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Q-Interactive: Training Implications for Accuracy and Technology Integration
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Corcoran, Stephanie – Contemporary School Psychology, 2022
With the iPad-mediated cognitive assessment gaining popularity with school districts and the need for alternative modes for training and instruction during this COVID-19 pandemic, school psychology training programs will need to adapt to effectively train their students to be competent in administering, scoring, an interpreting cognitive…
Descriptors: School Psychologists, Professional Education, Job Skills, Cognitive Tests
Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice
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Dombrowski, Stefan C.; J. McGill, Ryan; Farmer, Ryan L.; Kranzler, John H.; Canivez, Gary L. – School Psychology Review, 2022
Although the field of school psychology has made progress toward the use of tests and assessment practices with empirical support over the past 20 years, many school psychology practitioners still engage in what can be described as low-value value assessment practices that lack compelling scientific support potentially taking time and resources…
Descriptors: School Psychology, School Psychologists, Psychological Evaluation, Psychoeducational Methods
Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists
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Oak, Erika; Viezel, Kathleen D.; Dumont, Ron; Willis, John – Journal of Psychoeducational Assessment, 2019
Individuals trained in the use of cognitive tests should be able to complete an assessment without making administrative, scoring, or recording errors. However, an examination of 295 Wechsler protocols completed by graduate students and practicing school psychologists revealed that errors are the norm, not the exception. The most common errors…
Descriptors: Intelligence Tests, Children, Adults, Testing
The Impact of Baseline Trend Control on Visual Analysis of Single-Case Data
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Mercer, Sterett H.; Sterling, Heather E. – Journal of School Psychology, 2012
The impact of baseline trend control on visual analyses of AB intervention graphs was examined with simulated data at various values of baseline trend, autocorrelation, and effect size. Participants included 202 undergraduate students with minimal training in visual analysis and 10 graduate students and faculty with more training and experience in…
Descriptors: Undergraduate Students, Graduate Students, Graphs, Effect Size
Examiner Error in Intelligence Testing: Are You a Source?
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Franklin, Melvin R., Jr.; And Others – Psychology in the Schools, 1982
Examined the extent of examiner error during administration of the Wechsler Adult Intelligence Scale (WAIS) by practicing school psychologists and school psychology students eligible for state certification as psychometrists. A number of examiner item scoring and administration errors were observed for numerous subtests. (RC)
Descriptors: Error Patterns, Examiners, Intelligence Quotient, Intelligence Tests
Errors in Decision-Making: A Comparison of School Psychologists' Interpretations of Grade Equivalents, Percentiles, and Deviation IQs.
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Huebner, E. Scott – School Psychology Review, 1989
Fifty-six school psychologists reviewed a hypothetical case study designed to investigate their interpretations of different norm-referenced test scores. Subjects were more likely to recommend special education programs for normal students when percentile scores were used. School psychologists need to become more familiar with the properties of…
Descriptors: Case Studies, Decision Making, Error Patterns, Grade Equivalent Scores