In This Interactive Assignment, You Will Create A Story ✓ Solved

In this interactive assignment, you will create a story

In this interactive assignment, you will create a story for children to educate them about psychological assessment. To begin, select a targeted developmental or reading level pre-K through grade 6. Review the elements required for each section of your storybook below.

Your username will become the professional author name for your book. Therefore, when you register for your Storybird account it is recommended that you use the following format for your username: first initial followed by last name (e.g., JSmith). If you receive a message that your username has been taken, it is recommended you include your middle initial (e.g., JASmith). Do not use Internet handles and/or other unprofessional appearing pseudonyms.

Review the information in Chapter 5 of your textbook corresponding to the assessments appropriate for the age group you selected and review the Mental Health Assessment article for examples of information provided to the public about psychological testing.

You may choose any appropriate title for your story. Be sure to address each of the following questions in your storybook in an age-appropriate manner: Why is the character in the story being referred for testing? Who will conduct the assessment? What is being measured? How long will testing take? Who will be present during the assessment process? If not in the room, where will parents and/or guardians be while the character in the story is being tested? How will the results be used? Who will have access to the results (e.g., medical doctor, family, the court, teachers), and why? This will vary depending on the character and plot in your story.

How will the tests be taken? What will be the outcome of the assessment? How will the information be used? How might this information impact the life of the character in your story? Include content to address any developmentally appropriate fears that individuals of the age group you selected may have.

For example, young children commonly associate going to the doctor with getting a shot. Be sure to include all the required material from the instructions above in your online storybook. Once you have created your storybook, include the link in your initial post. In your initial post, note the age or grade level for the target audience of the story. Briefly analyze and comment on the challenges and benefits related to explaining psychological assessment concepts using language that is developmentally appropriate for children. Compare at least two assessment instruments used to assess intelligence or achievement for the age group you selected. Include in-text citations and references for all sources used.

Paper For Above Instructions

Title: Benny's Big Day: Understanding Psychological Testing

Once upon a time in a small town, there lived a curious little boy named Benny. Benny loved playing outside and exploring with his friends. One day, his teacher noticed that he was having trouble reading and suggested that Benny visit a special place called the Assessment Center. Benny felt a little nervous. "Why do I need to go for testing?" he thought. He had heard stories from his friends that sometimes included scary things about tests and doctors.

As he walked into the Assessment Center with his mom, he saw a friendly lady named Dr. Smith waiting for him. She smiled and waved, making Benny feel a bit better about what was to come. "Why are you here today, Benny?" she asked. His mom knelt beside him and explained, "Benny, we're here to see how you learn, so we can find the best way to help you in school!"

Dr. Smith explained that testing would help measure Benny's reading skills and make sure he is learning as he should be. "It will take about an hour, and I'll be here the whole time to help you,” she said. “Your mom can wait in the next room, and I’ll let her know how you're doing." This helped Benny feel reassured. He knew his mom was close by, even if he couldn't see her.

“During the test, I will ask you to read some stories and answer some questions," Dr. Smith explained. "This way, we can see what you find easy and what you might need a bit of extra help with." Benny nodded, understanding a little more so he wasn’t as afraid to start.

Dr. Smith continued, "The results will help your teachers know how to teach you better. Some of your friends may have different learning needs, and that is perfectly okay! We all learn in different ways." Benny listened closely, feeling more at ease with each word.

After the testing was finished, Benny got to color while Dr. Smith scored his tests. When everything was ready, Dr. Smith called Benny and his mom back into the room. “Benny did a great job! Here’s what I found,” she said with a warm smile.

Benny's mom beamed with pride, and Benny felt great knowing he had done his best. Dr. Smith explained how the results would be shared with his teachers to help them plan fun activities that matched his learning style. Benny now understood that going for testing wasn't about failure but about finding the best ways for him to learn.

“I feel so much better about testing now!” said Benny, "I thought it was going to be scary, but it was actually fun!"

As they left the Assessment Center, Benny felt like a brave explorer who just discovered new things about himself. He realized that sometimes tests help discover how to go on an even bigger adventure in learning.

Through Benny’s story, children can learn that seeking help is a positive step and that psychological assessments are tools meant to support them. Parents, teachers, and doctors can all use this information to help them become the best versions of themselves.

Challenges and Benefits of Explaining Psychological Assessments

Explaining psychological assessments to children comes with unique challenges. First, children may have inherent fears associated with tests, equating them with physical discomfort, like shots or doctors' visits. A story like Benny’s helps reduce fear by portraying testing in a friendly and approachable manner.

Additionally, simplifying complex psychological concepts without diluting their essence can be difficult. The language used must be age-appropriate and relatable while still conveying the purpose of psychological assessments. Benny’s story illustrates critical components while using simple language and relatable experiences.

On the other hand, there are significant benefits to this approach. Telling stories can facilitate understanding by linking unfamiliar ideas to familiar contexts. Using characters that children can relate to allows them to navigate their thoughts and emotions concerning psychological assessments. This makes the process feel less intimidating and more of an adventure to learn about themselves.

Comparison of Assessment Instruments

When considering assessment instruments for children aged 5-7, two commonly used tools are the Weschler Preschool and Primary Scale of Intelligence (WPPSI) and the Woodcock-Johnson Tests of Achievement.

The WPPSI is geared toward younger children and assesses cognitive ability, specifically the intelligence quotient (IQ). It measures verbal comprehension, visual-spatial skills, and fluid reasoning through a variety of age-appropriate tasks (Wechsler, 2012).

In contrast, the Woodcock-Johnson Tests of Achievement evaluates specific academic skills, including reading, math, and writing. It helps in understanding how well a child performs in a school setting relative to their peers (Woodcock & Johnson, 2001).

Both instruments are designed to provide valuable insights into a child’s strengths and areas for improvement, but they serve different purposes: WPPSI focuses more on cognitive abilities while Woodcock-Johnson assesses academic achievement.

References

• Wechsler, D. (2012). The Weschler Preschool and Primary Scale of Intelligence. Pearson.
• Woodcock, R.W., & Johnson, M.B. (2001). Woodcock-Johnson Tests of Achievement. Riverside Publishing.
• American Psychological Association. (2013). Guidelines for psychological evaluations in children. American Psychologist, 68(2), 131-149.
• Kirk, S.A., & Gallagher, J.J. (2013). Educating Exceptional Children. Cengage Learning.
• National Association of School Psychologists. (2020). Position statement: School psychology services. Retrieved from NASP website.
• Fletcher, J.M., & Vaughn, S. (2009). Response to Intervention and the need for assessment: A multi-tiered approach. Journal of School Psychology, 47(4), 277-290.
• McGrew, K.S. (2009). |The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, present, and future. Learning and Individual Differences, 19(4), 260-268.
• National Center for Learning Disabilities. (2021). Understanding assessment and evaluation. Retrieved from NCLD website.
• Steinberg, L., & Morris, A.S. (2001). Adolescent development in interpersonal context. Annual Review of Psychology, 52, 1-28.
• Shapiro, E.S. (2011). Academic assessment and intervention. Guilford Press.