Assessment Procedures

The Examiner

• academic background
  • master’s degree in psychology or related field
  • if not, supervisor has master’s degree
• personal characteristics
  • emotionally stable
  • mature
  • know strengths and limitations
  • patient
• skills
  • communication (oral and written)
  • problem solving
  • work independently or with a team

Examiner Characteristics

• tact
• ingenuity
• patience
• understanding
• warm
• respect
• knowledge of things clients are interested in
• vigilance
• self-awareness
• interest in people
• professional appearance
• flexibility

Preparing for the Testing

• understanding the referral question
• review of case history
• assemble a possible test battery

Testing Environment

• private
• well lit
• quiet
• comfortable
  • temperature
  • furniture
• few or no distractions
• furniture
  • table
  • chairs
  • stools or chairs
  • seating arrangement
• materials
  • tests, record forms, and response sheets
  • pencils
  • extra paper
• manage materials
  • placement
  • organization
• familiarize
• conform to administration rules
• always present materials from client’s left to right
• stimulus books right in front of the client

Establishing Rapport

• introductions
  • establish eye contact (at eye level also)
  • introduce yourself
  • explaining the task
  • general with some specifics
  • what’s in it for the client?
  • your goals in the assessment
  • break and rest

Allaying Apprehension

• get the child to express self ASAP
• meet the client where he or she is
• address fears and misconceptions
• prompt laughter and light environment
• set clear limits

Test Administrations

• avoid nonverbal cues, unless prescribed by the test manual
• avoid immediate feedback to the client regarding responses
• conform to test administration rules
• be flexible in changing tests used as impressions arise
• use timer as need
• be persistent when client is unresponsive
  • balance between task- and person-oriented stance
  • drop the task and build rapport (again) when there is resistance
• record responses verbatim
  • ask client to slow down as necessary
  • clarify as needed
  • develop shorthand in recording
• do not show scores to the child
• score as soon as you can
• take note of deviations from standard procedures
• the issue of praise
  • no praises or incentives during testing
  • praise after test battery is completed
• stretching tests for special purposes
  • giving praise
  • testing of limits
  • dropping time limits
  • giving cues or aids
  • administering other items

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