Applications of Intelligence Assessment, psychology homework help

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Applications of Intelligence Assessment – This begins the question

 The WAIS-IV is a commonly used standardized intelligence test for adolescents and adults.  Assume you have been asked to evaluate an inpatient and have very limited time so that you can administer only 3 subtests from the WAIS-IV.  The referral question is to determine the likelihood that the subject will be able to return to work. In your discussion post, you must describe the subtests you selected and thoroughly explain the rationale for your choice.  In your rationale be sure to describe the properties and applications of the standardized intelligence test subtests selected as they apply to your assigned client. Identify at least one methodological consideration concerning the reliability and validity of administering the chosen subtests. Explain what modifications you would make (if any) to your choice of subtests if you found out your client had less than a high school education or was not a native English speaker. Give examples of arguments for and against the use of standardized tests to make predictions about future performance and apply these arguments to your specific assigned client. In addition to the required reading, research a minimum of one peer-reviewed article from the Ashford University Library to support your choice of subtests. Refer to the list below to determine your assigned client.

Last name begins with

• A through I: Your client’s career: Business owner of a printing company with 50 employees
• J through P: Your client’s career: High school English teacher
• Q through Z: Your client’s career: Professional painter—residential and commercial

Background information

What does intelligence consist of?
Intelligence is not just one ability. It is a multifaceted capacity made up of many abilities, such as the ability to

• acquire and apply knowledge
• reason logically, plan effectively, and infer perceptively
• grasp and visualize concepts
• find the right words and thoughts with facility
• cope with and adjust to novel situations,
• and more (Cohen, Swerdlik, & Sturman, 2013).

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What are multiple intelligences?

I.Q. testing over the phone?

In addition to clinical-, counseling- and educational psychology, cognitive intelligence plays an important role in research in industrial and organizational psychology. Assessments of cognitive intelligence are typically performed in face-to-face settings. But do they have to be? What if valid and reliable measures of intelligence could be obtained by testing someone over the telephone? Blickle, Kramer, & Mierke (2010) used the Wonderlic Personnel Test (WPT) to assess the quality of intelligence testing by telephone with a sample of working adults and compared the results with intelligence testing by face-to-face test administration. Check out the article in the list of recommended readings to find out why the authors concluded intelligence testing by telephone is indeed a promising alternative to traditional test administration. What are pros and cons of assessing intelligence over the phone?

The role of achievement tests

Achievement tests are designed to measure accomplishments—they are meant to answer the question, “What has the individual learned and how does her or his level of achievement compare to age- and grade- peers?” Achievement batteries survey learning in several academic areas (e.g., mathematics, reading, writing). Aptitude tests focus on life experiences or informal learning rather than structured learning. Structured learning is normally assessed in achievement tests.

Example: Tyler is a 10-year-old male who is in the 5th grade. Each year since 3rd grade, he has progressively fallen more and more behind in his grades, but before 5th grade, he managed to pass (mostly A’s & B’s in 3rd grade and C’s & D’s in 4th grade). Now, in the 5th grade he is not passing his classes (D’s & F’s).. His school counselor recommended a psychoeducational evaluation for Tyler. Among other assessments, Tyler was administered the WISC-V (intelligence) and the WIAT-III (achievement battery). He scored in the upper limits of the average range for intelligence, but significantly below average in Total Reading, Basic Reading, Reading Comprehension & Fluency, Written Expression, Mathematics and Math Fluency. He performed best on measures of Mathematics and Math Fluency; however, he was still below average in these areas. At school, he also does best in his math class but as the level of reading required in his math books has increased over the past few years, his math performance has also declined significantly. Additional assessments indicate that when solving mathematical problems does not require reading, Tyler’s performance is almost at grade level and some skills are consistent with his scores on the intelligence tests. The psychologist who evaluated Tyler recommends that the priority intervention focus on remediating reading deficits and that Tyler also have access to audio versions of written texts.

More on testing children: If you are especially interested in the applications of intelligence tests to working with children, you may find the recommended article by Sternberg et al. (2014) interesting. Sternberg and his colleagues studied whether prior successes with educational interventions grounded in the theory of successful intelligence could be used as the primary basis for instruction in language arts, mathematics, and science.

Testing senior adults: If your interests lie in the area of working with the geriatric population, check out the 
University of Iowa Geriatric Education Center website for information on several assessment instruments for use with geriatric clients.

Gardner, H. (2010). Howard Gardner. Harvard Graduate School of Education. Retrieved April 13, 2010, from
http://www.howardgardner.com/index.html

Sternberg, R. J., Bimey, D. P., Stemler, S.E, Otterbach, R., Randi, J., Jarvin, L., Naples, A., Newman, T., Parish, C., & Grigorenko, E.L. (2014). Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science. Journal of Educational Psychology, 106(3), 881-899.

TEDx Talks (2014, June 26). Do standardized tests matter?  Nathan Kuncel  TEDxUMN.[Video file]. Retrieved from https://www.youtube.com/watch?v=Gv_Cr1a6rj4

TEDx Talks (2012, December 3). None of the Above – Why Standardized Testing Fails: Bob Sternberg at TEDxOStateU. [Video file]. Retrieved from https://www.youtube.com/watch?v=otlmKZeNi-U

University of Iowa Geriatric Education Center. (2014). Geriatric Assessment Tools: Dementia and Delirium. Retrieved from http://www.healthcare.uiowa.edu/igec/tools/categoryMenu.asp?categoryID=1

 

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