Monday, May 26, 2014
Identify the eight common characteristics of individually administered intelligence tests presented in chapter eight of the text (Hogan, 2007) as if you were administering an intelligence test of your choice in a setting of your choice.
As a graduate student who is earning a Ph.D. in Clinical Psychology, I was tasked with administering intelligence tests to children perceived to have learning disabilities under the supervision of Dr. Smith, Ph.D., a licensed clinical psychologist; whereas such testing occurred during my final and last residency before graduation. Nine child were referred to our facility through and because of the concerns of their teachers who discussed such concerns with the children's parents. One child in particular, a teacher had concerns that the child was very determined to learn but fell well below other students in regard to how he was progression in the classroom.
Therefore, I employed the Wechsler Intelligence Scale for Children (WISC-IV) for this particular child and for the rest of the children. With this particular child I had several puzzles in place for him to complete as such with the other children. However, this particular child took longer to complete the first two such puzzles than the other children, and seemed overly active and became frustrated while completing such puzzles, but could complete them. Therefore, I sat with the child and helped complete the remaining puzzles but noticed the same behavior.
During the administration of the WISC-IV, I noticed a similar trend with this child, whereas he took longer than the other children to complete the testing and seemed distracted and unable to concentrate on the test and he became overly active again. He was barely able to complete the test within the hour time limit but did not complete the testing just not as quickly as the other children. When the scores were processed this particular child scored well above any of the other children's scores. This child did not have a learning disability; however, it was my belief that he had an attention problem. Therefore, my recommendation to Dr. Smith was that this child needed further testing to determine if he suffered from Attention Deficit Hyperactivity Disorder ADHD.
One trend in the development and use of individually administered intelligence tests are that tests more so use a particular version of a hierarchical model of intelligence as a means of a theoretical framework (Hogan, 2007). Another trend in the development and use of individually administered intelligence test is that in regard to comprehensive testing, there is more complexity, that is, in how tests are structured and the use of tests scores.
Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.). Hoboken, NJ: Wiley.