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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