Psychological Testing And Assessment Of Adolescents Paper
Assessment plays a significant role in the educational setting. Educators may want to assess what students have learned in class, or they may want to find out the extent to which students are able to learn more advance material. A variety of testing instruments are used in all levels of education.
Write a 750-1,000-word paper about the significance of intelligence testing for adolescents. Include the following in your paper:
- An explanation of the significance of intelligence tests
- Attributes of intelligence tests to include normative culture, language, and so forth
- An example of when it would be appropriate to administer an intelligence test and why
- A minimum of three scholarly resources
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Growing Together Psychology offer a range of formal psychology assessments for children and adolescents.
Cognitive and Educational Psychology Assessments for children and adolescents
Cognitive (Intellectual) and Educational Assessments (including School Readiness Assessments) are useful in identifying your child’s capacities in areas of functioning that relate closely to their school achievement. At Growing Together Psychology we provide a range of cognitive and educational testing packages for children and adolescents, including children IQ tests and testing for giftedness. Comprehensive assessment reports with tailored recommendations are given to parents at the conclusion of the testing process.
The psychological assessment that your child requires will likely vary depending on their age and their individual developmental and/or learning needs. We encourage you to give us a call on (03) 9077 2275 if you are considering having a psychological assessment completed for your child. Our child assessment packages have been structured to deliver the right outcome at the right price.
Developmental Assessments for children and adolescents
Growing Together Psychology provide private psychology assessments for Autism Spectrum Disorders and other developmental concerns. We work closely with a number of local Speech Therapists and Occupational Therapists during the psychological assessment process, where beneficial. The psychology assessments are unique to the individual child and their presenting concerns. There are a small number of funding options for families wishing to access these psychology assessments for their children. We are happy to talk you through these options and discuss the different approaches that we utilise.
Testing tools within the clinic:
We utilise the following psychology testing resources/tools to guide our comprehensive assessments (for educational, developmental and behavioural concerns) for children and adolescents:
- Wechsler Intelligence Scale for Children – **THE NEW Fifth Edition (WISC-V)
- Wechsler Preschool and Primary Scale of Intelligence – **the latest Fourth Edition (WPPSI-IV)
- Wechsler Individual Achievement Test – ** the NEW Third Edition (WIAT-III)
- Vineland Adaptive Behaviour Scales – Second Edition (VABS-2)
- Achenbach Child Behaviour Checklists (CBCL)
- Childhood Autism Rating Scale – Second Edition (CARS-2)
- Depression, Anxiety and Stress Scale (DASS-42)
- Autism Spectrum Disorder diagnostic tool – the latest ‘gold standard’ Autism Diagnostic Observation Schedule #2 (ADOS 2)
- A range of other Depression and Anxiety measures for children and adolescents
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Testing And Assessment Of Adolescents