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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

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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