It is not a myth that a growing number of multilingual children enter school in the United States with English as their second language. Most of these children have limited English oral language and reading proficiency (McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio, 2005). School achievement is lower for these group of children than many other groups and they tend to raise the questions about learning problems and consider special education evaluations. Historically psychologists have used standardized testing instruments to assess and measure ability. The use of nonverbal tests provides an organized way to gather a great deal of information regarding an examinee’s cognitive ability in an efficient manner. Psychologists who work in the United States, particularly in the schools, will encounter a large population of non-English speaking children or whose first language is not English. Among the salient features that identify minority groups are: heritage, a common ancestral language, values, and socioeconomic status. In the case of a Latino population, since many will be assessed for possible placement, they tend to appear to share two features: low achievement and intelligence coefficient scores. This paper analyses the Wechsler Nonverbal Scale of Ability (WNV) as an instrument that adds an explicit commitment to fairness and accurate assessment of a wide variety of individuals (Brunnert, Naglieri, & Hardy-Braz, 2009), even those whose native language is other than English in which this documents puts its emphasis.
I. General Information
Across time we have known people who have been noteworthy in society, Albert Einstein and Leonardo da Vinci, just to name a couple, ever since written records have been kept. So much discu...
... middle of paper ...
...Technical and Interpretative Manual, Stimulus Book, 25 Record Forms, 25 Response Booklets, Spatial Span Board, Object Assembly Puzzles, Picture Arrangement Cards, and one pencil, in a large, soft-side carrying case including Wechsler Nonverbal Scoring Assistant.
Works Cited
Brunnert, K. A., Naglieri, J. A., & Hardy-Braz, S. T. (2009). Essentials of WNV Assessment. Hoboken: John Wiley & Sons, Inc.
Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological Testing and Assessment. New York: The McGraw-Hill Companies, Inc.
McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D'Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 1-5.
Wechsler, D., & Naglieri, J. A. (2006). Wechsler Nonverbal Scale of Ability. San Antonio: Pearson Education, Inc. or its affiliate(s).
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.
Hood, A.B., & Johnson, R.W. (2007). Assessment in Counseling: A guide to the use of psychological assessment procedures (4th ed.). Alexandria, VA: American Counseling Association.
Vogel, S. A. and M. Moran. "Written language disorders in learning disabled college students - a preliminary report." In Coming of Age: The Best of ACLD - 1982. Eds. W. Cruickshank and J. Lerner. Syracuse: Syracuse University Press, 1982.
of decisions can and cannot be made on the basis of test data, and how should those decisions be made? What credentials, if any, are necessary to administer and interpret psychological tests? What rights do examinees undergoing psychological evaluation have? Public scrutiny of psychological testing reached its zenith in 1965 with a series of probing and unprecedented congressional hearings (see Amrine, 1965). Against a backdrop of mounting public concern about—as well as legal challenges to—psychological testing, many psychologists in the 1960s began to look anew at the testing enterprise. Beyond being a mere instrument of measurement, a psychological test was conceptualized by many as a tool of a highly trained examiner. The value of a particular
Nelson-Gray, Rosemery O. "Treatment Utility Of Psychological Assessment." Psychological Assessment 15.4 (2003): 521-531. PsycARTICLES. Web. 12 Nov. 2013.
Rourke a neuropsychologist engaged in research in order to come up define a clinically discrete model for NVLD. Identification of Non-Verbal Learning Disabilities arose from a series of systematic studies of learning disability subtypes. There were eight studies done regarding learning disabilities. Study One: The first study was designed to assess the relationship between such discrepancies and selected verbal, auditory perceptual, visual-perceptual, and problem solving abilities. All subjects fell within a Full Scale of WISC range 79-119 age range 9-14 years of all. In study one there was three groups. Each contained thirty learning disabled children that was formed on the basis of the relationship between their Verbal Intelligence Quotient and their Performance Intelligence Quotient scores on the WISC. Group one named HP-LV had 10 points higher than their VIQ. Group two named V=P had scores on the PIQ and the VIQ that was four points within each other. Group three named HV-LP had VIQ’s scores that were ten points higher than their
..., K., Milczarski, E., & Raby, C. (2011). The Assessment of English Language Learners with Learning Disabilities: Issues, Concerns, and Implications. Education, 131(4), 732-739.
These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
The West Chester Library database was used to collect studies. The terms searched were “verbal behavior”, “autism”, “tact”, “mand”, “echoic”, and “intraverbal”. The search results were limited to studies conducted within 10 years of 2017. This timeframe was chosen in order to include studies not covered in past reviews and to highlight the increasing contributions of recent research to this field. In order to identify relevant studies potentially missed by electronic search, ancestry searches through the reference lists of studies meeting inclusion criteria were conducted. Thirty-six articles resulting from this search were reviewed for potential inclusion in the
According to the National Center for Education Statistics (2012) in United States’ public schools, English Language Learners (ELL), formally known as Limited English Proficient (LEP) is the fasted growing student population. Between 2009 and 2010, approximately 10% or 4.7 million students enrolled in public schools were ELLs. School districts data from 2000-2001 reported about 9.2% of the ELLs were served in Special Education, compared with 13.5% of all students in special education, the highest percentage of students being classified with learning disabilities (Zehler, Fleischman, Hopstock, Stephenson, Pendzick, & Sapru, 2003).
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Since the 19th century, standardized tests have been implemented to gauge and measure student learning and help make scholastic institutions accountable for teaching. The tests have also played a crucial role in the field of psychology. Not to be confused with aptitude testing, which measures an individual’s learning ability, achievement tests aim to find out on how much the individual knows about a specific subject. In accomplishing this, the tests assists in evaluating eligibility for special education services, examining progress in achievement over a period of time, and to screen groups of individuals to identify those who need to be evaluated more thoroughly for academic problems. The Wide Range Achievement Test-4 (WRAT-4) is such a test, and has proven to be easy to administer and provide a great deal of information.
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
I accepted an offer from the American School of Professional Psychology at Argosy University with a Dean’s Scholarship into their Psy.D program. Throughout my first year in graduate school, the classes that contributed to my growth in the field are clinical interviewing, child psychopathology, adult psychopathology courses, interventions, and lifespan development. During my first year I was enrolled assessment classes where I was trained in multiple cognitive and personality assessments. These courses introduced me to the major approaches and techniques for intellectual assessments and objective personality testing. I developed competency in administration, scoring, and integrated interpretation of various