Milestone Two Draft of Observation and Benefits and Limitation

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Southern New Hampshire University *

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Psychology

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Dec 6, 2023

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1 Milestone Two Draft of Observation and Benefits and Limitation Observation The client's behavior is during the test is as follows he is impulsive, but he is observant of small details. He was also obedient but fidgetily when it came time to take the test. He responds conveniently and practically but rude manner (expedient style). He often yawning and asking for breakings after only been testing for a short amount of time. He does well on the timed task, but he skipped mathematical questions saying that he understands them but just doesn’t want to do them. The observation is a contrived situation as his parents and teacher are worried about him. The client, Arthur, is aware he is being tested. The Behavior Assessment System of Children (BASC-ll) was filled out by his mother He has hot uncontrollable episodes accompanied by disruptive behavior and impulsiveness. She did not check the boxes of him experiencing any type of anxiety or depression disorder however he did have a lot of chest pain quite often. Also, in the assessment, it was marked Struggled to control his moods easily frustrated, and became very upset when things changed in his immediate surroundings. However, she did not observe any aggressive behavior or bullying activity even though his scores were high in the following: hyperactivity, attention to problems, emotional self-control, negative emotions, and resilience. The teacher observed the author went on his own free will. When asked why he was there he answered with the following: His answer to being tested is the following: “To see if I’m crazy because I’m always getting into trouble”. Arthur was observed to be uneasy during his testing and constantly yawning. When asked why he was constantly yawning he said that he had stayed up late playing video games. Benefits and Limitations

2 Milestone Two Draft of Observation and Benefits and Limitation The test administered to Arthur was WISC-IV (Wechsler Intelligence Scale for Children – 4 th Edition) and the WIAT-ll (Woodcock-Johnson Test of Cognitive Ability). Also, the BASC-2 (Behavior Assessment Rating Scales for Children- 2 nd Edition) and the KTEA-lll (Kaufman Test of Educational Achievement). The WISC-IV is used to assess the general thinking and reasoning skills of children 6 years to 16 years old. The test scores in five main areas: Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed, and Full-Scale score. The WIAT-ll is an achievement test for individuals 4 through adulthood. This test focus on testing these skills; Reading, Mathematics, Written Language, and Oral Language. The Verbal Comprehension Score understanding verbal information. The Perceptual Reasoning Score evaluates skills that solve the nonverbal problem. The Working Memory Score is related to learning and achievement. The Processing Speed Score focuses on the development in reading and thinks quickly (in general). The Full-Scale Score is the combination of all the scores, it derives the client’s overall thinking and reasoning skills. In the WIAT-ll Reading, reading tests word reading, reading comprehension, pseudoword decoding. Mathematics tests Numerical Operations Mathematics Reasoning. Written Language test the spelling and written expression. Oral Language tests listening comprehension. In the WISC-IV, Arthur scored between high average and average. One benefit of the WISC- IV test is that it is based on the ability to test if he is capable to test or if there is something else wrong with them. The limit of this test is it doesn’t test his ability to test alone, since they read to him and he had to speak his answer. In the WIAT-ll, Arthur scored borderline to low average. One benefit of this test it tests a bit of everything (like math, reading, and writing). One of the

3 Milestone Two Draft of Observation and Benefits and Limitation limits of this test is the client may not want to do it but know how to do it, therefore decreasing his score. Each of the psychological tests was done to follow the ethical guideline of the APA ethical code. As section 9: Assessment, subcategory .02: Use of Assessment of the APA Ethical Codes, these tests were conducted in with the “appropriate in the light of research” (American Psychological Association, 2017). The WISC-IV (Wechsler Intelligence Scale for Children – 4 th Edition) and the WIAT-ll (Woodcock-Johnson Test of Cognitive Ability). Also, the BASC-2 (Behavior Assessment Rating Scales for Children- 2 nd Edition) and the KTEA-lll (Kaufman Test of Educational Achievement), were given to Arthur and deemed appropriate because they were used for a specific reason in mind and were made for children specifically. According to Section 9: subcategory .07: Assessment by Unqualified Persons and Section 9: subcategory .09(a): Obsolete Test and Outdated Test Results, these tests should be given only by professional and the validity and reliability (supported by the teacher and parent report) (American Psychological Association, 2017).

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4 Milestone Two Draft of Observation and Benefits and Limitation Reference American Psychological Association. (2017, March). Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code Reynolds, C. R., & Kamphaus, R. W. (2015). Teacher Rating Scales Report Behavior Assessment System for Children (Second ed., pp. 1-17, Rep.). NCS Pearson, Inc. Reynolds, C. R., & Kamphaus, R. W. (2015). Parent Rating Scales Report Behavior Assessment System for Children (Second ed., pp. 1-16, Rep.). NCS Pearson, Inc. WISC-IV and WIAT- ll Test Scores (pp. 1-4, Rep.). (2008). Pearson Education.

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