Supplementary methods for the analysis of the Repeatable Battery for the Assessment of Neuropsychological Status are made available, including (a) quantifying the number of abnormally low Index scores and abnormally large differences exhibited by a case and accompanying this with estimates of the percentages of the normative population expected to…

Discusses general issues and concerns relative to the adaptation of paper-pencil assessment instruments to computerized formats. Describes and evaluates Self-Directed Search computerized version (SDS-CV). Presents strengths and weaknesses of the SDS-CV and makes recommendations for its use. (Author/ABL)

A computerized system was developed for generating narrative interpretations of scores from a battery of personnel screening tests. Showed the computerized reports to be more accurate and thorough, as readable, and somewhat less coherent than interpretations generated by the typical human expert. (Author/ABB)

Examines the validity of a Minnesota Multiphasic Personality Inventory code type interpretive program. Results showed the system was highly rated by three independent experienced clinicians. The program can be used in validating other automated test interpretation systems. Feedback by expert judges can be used to improve such systems. (Author/JAC)

Focuses on the use of computer-based test interpretation (CBTI) in psychoeducational assessment. Reviews development influences affecting the use of CBTI in psychoeducational assessment, explores the current status of CBTI systems, and advances strategies for the evaluation of CBTI products by consumers and professionals. (Author/KS)

The unique uses of computers in training school psychologists are reviewed, including their potential role in simulated and actual assessment, case disposition, report formulation, record keeping, and research. The microcomputer as "teaching assistant" offers new opportunities for training to become competency-based. (Author)

Discusses the use of tests in counseling with emphasis on three critical issues: (1) orientation of clients to the use of tests, (2) client involvement in the testing process, and (3) communication of test information to improve the quality of client thinking and problem solving. (Author)