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