Kaufman Test of Educational Achievement - Assignment Example

Week 8 – Other Tests Assignment Academic Achievement Test: Kaufman Test of Educational Achievement/Normative Update The K-TEA/NU is an individually administered test which can be administered on children ranging from 6.0 to 18.11 years of age (grades 1 through 12). The test can be administered both by individuals who have training in educational and psychological testing and individuals who have limited training in these areas. The test can provide information regarding mathematics, spelling, reading, etc. I would use K-TEA/NU in my specialty area, that is, in an educational setting, because it will facilitate my understanding of the children’s educational achievement and the specific strengths and weaknesses. I would individually administer the test among the students in an educational institute so that I can help teachers plan class activities and student with their self-appraisal (Cohen & Spenciner, 2006). Behavioral Rating Scales: Burks Behavioral Rating Scales, Second Edition (BBRS-2) The BBRS-2 facilitates in the identification and treatment of school children with behavioral troubles. The scale can be administered on children ranging from 4 to 18 years of age, that is, children about to join kindergarten through 12th grade. The scale is offered in a Parent Form and a Teacher Form. The test offers information about troublesome behavior, attention problems, etc. I would use BBRS-2 in my specialty area, which is, in an educational setting because it would help me identify students with behavioral problems and take appropriate measures to overcome these problems. Furthermore, it would help in realizing the behaviors of children that are interfering with their school functioning. I would administer the test in groups so that no student is left behind (Burks Behavior Rating Scales, Second Edition (BBRS-2), n.d). References Burks Behavior Rating Scales, Second Edition (BBRS-2). (n.d). Western Psychological Testing. Retrieved October 26, 2010, from http://portal.wpspublish.com/portal/page?pageid=53, 70127&_dad=portal&_schema=PORTAL Cohen, L. G. & Spenciner, L. J. (2006). Assessment of children and youth with special needs. (3 ed.). United Kingdom: Allyn & Bacon Assignment 2 Robert you have provided an excellent insight into the Behavior Rating Scale Vanderbilt ADHD Diagnostic Teacher Rating Scale. Even though, you have mentioned that the helps in the assessment of academic performance as well as well behavior, but I would like to add to this by stating that the Vanderbilt ADHD Diagnostic Teacher Rating Scale is a dependent measuring instrument for ruling out reading and spelling learning disorders among children diagnosed with ADHD (Langberg et al., 2010). This use of the scale for the Multisystematic Therapy (MST) Therapist to gain information from both the parent and the teacher about the youth is quite appropriate because it will help the MST Therapist provide of intensive family-focused therapy along with the help of the community (Mitechell-Herzfeld et al., 2008). On the other hand Robert, you did not mention the age range among which the scale could be administered and also the time required to administer it. Thus, the age range is 6 through 12 years and the time required in completing the test is 10 minutes (Table of all screening tools and rating scales, n.d.). The other scale that you talked about is The Vocational Preference Inventory (VPI, also known as RIASEC). You are using this tool in your specialty area with ant-social youth as an alternative to academic schooling. Furthermore, you suggested that Alternate career avenues rather than a traditional academic environment are an important consideration for an MST Therapist when problem solving with the youth and their caregivers as alternate life goals. This is quite a unique way of using VPI because it will help the deviant youth decide a career path early in their lives and can help in determining their ultimate life goals (Tracey & Rounds, 1995). On the other hand, I would like to suggest that you use this scale in combination with some other scale so that you are able to accurately measure the behavioral problems and help defining careers paths accordingly (Walsh & Osipow, 1973). References Langberg, J. M., Vaughn, A. J., Brinkman, W. B., Froehlich, T., & Epstein, N. (2010). Clinical utility of the Vanderbilt ADHD Rating Scale for ruling out comorbid learning disorders. Pediatrics. Retrieved October 26, 2010, from http://pediatrics.aappublications.org/ cgi/content/abstract/peds.2010-1267v1 Mitechell-Herzfeld, S., Shady, T. A., Mayo, J., Kim, D. H., Marsh, K., Dorabawila, V., & Ress, F. (2008). Effects of Multisystematic therapy (MST) on recidivism among juvenile delinquents in New York State. Office of Children and Family Services. Retrieved October 26, 2010, from http://www.ocfs.state.ny.us/main/reports/FINAL%20MST%20 report%206-24-08.pdf Table of all screening tools and rating scales (n.d.). Massachusetts General Hospital. Retrieved October 26, 2010, from http://www2.massgeneral.org/schoolpsychiatry/screeningtools _table.asp Tracey, T. J. G., & Rounds, J. (1995). The arbitrary nature of Holland’s RIASEC types: a concentric-circles structure. Journal of Counseling Psychology, 42(4), 431-439. Retrieved October 26, 2010, from https://netfiles.uiuc.edu/jrounds/IIP/Tracey%20 Rounds%2095%20concentric%20circles.pdf Walsh, W. B., & Osipow, S. H. (1973). Career preferences, self-concept and vocational maturity. Research in Higher Education, 1(3), 287-295. Retrieved October 26, 2010, from http://www.springerlink.com/content/g5792g1380185w46/ Assignment 3 Five Factor Personality Inventory – Children (FFPI-C) The Five Factor Personality Inventory – Children (FFPI-C) has been designed to determine the personality characteristics and nature of children. A review of the FFPI-C suggested that the test measured ‘agreeableness, extraversion, openness to experience, conscientiousness and neuroticism’ among children and adolescents. According to the review there were two main uses of the test, firstly, by assessing the personality traits, recognize the children endangered on adjustment problems in the school and the community and secondly, for research purposes. The review suggested that FFPI-C has been especially designed for children and adolescents between the ages of 9.0 years through 18.11 years. Furthermore, the inventory does not require a lot of materials, rather it only need a quiet place, and can be administered and scored in quick time. Thus, the review suggests that the inventory can be easily used in school settings (Klingbeil, 2009). As a standardized, personality inventory FFPI-C helps in determining the different personality traits that the students have and identification of the children endangered of adjustment problems. Each of the 75 items in the inventory comprises of two opposing statements. In another review, the FFPI-C was administered on 3,386 primary school children. One sample of 215 children was tested again after 9 weeks. The test-retest correlations varied from .778 to .854. Scale scores matched with teacher recommendations of the different types of personality. The FFPC five-factor scales demonstrated high internal consistency and test-retest reliability. Similarly, the factorial validity, construct validity, and concurrent validity were also verified through research (Kenkyu, 1999). References Kenkyu, S. (1999). A study on standardization of the Five-Factor Personality Inventory for Children (FFPC). Japanese Journal of psychology, 70(4), 346-351. Klingbeil, D. A. (2009). Test review: a review of the Five Factor Personality Inventory-Children. Assessment for Effective Intervention, 35(1), 61-64. Assignment 4 Jannia you have decided to focus on the Behavior Assessment System for Children (BASC) for your specialty area. As your selected scale is multi-dimensional instrument to assess the behavior and self-perception of children (Reynolds, 1992), therefore, the reviews offered are quite appropriate. The reliabilities and validities provided by the reviews suggest that BASC is a complete and psychometrically accurate measurement instrument with a lot to offer professionals working with children and adolescents (Gladman & Lancaster, 2003). The review offered by you regarding the social skills training with the handicapped in which the behavioral techniques derived from social learning theory to training social skills are analyzed offers a suitable use of the BASC because it allows one to understand that the assessment tool can be used on children with certain physical deficiencies as well (Gresham, 1981). Even though, you provided enough reviews to validate your selected tool, but another review carried out by Gladman and Lancaster (2003) suggested that tool can be appropriately used in the clinical/psychological, education and research settings. They further described the strengths and limitations of the different components of the BASC and also contrasted it with other similar assessment tools. The review also offers information regarding the test administration and scoring and the reliabilities and validities of BASC. Thus, it can be concluded that the BASC offers psychologists and other professionals with an assessment tool that can help them analyze the behavior and perception of children and adolescents quite accurately (Gladman & Lancaster, 2003). References Gladman, M., & Lancaster, S. (2003). A review of the Behavior Assessment System for Children. School of Psychology International, 24(3), 276-291. Gresham, F. M. (1981). Social Skills Training with Handicapped Children. Review of Educational Research, 51(1). Reynolds, C. R. (1992). Behavior Assessment System for Children. Circle Pines, MN: American Guidance Service. Read More