Quiz on Communicating Results: Intelligence and General Ability

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Liberty University *

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Psychology

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Dec 6, 2023

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Quiz: Communicating Results/Assessment of Intelligence and General Ability Due Nov 26 at 11:59pm Points 25 Questions 20 Time Limit 60 Minutes Instructions Attempt History Attempt Time Score LATEST Attempt 1 43 minutes 25 out of 25  Correct answers are hidden. Score for this quiz: 25 out of 25 Submitted Dec 3 at 7:50pm This attempt took 43 minutes. The quiz: Covers the Textbook material from Module 5: Week 5 . Contains 20 multiple-choice questions. Is limited to 60 minutes . Allows 1 attempt . Is worth 25 points . The questions are multiple-choice and similar to the content found on the state licensure examinations. There are ten questions from each textbook chapter. Quiz is open- book/open-notes. Submit this assignment by 11:59 p.m. (ET) on Sunday of Module 5: Week 5. Sign In

1.25 / 1.25 pts Question 1 An individual with a composite score of 118 on the Wechsler scales would have a level of intelligence classiWed as: Low Average. Average. High Average. Superior. 1.25 / 1.25 pts Question 2 Louis Thurston particularly challenged the notion of: Multiple ability factors The general intelligence factor Primary mental abilities Intelligence as a product of the environment

1.25 / 1.25 pts Question 3 According to early psychometric research, _______________ is the concept that governs performance on all tasks and abilities. Ego development Ability factor General ability General intelligence factor 1.25 / 1.25 pts Question 4 According to Piaget’s theory, a 10-year-old child would be in the _______________ stage of cognitive development. Sensorimotor Preoperational Concrete operational Formal operational

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1.25 / 1.25 pts Question 5 Which test might an examiner choose if he or she wishes to include the broadest IQ range and chronological age? WAIS-III Stanford-Binet Intelligence Scale WISC-III WIPPSI-R 1.25 / 1.25 pts Question 6 A teacher who tailors his/her educational practices in a way that assesses multiple types of intelligence, such as bodily/kinesthetic intelligence, or interpersonal intelligence, is likely to be inbuenced by the theory of: John Carroll David Wechsler Robert Sternberg Howard Gardner

1.25 / 1.25 pts Question 7 Charles Spearman deWned intelligence as comprised of: Two factors, including a general intelligence factor and speciWc factors. The ability to judge, reason, and think abstractly. Adaptability and assimilation. Cognitive processing ability. 1.25 / 1.25 pts Question 8 Which statement concerning the Stanford-Binet Intelligence Scale is true? The FSIQ, VIQ, and NVIQ have composite scores with a mean of 100 and a standard deviation of 1.

The subtests are organized into Wve cognitive factors in both the verbal and nonverbal domains. The test was normed on a small, nonstratiWed group of individuals. The test is appropriate for individuals aged 18 and older. 1.25 / 1.25 pts Question 9 A test used by a school to measure skills learned over the course of a year would be classiWed as a(n): Intelligence test. Achievement test. Aptitude test. Cumulative ability test. 1.25 / 1.25 pts Question 10 Overall intelligence test scores are usually converted to

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standard scores with a mean of ___________ and a standard deviation of __________. 100; 1 1; 10 100; 15 1; 15 1.25 / 1.25 pts Question 11 Counselor Karen is communicating negative assessment results to Jill that are potentially damaging to Jill’s self- concept. What might Karen need to do in this situation? Work with Jill on extending her level of acceptance prior to the feedback session. Focus on Jill, rather than the test itself, during the feedback session Keep the rationale for cutoff scores and validity of the test conWdential because they will overwhelm Jill.

Communicate results by using clinical terms, such as “deviant,” so that Jill accepts the test results as valid. 1.25 / 1.25 pts Question 12 What is the critical factor in the examinee’s acceptance of test results? The manner in which the examiner delivers the results. Whether or not the results meet the examinee’s expectations. The examinee’s readiness to hear the results. The examinee’s previous experiences with the process of testing and assessment. 1.25 / 1.25 pts Question 13 Sally’s parents are upset about her performance on a

battery of tests. The examiner explains to the parents that tests measure only a sample of behavior at a particular time, that scores are not Wxed, can go up or down from year to year, and that Sally’s score may be low because she is simply not skilled in the area measured by the particular tests. What important area of understanding does this particular discussion address? Parents realize the importance encouraging the child to do their best, because placement decisions often depend upon test results. Parents understand the potential for bias in the testing process, despite considerable procedures to reduce it. Parents understand the dynamics of testing and refrain from making hasty value judgments based on their child’s test results. Parents understand that they may not be reimbursed by the school district if they choose to have the child re- evaluated by an independent source. 1.25 / 1.25 pts Question 14

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Assessment results are of direct interest to: School personnel (i.e., teachers, principals, school counselors, etc.). Potential employers of the examinee. The examinee or parents of a minor examinee. The practitioner who conducted the clinical assessment. 1.25 / 1.25 pts Question 15 On aptitude and achievement tests, a bat proWle indicates: Similar levels of performance in all areas being measured. Similar levels of performance to those of other test- takers. Low levels of test reliability. Low levels of test validity.

1.25 / 1.25 pts Question 16 During a feedback session, all of the following may occur EXCEPT: Acquiring additional information relevant to the assessment process. Providing recommendations for future plans. Educating the examinee (and family members) about what the assessment results mean. Providing psychotherapy to the examinee and family members. 1.25 / 1.25 pts Question 17 Which of the following statements about feedback sessions is TRUE?

They are scheduled approximately 90 days after the assessment is completed. The clinician should focus on the examinee’s thoughts and feelings about their assessment results. The examinee should not be present for the session because assessment results can be troubling. A minor examinee should not participate in the discussion of test results because they are unqualiWed to interpret assessments. 1.25 / 1.25 pts Question 18 According to the text, in which section of the assessment report is it particularly important for the assessor to remember that other individuals, such as parents/spouses of the examinee, case managers, attorneys, and even the examinee themselves, may read the report? Assessment Procedures. Reason for Referral. Behavioral Observations.

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Background Information. 1.25 / 1.25 pts Question 19 What can an examiner do that may be helpful if parents do not understand the test results after the examiner initially presents them? Repeat the information in an increasingly louder voice until the parents understand it. There is no need to do anything because the information will eventually sink in. Use visual presentation of results, such as graphs, charts, and proWles. Disregard the original test scores, administer additional tests to the child, and report the results of those tests instead. 1.25 / 1.25 pts Question 20

Which of the following statements about feedback sessions with parents is TRUE: Examiners should use technical language when communicating test results, in order to appear credible. The speciWc purpose of the test should be withheld from the parents because it may cause unnecessary anxiety. Parents should be informed about the conWdentiality of test results. Parents are always receptive to test results and eager to incorporate them into a plan to help the child. Quiz Score: 25 out of 25

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