After reading and reviewing the data sets, the U.S. Bureau of the Census thus reported changed in the population that were then reflected in a newly and revised set of normative statistics. Included in this normative update were revised geographical shifts, greater percentages for a population of children, a greater minority population, and an increase in urbanization. All of these changes then provided researchers to evaluate the test due to overall population changes. The changes were recorded into the 2005 census data and reflected in the Compuscore Normative Update, the Profiles Program, and the Technical Manual for the Woodcock-Johnson III: Tests if Cognitive Abilities. Reported as the center of technical revisions, the norming and standardization were reported from the procedures of the Woodcock-Johnson III NU: Tests of cognitive Abilities. The data for Woodcock-Johnson III norms and the data was collected from a large sample of 8,818 subjects nationally. Uses, Value, Strengths and Weaknesses, and Professional Commentary in Literature Along with the already clear and precise guidelines for the Woodcock-Johnson III NU Tests of Cognitive Abilities, seven new features have been added to the tests. In the Woodcock-Johnson III NU Tests of Cognitive Abilities, it includes eight new tests, which measure information-processing abilities. These tests include ones which measure working memory, planning, naming speed, and attention. Also included in this version are five new cognitive clusters. Of these five clusters, there are also two additional clusters that are available when cognitive and achievement batteries are used together. Included in the tests that is helpful are interception plans and modified organization;... ... middle of paper ... ...abilities. Psychology in the Schools, 47(7), 721-738. Jones, W. P., Loe, S. A., Krach, S. K., Rager, R. Y., & Jones, H. M. (2008). Automated Neu ropsychological Assessment Metrics (Anam) and Woodcock-Johnson III Tests of Cogni tive Ability: A Concurrent Validity Study. Clinical Neuropsychologist, 22(2), 305-320. doi: 10.1080/13854040701281483. Keith, T. Z., Kranzler, J. H., & Flanagan, D. P. (2001). What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Wood cock-Johnson Tests of Cognitive Ability (3rd Edition). School Psychology Review, 30(1), 89 & 31. Kranzler, J. H., Flores, C. G., & Coady, M. (2010). Examination of the Cross-Battery Approach for the Cognitive Assessment of Children and Youth From Diverse Linguistic and Cultur al Backgrounds. School Psychology Review, 39(3), 431-446.
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
Two types of assessment procedures that are currently being used are the Luria-Nebraska Neuropsychological Battery (LNNB), and the Halstead Russell Neuropsychological Evaluation System (HRNES-R). The LNNB is used to diagnose cognitive deficits, while the HRNES-R indicates both the presence and degree of impairment. Both procedures involve tasks that require the patient to complete a series of functions that test abilities and/or perceptions. Such tasks would include, but are not limited to, problem solving, memory, sensorimotor functioning, and psychological/emotional status.
Jackson’s cognitive abilities were assessed with regard to seven broad areas of cognitive processing, through the use of the WISC-V, in addition to supplemental subtests given from the WJ-IV Cognitive. The areas of cognitive processing ability measured include crystallized intelligence, short-term memory, long-term memory, visual-spatial processing, reasoning ability, processing speed and phonemic awareness, which is an aspect of auditory processing. On the WISC-V, subtests that measure different cognitive processing abilities combine to form five index scores: Verbal Comprehension, Visual-Spatial, Fluid Reasoning, Working Memory and Processing Speed which all together make up the Full Scale IQ score (FSIQ). Jackson obtained a FSIQ of 87
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.
In the, The RAIS and the Woodcock Johnson Tests, is used to measure a person’s basic intelligence. The test is shown that it only takes about thirty-five minutes based on who is administering the test and how the person receives the information. The test is split into four sections which consists of “Verbal intelligence index (VIX), a nonverbal intelligence index (NIX), a composite intelligence index (CIX), and the composite memory index (CMX)” (Sandhu, 2016). These all work together in the test to end with the final score or result. This will also demonstrate that of verbal intelligence. There are both nonverbal and verbal section within the test and the test can’t be done using the pencil and paper but has to involve the people giving it to the individual (Sandhu, 2016). I find this particular assessment/test to be useful as well in the classroom to help in aiding both the student and the teacher on skills both nonverbal and verbal based upon the student’s intelligence.
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Whilst evaluating the cognitive approach to psychology there are many strengths such as that the cognitive approach takes an understanding of the influence from mental processes on one’s behaviour, focusing on an individual’s thinking patterns and their perception. This approach also relates to many known functions and operations that the human body performs such as memory and problem solving.
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.
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