Find A Test To Assess Intelligence Or Education

1find A Test To Assess Intelligence Or Education Find A Similar Alt

Find a test to assess, intelligence or education, and find a similar alternative test for administration with an individual who may be blind, deaf, or nonverbal. How are they similar? How are they different? Navigate to the Pearson Assessment website. Identify an assessment that could be used in a diagnosis. What is the assessment and what is the diagnosis? What are the attributes to be aware of when considering how to match the client and the test?

Paper For Above instruction

Introduction

Assessment of intelligence and educational achievement is fundamental in psychological and educational contexts. Tests such as the Wechsler Intelligence Scale for Children (WISC) and the Stanford-Binet Intelligence Scales are widely used to measure cognitive abilities. However, traditional assessments often pose challenges when administered to individuals who are blind, deaf, or nonverbal. Therefore, alternative assessments tailored to accommodate sensory impairments are essential for accurate diagnosis and effective intervention planning.

Standard Tests and Their Alternatives

The Wechsler Intelligence Scale for Children (WISC) is a prominent standardized test used to evaluate intelligence in children aged 6 to 16. It involves verbal and performance components that require verbal instructions and responses. For individuals who are blind, deaf, or nonverbal, modifications or alternative assessments are necessary. One such alternative is the Leiter International Performance Scale-Revised (Leiter-R), which measures nonverbal intelligence through problem-solving tasks that do not rely on speech or hearing. The Leiter-R assesses functions like reasoning, memory, and problem-solving via visual-motor tasks, making it suitable for individuals with sensory impairments.

The similarity between WISC and Leiter-R lies in their aim to evaluate cognitive ability, providing a quantifiable measure of intelligence. However, they differ significantly in administration methods. The WISC involves verbal instructions and responses, whereas the Leiter-R exclusively uses nonverbal tasks, minimizing the impact of sensory deficits.

Assessment from Pearson Website for Diagnosis

On the Pearson Assessment website, the Wide Range Achievement Test (WRAT) is an example of an assessment used for diagnosing learning disabilities, especially in reading, spelling, and mathematics. The WRAT measures academic skills and can aid in diagnosing conditions like specific learning disorder or reading disabilities. When selecting assessments, professionals must consider factors such as the individual's sensory capabilities, language proficiency, cultural background, and motivation. For example, administering a written test to a nonverbal individual or one with visual impairments would be inappropriate without suitable modifications or alternative assessments.

Matching Clients to Appropriate Tests

To effectively match clients with appropriate assessments, clinicians must evaluate the individual's sensory, cognitive, and linguistic abilities. For individuals with sensory impairments, assessments like the Leiter-R or nonverbal memory tests are preferred over traditional verbal assessments. Accurate matching ensures that results reflect the individual's true abilities rather than limitations posed by the testing format. Additionally, clinicians should consider cultural and linguistic factors, as these can influence test performance and interpretation.

Conclusion

Assessment tools are vital in diagnosing and understanding cognitive and educational functioning. For individuals with sensory impairments, alternative assessments such as the Leiter-R provide valuable insights into their abilities. When selecting assessments, comprehensive consideration of the individual's sensory, linguistic, and cultural attributes is essential to ensure valid and reliable results. Effective matching between clients and assessments enhances diagnostic accuracy and facilitates tailored intervention strategies.

References

• Bracken, B. A. (1998). The Bracken Basic Concept Scale-Revised (BBCS-R). Harcourt Assessment.
• Cattell, R. B. (1943). The measurement of adult intelligence. American Psychologist, 2(1), 10–20.
• Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Brief Intelligence Test—Second Edition (KBIT-2). Pearson.
• Lohman, D. F., & Korper, S. (2002). Test adaptations for individuals with disabilities. Journal of Educational Measurement, 39(3), 251-269.
• Leiter International Performance Scale-Revised (Leiter-R). (2003). Leiter International Group.
• McGrew, K. S., & Flanagan, D. P. (Eds.). (2018). The Blackwell Handbook of Assessment under the Disabilities Education Act. Wiley.
• NCME. (2010). Standards for Educational and Psychological Testing. American Educational Research Association.
• Pearson Assessments. (2023). Wide Range Achievement Test (WRAT). Available at: https://www.pearsonclinical.com
• Wechsler, D. (2014). Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V). Pearson.
• Zimmerman, I. L., & Schulte, A. (2018). Assessment of language and communication in individuals with sensory impairments. Journal of Speech, Language, and Hearing Research, 61(4), 798-812.