psychological testing for children

7/30/2019 Psychological Testing for Children

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Tara Buck, MD (PGY-5)University of Utah

Child & Adolescent Psychiatry Fellow


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Become familiar with different types oftesting measures

Review types of learning disorders Understand the schools role in providing

education through 504 plans and IEPs Discuss the appropriateness of using

psychoeducational versus neuropsychologicaltesting Review guidance to be given to families

pursuing special education services


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IQ tests Achievement tests

Tests of adaptive function Tests of cognitive function

Tests of individual cognitive fxn versus batteries

Personality or psychological tests


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IQ is a measure of intelligence that represents apersons learning potential.

David Weschler-the global capacity of a person to actpurposefully, to think rationally, and to dealeffectively with his environment.

Can be determined from intelligence testing Examples:

WISC-IV (Wechsler Intelligence Scale for Children-IV) WPPSI (Weschler Preschool & Performance Scale of Intelligence)

Stanford Binet Intelligence Scales (SB-5) Kaufman Assessment Battery for Children (KABC-II) Bayley Scale for Infant & Toddler Development Leiter International Performance Scale (Leiter-R) [nonverbal]


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Full Scale IQ=

Verbal

Comprehension Perceptual

Reasoning

Working Memory

Processing Speed

Very Superior: > 130Superior: 120-129High Average: 110-119Average: 90-109Low Average: 80-89Borderline: 70-79

Mild Mental Retardation: 55-69Moderate Mental Retardation:40-54


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Verbal Comprehension Index (VCI)

Similarities, Comprehension, and Vocabulary subtests

Lets play a guessing game. Tell me what Im thinking of.


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Perceptual Reasoning Index

Matrix Reasoning, Picture Concepts, and Block Designsubtests

Pick one here..

that goes withone here..


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Matrix Reasoning


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Working Memory Index

Composed of Letter-Number Sequencing and Digit Span

Tell me the numbers first, in order, starting withthe lowest number. Then tell me the letters inalphabetical order.


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Processing Speed Index

Coding and Symbol Search

When I say go, draw a line through each animal. Work as

quickly as you can w/out making any mistakes. Tell mewhen you are finished.


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Measure a students ACQUIRED knowledge and skillsin educational areas.

Areas measured include: Reading, Writing, Math, &Spelling

Indication of current academic performancecompared to a peer group Woodcock Johnson III Test of Achievement (WJ-III) Wechsler Individual Achievement Test (WIAT)

Kaufman Tests of Educational Achievement (K-TEA) Stanford Achievement Tests (SAT) Peabody Individual Achievement Test Wide-range Achievement Test (WRAT)


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Look for a discrepancy between IQ andachievement testing

Factors that may contribute to discrepancy: Depression and/or anxiety

Abuse/PTSD

ADHD Substance use

Other psychiatric disorders or psychosocial

stressors.


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When to test adaptive function:

For children with suspected intellectual disability,

cognitive impairment, and autism spectrumdisorders.

Vineland Adaptive Behavior Scale (VABS) AAMR Adaptive Behavior Scales Scales of Independent Behavior-revised

Provide age equivalence scores


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Attention Language: receptive, expressive, word

finding Memory: visual, verbal Motor: gross, fine, procedural memory

(praxis) Construction Perception (agnosia) Executive function


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Halstead-Reitan Luria-Nebraska

NEPSY-II


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MMPI (Minnesota Multiphasic PersonalityInventory)

TAT Rorschach ADOS/ADI

Content Component Scales

Fears SubscalesDepression SubscalesHealth Concerns Subscales (Somatic)Bizarre Mentation SubscalesAnger SubscalesCynicism Subscales

Antisocial Practices SubscalesLow Self-Esteem SubscalesSocial DiscomfortFamily ProblemsNegative Treatment IndicatorsLow MotivationInability to Disclose


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Projective psychological test

Proponents feel it can provide informationabout his or her views of the self, the world,and interpersonal relationships.

Picture Interpretation Technique


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When to administer: When personality andemotional function needs to be further

assessed, or when suspectedpsychopathology cannot be delineatedthrough an interview.

Inkblot Test


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When individuals demonstrate abilities belowthe level that would be expected given their

age and grade level in school Reading Disorder

Disorder of Written Expression

Mathematics Disorder

Learning Disorder NOS


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Communication Disorders

Expressive language disorder

Mixed Receptive-Expressive Language Disorder Phonological Disorder

Stuttering

Motor Skills Disorder

Developmental Coordination Disorder


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Section 504 of the Rehabilitation Act and theAmericans with Disabilities Act (ADA) -1973

Individuals with Disabilities Education Act(IDEA) - 1990


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Designed for students who can makeeffective progress without highly specializedservices, but they do need some type ofsupport or accommodation.

Unlike IDEA, Section 504 does not guarantee

that a child with a disability will receive anindividualized education program that isdesigned to meet the childs educationalneeds.


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Tests taken in a separate location with timelimits waived or extended.

Give the child frequent breaks out of the

classroom to release tics in a less embarrassingenvironment. The use of a word processor due to fine motor,

visual motor deficits. Tests/reports given orally. Shortened assignments. Standardized tests answers written directly in

the test booklet and transferred onto answersheet by teacher or assistant.


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Falls under special education law IDEA Indicates that the student needs specialized

services in order to make effective progress for

his/her grade or age level needs. Requires specialized services in the school

Categories: Specific Learning Disability

Communication Disorder Neurologic or other medical problem

Emotional Disturbance

Autism Spectrum Disorder


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Special medical concerns addressed bytreating physician

Interviews with parents and school staff

Information from parents

Specific tests which must include all areasrelated to the suspected disability


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Neuropsych- $$$

TBI (repeated concussions), Neurologic injury,

FAS, in-utero exposures Will include broad range of testing-IQ,

achievement tests, memory, exec fxn, gross/fine

motor, speech/language eval

School Testing Check to make sure IQ AND Achievement testing

was completed at the minimum.


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1) Has the Committee on Special Educationconsulted with the treating physician to

determine the nature of the childssymptoms? 2) Has the committee interviewed the

parents about specific symptoms andproblem areas they are seeing at home?

3) Have they looked at a portfolio of thechilds work?


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4) Has the child been tested in the followingareas? Motor skills (fine/gross)

Auditory processing

Language processing

Memory skills

Executive function

Sensory integration

Has a functional behavior assessment been completed?


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Bell, SM. Psychoeducational Assessment. The AssessmentProcess.P.24-36 Keys to Effective LD Teaching Practice.

Caplin, Deidre. Quick Interpretation of Intellectual Test Results.Handout.

Disorders Usually First Diagnosed in Infancy, Childhood, orAdolescence. http://behavenet.com/disorders-usually-first-diagnosed-infancy-childhood-or-adolescence Accessed on11/18/12.

Kamphaus et al. Current Trends in Psychological Testing ofChildren. Prof Psych, 31; 2, 2000, p155-164.

Krasuski, J. Lightening Review of NeuropsychologicalAssessments. American Physician Institute. 2012.

Shelley C. Heaton, Ph.D. Making the Switch: Unlocking theMystery of the WISC-IVusers.phhp.ufl.edu/jhj/WISCIV.ppt. July 24,2004. Accessed on 11/17/12.


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