CNL523_T7_Psychological Testing and Assessment of Adolescents
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Psychological Testing and Assessment of Adolescents
College of Humanities and Social Sciences, Grand Canyon University
CNL-523: Assessments Tests and Measurements
July 5
th
, 2023
Psychological Testing and Assessment of Adolescents
There is little doubt in the United States that educators are unsung heroes. The school system provides an environment for children ages 5-17 to grow, learn, and become prepared for the “real world”. It can be difficult, though, to determine how well children are progressing. Every child is unique, with their own individual learning style and capacities. Teachers must utilize testing and assessment tools to ensure the material they are teaching is being absorbed, and whether students are prepared to move on to the next stage of learning (Cohen, et al., 2022). Testing can also be used to identify intellectual deficiencies. The following will discuss intelligence tests, specifically the Wechsler Intelligence Scale, when it is appropriate to administer this test, and how it can help in diagnostic understanding.
The Significance of Intelligence Tests
Intelligence testing has been around since the early 1900s, first introduced with the intention of identifying learning impairment in children but has grown and evolved and is now used for a variety of purposes including placing recruits in the U.S. military into areas that they are best suited for, as well as discovering the scholastic aptitude of college applicants (Benson, 2003). It became apparent throughout the years that tests were flawed and did not consider the diverse backgrounds and experiences of the overall population at large. Necessary adaptations and revisions have been made to be more inclusive and indicative of the test-takers’ true abilities.
In academic settings, testing can be used to improve children's learning by differentiating between children with conditions such as a learning disabilities or attention deficit disorder, as well as effectively measure the capacities of children raised in different cultural and/or linguistic backgrounds (Benson, 2003). Intelligence testing is instrumental in ensuring a learning environment that optimal for a child’s growth.
The Wechsler Intelligence Scale
The most widely used intelligence test for children is the Wechsler Intelligence Scale for Children, the most recent being the Fifth Edition (WISC-V). Psychologist David Wechsler began
to develop his concept in the 1930’s due to a growing need for an instrument to evaluate the intellectual capacity of linguistically and culturally diverse clients (Cohen, et al., 2022). The most updated version utilized a normative standardization sample of 2,200 children aged 6 – 16 years (Pearson, 2023).
The WISC-V test currently consists of five domains for scoring: Verbal Comprehension (VC), Visual Spatial (VS), Fluid Reasoning (FR), Working Memory (WM), and Processing Speed (PS), and 16 “subtests”, which include seven “Primary” subtests (Similarities [SI], Vocabulary [VC], Block Design [BD], Matrix Reasoning [MR], Figure Weights [FW], Digit Span [DS], and Coding [CD]) and six “Secondary” subtests (Information [IN], Comprehension [CO], Picture Concepts [PC], Arithmetic [AR], Letter–Number Sequencing [LN], and Cancellation [CN]) (Canivez, et al., 2016). The WISC-V is not without its shortcomings, of course. Meta-analyses have determined the test to be considerably “over factored”, and it may not be entirely reliable in making determinations on the individual level (Canivez, et al., 2016). Continued work and research are taking place to extract the unnecessary, refine, and adjust accordingly. When to Administer
Knowing when to administer an intelligence test is arguably just as important as knowing
what instrument to choose. In an academic environment, a child may display behaviors or attitudes that indicate to an educator that they are experiencing difficulties. Below average grades
in one or more subjects would be a sign that there could be an intellectual deficiency.
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Additionally, if a child is avoidant about going to school and/or participating in class, this could be indicative of the child’s lack of comprehension of the subject material. The WISC-V is effective for school psychologists, clinical psychologists, and neuropsychologists to identify and diagnose intellectual and learning disabilities, as well as brain injury (Pearson, 2023). Inversely, the test can be used if a child is demonstrating exceedingly above average intelligence. The WISC-V can determine strengths as well as weaknesses and assess whether a child is intellectually gifted (Pearson, 2023). Diagnostic Understanding
If a child is determined by the WISC-V to have an intellectual impairment, this will help educators and parents to 1) understand why the child was demonstrating the avoidant behavior and receiving poor grades, and 2) guide them to the next steps in determining a diagnosis. For example, children with attention deficit hyperactivity disorder (ADHD) will demonstrate consistent deficiencies in cognitive performance in areas such as executive functions, working memory, and processing speed. For an ADHD diagnosis, cognitive profiles will likely have moderate impairments in the domains of working memory, reaction time variability, response inhibition, intelligence/achievement, and planning/organization (Becker, et al., 2021). If the child’s WISC-V results point to an ADHD diagnosis, additional testing would be advised. Conclusion
Intelligence testing of children is an important process in determining their strengths and weaknesses, and to ensure that they are comprehending the material they are being taught in school and progressing toward the next level. Tests such as the WISC-V are not perfect, and variations will continue to be introduced, as researchers refine and adapt instruments to accommodate a steadily changing population. They can, however, be instrumental in uncovering
potential barriers to learning, such as learning disabilities and ADHD. Armed with the information gathered from intelligence tests, educators and parents can better understand the intellectual capacity of children who are demonstrating maladaptive behaviors and receiving poor grades and take the appropriate next steps to provide a fostering learning environment and gives the child their best chance at success.
References
Becker, A., Daseking, M., & Kerner auch Koerner, J. (2021). Cognitive Profiles in the WISC-V of Children with ADHD and Specific Learning Disorders. Sustainability
2021, 13
(17), 9948; https://doi.org/10.3390/su13179948
Benson, E. (2003). Intelligent intelligence testing. American Psychological Association. https://www.apa.org/monitor/feb03/intelligent.html
Canivez, G., Watkins, M., & Dombrowski, S. (2016). Factor Structure of the Wechsler Intelligence Scale for Children—Fifth Edition: Exploratory Factor Analyses With the 16 Primary and Secondary Subtests. Psychological Assessment, 28
(8), 975–986.
Cohen, R. J., Schneider, W. J., & Tobin, R. M. (2022). Psychological testing and assessment: An introduction to tests and measurement
(10th ed.). McGraw-Hill Companies. ISBN-13: 9781260837025
Pearson (2023). Wechsler Intelligence Scale for Children | Fifth Edition. Pearson Assessments. https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-
Assessments/Cognition-%26-Neuro/Gifted-%26-Talented/Wechsler-Intelligence-Scale-
for-Children-%7C-Fifth-Edition-/p/100000771.html?tab=product-details
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