Psychological testing presentation _20240816_214427_0000.pdf

Psychological testing and statistics Wechsler intelligence scale for children - fifth edition & Roberts apperception test for children Group members: Devanshi Jaiswal (714) Shruti Shinde (749)...

Psychological testing and statistics Wechsler intelligence scale for children - fifth edition & Roberts apperception test for children Group members: Devanshi Jaiswal (714) Shruti Shinde (749) Srushti Mane (726) (Group - 4) Assignment for Sem-V  Titles 1. INTRODUCTION 2. CONSTRUCT 3. RELIABILITY & VALIDITY 4. NORMING & SCORING PROCESS 5. SAMPLES 6. CONCLUSION 7. BIBLIOGRAPHY  Wechsler intelligence A. scale for children - fifth edition Intro : timeline of The wisc Wechsler Intelligence Wechsler Intelligence Wechsler Bellevue Scale for Children- R Scale for Children- Intelligence Scale (Revised Edition) IV 1939 1974 2003 Our Focus! 1949 1991 2014 Wechsler Intelligence Wechsler Scale for Children Intelligence Scale Wechsler Intelligence (original) for Children- III Scale for Children- V What is the wisc-v? The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) is a comprehensive assessment tool used to evaluate the cognitive abilities of children between the ages of 6 and 16 years. This widely used test provides a thorough assessment of a child's intellectual functioning, identifying their strengths and weaknesses across various domains. It is an invaluable resource for educators, psychologists, and clinicians in understanding a child's cognitive profile and informing educational and therapeutic interventions. Construct It was developed by the renowned psychologist David Wechsler, who pioneered the field of cognitive psychology. The WISC-V builds upon a framework that measures a child's cognitive skills across five primary index scores: Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed. The test is individually administered and can be conducted using either a paper-pencil format or digitally. The administration typically lasts between 45 to 65 minutes and yields a comprehensive Full Scale IQ score, reflecting the child's intellectual capacity. Wechsler’s definition of intelligence: the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment. Construct 5 Main domains In order to obtain each of the primary index scores, two sub-tests from each must be administered. For a child to receive a Full-Scale IQ score, only seven subtests need to be administered (i.e., similarities, vocabulary, block design, matrix reasoning, figure weights, digit span, coding), which typically only takes an hour to administer. The WISC-V can only be implemented by a trained professional but can yield a variety of important information when it comes to a child's skill strengths and skill deficits. The results can often shine a light into gaps or holes in a child's skill set and help develop additional curricular targets. Construct Theory it was derived from Now, while there is no theory from which the test was derived, it can be noted that each successive edition of the test has been “re-normed” to ensure that the norms stay up to date. Which includes changes and refinements in questions. The WISC-V was developed to measure the five Cattell-Horn- Carroll abilities: Crystallised ability, Fluid reasoning, Visual- spatial ability, working memory and processing speed. It also has linkages with the Kaufman Test of Educational Achievement- third edition and the Wechsler Individual Achievement Test- III. Reliability The highlights of evidence regarding the reliability of WISC-V given by Pearson state that: The corrected test-retest reliability coefficient for WISC-V’s full-scale IQ (FSIQ) is 0.92 The overall average reliability coefficient for WISC- V primary index scores is between 0.88 and 0.93 The raw score correlations between paper and digital formats of the test is between 0.84 and 0.88 In general, a test-retest correlation of +0.80 or greater is considered to indicate good reliability. Validity Content validity Items on the subtest of WISC-V were developed with a concern to include test items that cover the most recent theories and research in cognitive psychology. Thus, it assesses a wide range of intellectual abilities. Construct validity Several studies have established the fact that the main index scores of WISC-V measure various distinct cognitive constructs, among them verbal comprehension, visual-spatial skills, and processing speed. Criterion validity The WISC-V is strongly correlated with other well-established cognitive-ability measures and with academic achievement, thus supporting its use in educational and clinical settings. Norming & scoring The test was normed on a large, nationally representative sample of children including individuals from diverse backgrounds, ages, gender, race, ethnicity and socioeconomic status, ensuring that the assessment was fair and unbiased. The WISC-V provides a range of standardized scores, including the Full Scale IQ, and represents a child's overall cognitive ability, which provides a more detailed profile of their intellectual strengths and weaknesses. These scores are based on age-based norms, allowing for a precise and meaningful interpretation of a child's performance in comparison to their peers. Interpretation of WISC-V scoring It is important to note that it is possible for intellectual abilities to change throughout childhood. Children with scores ranging from 116 to 129 or above may exhibit exceptional cognitive abilities or intellectual functioning. Children with scores ranging from 85/90 to 115 portray typical intellectual functioning, with balanced strengths and weaknesses. Children with scores ranging from 70 or below to 84/89 may face learning challenges or intellectual disabilities.  Roberts apperception B. test for children What is the RATc? In the domain of non-self-report measures to assess personality, the Roberts Apperception Test for Children (RATC) is a well- known projective method. The Roberts Apperception Test for Children (RATC), developed by McArthur and Roberts (1982) is used to assess children and adolescents' behavioural, social and emotional functioning through their perceptions of common interpersonal situations of everyday life. The RATC is based on the assumption that the child or adolescent participant responds according to his or her problems, characteristics and coping strategies. Construct RATC is administered using 16 cards, 11 cards have different versions for male and female participants, while the other 5 cards are gender- neutral and administered to all. The participant is asked to develop a story with a beginning, middle and end about each card. The RATC consists of 8 adaptive scales, 5 Clinical scales and 3 clinical indicators, and it was designed to be used for both quantitative and qualitative analysis. The age range for the test is 6 to 18 years. Construct adaptive scales Adaptive scales include: Reliance on others (REL), Support- Other (SUP-O), Support-child (SUP-C), Limit setting (LIM), Problem identification (PROB), Resolution- 1 (RES-1), Resolution- 2 (RES-2), and Resolution- 3 (RES-3). Clinical scales Clinical scales include: Anxiety (ANX), Aggression (AGG), Depression (DEP), Rejection (REJ), and Unresolved (UNR). Clinical indicators Clinical indicators include: Atypical response (ATY), Maladaptive Outcome (MAL), and Refusal (REF). reliability McArthur and Roberts (1982) found overall indices of reliability ranging from 0.44 to.86 with the Lord and Novick formula, and from 0.48 to 0.86 with the Spearman-Brown correction. The RATC showed adequate criterion validity but demonstrated minimally acceptable reliability. Considering the RATC is a projective strategy and thematic procedure, the RATC validity is adequate, as this kind of test is usually far more valid than the test is reliable. This kind of test has clinical value and allows for a deeper understanding of how the child talks about his/her thoughts, feelings, conflicts, and approach to problem-solving from a presentation of stimuli. Validity The lack of evidence for the validity of the RATC is a problem that is well-documented in the literature. For this reason, RATC results cannot be used as the sole or main criterion in the diagnostic decision-making process. Despite this, RATC has several advantages over other projective tests, as it has an explicit, structured and standardized scoring system which makes it easier to administer, quantify and compare results between individuals and allows the researchers to examine its validity. However, the validity of projective data is not yet clearly demonstrated, so they should be interpreted with caution, especially if they are not supported by other sources of information or assessment. Norming & scoring The RATC provides normative data from a sample of 200 well-adjusted children which includes 100 boys and 100 girls, aged between 6 and 15 years old. (When the test was first conducted the age criteria was from 6-15, since then it has increased to 6-18.) The RATC employs easily scored, objective measures and offers a reasonably clear method of scoring which yields T-scores, normed for various age groups. T-score: a type of standardized score based on a score distribution that has a mean of 50 and a standard deviation of 10. Conclusion We have discussed the Wechsler intelligence scale for children and the Roberts apperception test by studying their construct, theory, reliability validity, norming and scoring. Both tests were of different types, one being objective and the other projective test. Thank you for your attention and involvement. We would be glad to engage in further discussions or answer any queries. bibliography Almiro, P. A., Fernandes Marques, P. R., Duarte, M. C., Alberto , I. M., & Simões, M. R. (2023, March 31). Validation study of the Roberts Apperception Test for Children (RATC) in an adolescents' forensic sample. Science Direct. Retrieved August 6, 2024, from https://doi.org/10.1016/j.actpsy.2023.103900. Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2021, April 8). Will the Real Theoretical Structure of the WISC-V Please Stand Up? Implications for Clinical Interpretation. Springer Link. Retrieved August 6, 2024, from https://doi.org/10.1007/s40688-021-00365-6 Headen , E. H. (1986, December 16). Roberts' Apperception Test for Children: Referred and nonreferred student profiles. Unomaha Edu. Retrieved August 6, 2024, from https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi? referer=&httpsredir=1&article=1259&context=studentwork Leaf, J. B., Cihon, J. H., Ferguson, J. L., Leaf, R., McEachin, J., Mountjoy, T., Leaf, J., & Rogue , A. (2023). A Progressive Approach to Applied Behavior Analysis (p. 271). Academic Press. (https://www.sciencedirect.com/topics/psychology/wechsler-intelligence-scale-for-children) (n.d.). (2016, March 23). Wechsler Intelligence Test for Children, Fifth Edition: Efficacy Report. Pearson. Retrieved August 6, 2024, from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and- research/reports/WISC-V-Research-Report.pdf Price, P. C., Chiang, I. C. A., & Jhangiani, R. S. (2015). Research Methods in Psychology (pp. 96-97). KPU Pressbooks. https://opentextbc.ca/researchmethods/chapter/reliability-and-validity-of-measurement/ Thompson, N. (2024, April 15). What is a T-score? Assessment Systems. Retrieved August 6, 2024, from https://assess.com/what-is-a-t-score/