Introduction
The second edition of the Developmental Neuropsycholgical Assessment, or NEPSY-II, was developed specifically as a single measure assessment for children 3-years to 16-years 11-months of age. The test can be used in a general or selective method to obtain a general overview of neurological abilities, or the full diagnostic assessment can be used to obtain a comprehensive evaluation. The results can be used to investigate school-based or behavioral problems, as well as clinical or medical questions regarding executive functioning. Because the assessment involves a battery of tests that are flexible and can be tailored for each individual, it is a highly sought after test of executive functioning abilities in children.
The assessment was developed by Marit Korkman, Ph. D., Ursula Kirk, Ph.D., and Sally Kemp, Ph.D. The assessment was first published by the Pearson company in 2007 and is available for purchase by licensed professionals as it is classified as a C qualification level. The administrative manual is available for $115.00 and the scoring manual is available for $159.00, in book or digital form Administrative materials are also available on the website. These materials come in sets, so multiple resources are provided but they cannot be reused for different subjects. These materials include response booklets, card sets, memory grids, and stimulus books, all of which are age-specific and range in price from $25.00 to $169.00. These materials, like the manuals, are available in physical or digital form (“NEPSY Second Edition, 2014).
Description
Test Content
The NEPSY-II covers six different cognitive domains, including: executive function and attention, language, memory and learning, sensorimotor, visuospatial ...
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...e highly individualized, there are a variety of ways to interpret the results. There are four categorical scores that can all be combined or individually analyzed in addition to the percentile and age-adjusted subtest norms. These quanitiative scores can be used to determine whether a child exhibits higher, lower, or average level cognitive or social functioning (Korkman, et al., 2007a). In addition to the NEPSY-II results, it is important for administrators to integrate the results of other educational, environmental, neurobiological, and medical records in order to make a more thorough assessment and recommend more comprehensive interventions. While the NEPSY-II may help educators, parents, and professionals indicate the neuropsychological of the child, it is important to understand that it is not to be used for the localization of brain dysfunction (Kemp, 2010).
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
“Neurotypical” is an interesting PBS documentary directed by Adam Larsen. It shares stories of different individuals who are diagnosed with Autism Spectrum Disorder (ASD). Neurotypical according to the film is “a term used to describe non-autistics by autistics.” Four of the people who we get to know more about are; Alan Wolf, Violet, Nicholas, and Paula. In the film Wolf discusses that he does not want to be “normal” instead he is happy with who he already is. Violet who is 4 years old has a hard time trying to talk. Paula a mother and wife, was just recently diagnosed of ASD. Nicholas, a young teen is unable to relate to girls. In the documentary he said “I just think different than everyone else.” He is also aware that it takes time for
The BASC-2 is multidimensional because it measures numerous aspects of behavior and personality. It is designed to ease the process of diagnosing and educational classification of a variety of emotional and behavioral disorders in children. It can also be used to aid in the design of a treatment plan. The BASC-2 gives one a triangulated view of a child’s behavior. First, by examining the child’s behavior in multiple settings like home and school. Second, examining the child’s view of one’s self. Third, by providing useful information when making educational classifications or clinical diagnosis.
Park, Jung M., Angela R. Fertig, and Paul D. Allison. "Physical and Mental Health, Cognitive
Age-equivalent scored also do not represent children who scored extremely high and extremely low on the given test. Age-equivalent scores are not estimated for the extreme scores at either end of the spectrum. Children that fall within these ranges are given a generalized age-equivalent score of below the lowest age derived or above the highest age. This results in inadequate information for all individuals that scores are reflected on these parts of the
The ADHD Rating Scale-IV is designed to be used with children ages 5 to 18 and consists of scales for the Home and School. The Home version is also available in Spanish. The scales are rated according to symptom frequency on a 4-point scale of 9 to 3 (never or rarely) to (very often) and each has 18 items. The checklists are designed to be completed by parents and teachers who have observed the child for six months. Divided across four age groups, the scores are reported as percentile ranks separately for boys and girls. The breakdown of age groups is from 5-7, 8-10, 11-13, and 14-18 for both the Home and School version. The rating scales produce three scores: Inattention (IA), Hyperactivity-Impulsivity (HI), and total. According to Lindskog (1998), “On both forms, the Inattention scale consists of the 9 odd-numbered items, and the Hyperactivity-Impulsivity scale consists of the 9 even-numbered items, which are alternated to reduce response bias.” It is notable that the reviewer states the ADHD Rating Scale-IV is not intended to be used alone in ADHD diagnosis, but rather should be used with other more comprehensive sources such as diagnostic interviews, behavioral observations, and behavior ratings (Lindskog, 1998).
Levine, B. & Stuss, D. (2002). Adult clinical neuropsychology: lessons from studies of the frontal lobes. Annual Reviews Psychology, 401-433.
Ruff, R. (2003) A friendly critique of neuropsychology: facing the challenges of our future, Archives of Clinical Neuropsychology. 18( 8), 847-864.
The assessment includes a brief manual which appears to be written for a clinician to conduct. It gives directions on how to administer and score the items. The test kit also includes answer sheets and a computer scoring package. The test is also cohesive with the other assessment tests developed by Beck and they results can be easily combined with one another.
Part 2 tells the story of a boy with executive functioning deficits and his parents to highlight common experiences in families stressed by this problem and explain what’s happening in children’s minds. Finally, the column addresses how best to help support children with these issues and offers tips for parents.
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.
Black, M.M., & Matula, K. (1999). Essentials of bayley scales of infant development II assessment. Department of pediatrics; University of Maryland school of medicine, 1.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
The Wechsler Adult Intelligence Scale-III (WAIS-III) is intended for use with adults and the Wechsler Intelligence Scale for Children-IV (WISC-IV) is designed for children ages 6 – 16. A test is considered reliable if we are able to get the same or similar result repeatedly. Testing is done when one has some concerns about a child 's learning needs and wants to determine the child 's learning potential. Apart from providing IQ scores, the WISC-IV also provides essential information and critical insights into a child 's cognitive functioning. It also integrates current conceptualizations and recent research to provide the most essential information about a child 's strengths and weaknesses. The test is administered over a time period between 65 and 80 minutes, the WISC-IV contains 10 core subtests and 5 additional subtests. These consist of the Verbal Comprehension Index, the Perceptual Reasoning Index, the Working Memory Index and the Processing Speed Index, and one Full Scale IQ (FSIQ) which ranges from lowest 40 to highest 160 points. Subtests are given for additional examination of processing abilities. The age range for this test is between 6 years and 18 years depending on the child. For example an autistic 18 year old may still use the WISC-IV depending on a question of ability. The following are the four main parts of the WISC-IV and what they measure: Verbal Comprehension Index Measure: Verbal concept formation tests include similarities, vocabulary, and comprehension. Optional tests are Information and Word Reasoning. Assesses children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. It can tap preferen...