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Guidelines for Preparing Psychological Specialists: An Entry-Level Course on Intellectual Assessment
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Oakland, Thomas; Wechsler, Solange Muglia – International Journal of School & Educational Psychology, 2016
This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…
Descriptors: Guidelines, Intelligence Tests, School Psychology, School Psychologists
Curve-Fitting as a Method of Statistical Correction of Developmental Norms, shown on the Example of the Bender-Koppitz Test
Choynowski, Mieczyslaw – J Clin Psychol, 1970
Descriptors: Child Development, Sampling, Statistical Analysis, Test Results
The Koppitz Developmental Scoring System for the Bender-Gestalt: Is It Developmental?
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Taylor, Ronald L.; And Others – Psychology in the Schools, 1984
Investigated the developmental aspects of the Koppitz scoring system with 652 children who took the Bender Motor Gestalt Test. Scores were fitted to various developmental curves by computer. Results indicated only 35 percent of the Bender test performance variance was accounted for by age. (JAC)
Descriptors: Age Differences, Child Development, Elementary Education, Elementary School Students
A Cross-Cultural Item-Analysis of Bender-Gestalt Protocols Administered to Ghetto and Surburban Children
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Snyder, Robert T.; And Others – Perceptual and Motor Skills, 1971
Descriptors: Child Development, Cognitive Development, Cross Cultural Studies, Disadvantaged
Developmental Differences in Bender-Gestalt Recall of Children With Learning and Behavior Problems.
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Finch, A. J., Jr.; And Others – Perceptual and Motor Skills, 1983
Children referred for psychological evaluations of completed the Bender-Gestalt and then reproduced designs from memory. Numbers of designs recalled increased with age and Performance Intelligence Quotient. The importance of developmental level in evaluation and establishment of cut-off recall scores for designs were discussed. (Author/RD)
Descriptors: Age Differences, Child Development, Elementary Secondary Education, Intelligence Differences