final Materials and Publication: technical manual
will be provided
References
Hogan, T. P. (2007). Psychological testing: A practical
introduction (2nd ed.). Hoboken, NJ:
Wiley.
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