Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists

2018 ◽  
Vol 37 (6) ◽  
pp. 679-691 ◽  
Author(s):  
Erika Oak ◽  
Kathleen D. Viezel ◽  
Ron Dumont ◽  
John Willis
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Continuing Education ◽  
School Psychologists ◽  
Cognitive Tests ◽  
Cognitive Assessments ◽  
Wechsler Scales ◽  
Scoring Errors ◽  
Specific Error

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 included failure to administer sample items, incorrect calculation of raw scores, failure to record responses verbatim, and failure to query. Significant differences were found between specific error frequencies of students and practitioners. Adequate training in administering the Wechsler scales is clearly essential. Based on the outcome of this study, it is recommended that programs training students to administer cognitive assessments provide ample feedback, and that practicing psychologists maintain best practices and take part in continuing education regarding cognitive assessments.

Decreasing Scoring Errors on Wechsler Scale Vocabulary, Comprehension, and Similarities Subtests: A Preliminary Study

2007 ◽  
Vol 101 (2) ◽  
pp. 661-669 ◽  
Author(s):  
Michele L. Linger ◽  
Glen E. Ray ◽  
Peter Zachar ◽  
Andrea T. Underhill ◽  
Steven G. Lobello
Keyword(s):  
Graduate Students ◽  
Intelligence Testing ◽  
Actual Practice ◽  
Future Research ◽  
Clinical Instruction ◽  
Wechsler Scales ◽  
Vocabulary Comprehension ◽  
Scoring Errors ◽  
Preliminary Study

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC–IV and WAIS–III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of ‘early test administrations’ to ‘later test administrations.’ Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on ‘early’ sets of Wechsler scales were compared to those made on ‘later’ sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

Usefulness of Assessment Techniques in Assessing Classification for Emotional Disturbance and Generating Classroom Recommendations

2000 ◽  
Vol 90 (1) ◽  
pp. 250-252 ◽  
Author(s):  
Gail M. Cheramie ◽  
Krystina M. Griffin ◽  
Tina Morgan
Keyword(s):  
Best Practices ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Rating Scales ◽  
Perceived Usefulness ◽  
Direct Link ◽  
Projective Techniques ◽  
Assessment Techniques ◽  
Specialist School

A national survey of specialist school psychologists examined the perceived usefulness of assessment techniques in making decisions regarding eligibility for the educational classification of emotional disturbance and in generating classroom recommendations. Analysis showed measures rated as most useful were interviews with the parent, teacher, and student, observations of the student, and norm-referenced rating scales. Projective techniques were least useful. These findings are important in the context of “best practices” for the multidimensional assessment of emotional disturbance which promotes a more direct link between assessment and intervention.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Leveraging Intergenerational Diversity to Meet Business Goals

2012 ◽  
pp. 386-402 ◽  
Author(s):  
Sherita L. Jackson
Keyword(s):  
United States ◽  
Graduate Students ◽  
Best Practices ◽  
The United States ◽  
Generational Cohorts ◽  
Organizational Leaders ◽  
Multigenerational Workforce ◽  
Generational Diversity ◽  
Business Goals ◽  
Age Cohort

In recent years, the concept of generational diversity has gained increasing recognition in the United States. Each generation is shaped by historical, social, and cultural events that are unique to that particular age cohort. The purpose of this chapter is to help scholars, researchers, organizational leaders, practitioners, and graduate students understand diversity among generational cohorts and employ practices to utilize the wealth of knowledge that exists within today’s multigenerational workforce. This chapter will describe the four generations in today’s workplace and discuss gaps that can cause conflict. This chapter also provides tips and best practices for leveraging intergenerational diversity as well as scenarios and examples that demonstrate best practices. The result is a cohesive and productive workplace that respects multigenerational perspectives.

Volunteer Management: Introducing Students to the Art and the Science

2018 ◽  
Vol 5 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Jennifer A. Jones
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Online Courses ◽  
Volunteer Management ◽  
Teaching Activity ◽  
Volunteer Program ◽  
Training Format ◽  
Evaluation Feedback

Textbooks and lectures can convey the science of volunteer management; however, the art of volunteer management is developed through experience and reflection. This teaching activity gives students practice in developing a volunteer program and in identifying mission and position-specific nuances to volunteer management. Over the course of three nonconsecutive class sessions, students focus on one mission area, identifying volunteer positions, types of volunteers, likely motivations for volunteering, training needed, preferred training format, formal and informal recognition activities, and appropriate evaluation/feedback processes. Through this process, they apply volunteer management best practices in creative ways, responding to the needs of the organization and the volunteers it is likely to attract. The activity was designed for in-person undergraduate classes, but it can be adapted for graduate students, online courses, and longer in-class sessions.

Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much Is Enough?

2018 ◽  
Vol 34 (3) ◽  
pp. 215-233
Author(s):  
Damien C. Cormier ◽  
Ethan R. Van Norman ◽  
Clarissa Cheong ◽  
Kathleen E. Kennedy ◽  
Okan Bulut ◽  
...  
Keyword(s):  
Graduate Students ◽  
Cognitive Assessment ◽  
Significant Contribution ◽  
Training Programs ◽  
Ecological Validity ◽  
Core Competency ◽  
Fourth Edition ◽  
Intelligence Scale ◽  
Scoring Errors ◽  
Larger Sample

This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The results suggest that the majority of students will require at least six attempts prior to achieving proficiency in the standardized scoring procedure associated with the WISC-IV. The significant contribution of this study stems from its notably larger sample size ( N = 546 record forms) and increased ecological validity compared with previous studies. As a result, this study is likely to improve training in an area that has been established as a core competency for school, clinical, and counselling psychologists.

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