week 9 discusiion

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Psychology

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Jan 9, 2024

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WEEK 9 Cognitive Assessment Post by Day 4 a description of the challenges you identified in last week’s Discussion. Then explain strategies you might use to address these challenges. Finally, explain what topic, skill, or concept from the readings you are most looking forward to reviewing in-residence and why Week 9 Discussion Challenges Last week’s reading and discussion of learning about the WAIS-IV was not only challenging in the reading and learning assessing, on using the kits, perspective, and expectation throughout the process of administering the test. Comprising the scales, subtests, and scoring is challenging in learning the test’s different variables. It is challenging not having the tools to learn to manipulate tools, eventhough I understand we will have some practice time at BAYR. Hopefully, that would give the feeling of what to expect upon manipulating the tools. At the same time, observing the demonstration and systematically assessing the indicators and visual cues of disabilities. For example, how to determine the validity of a genuine or fake intellectual disability, deficit disorder, or mental health disorder. I gathered information learned for the personality assessment class to bridge the gap in learning about disorders and mental health conditions that can impact the test result, consequently affecting the validity of the test. Strategies I would consider accommodations based on the client’s needs and appropriateness when administering the WAIS-IV, WAIS, and WISC. Such as visual, extended time, auditory enhancement for the deaf and hard of hearing, and clinical considerations (Cherry, 2022). Taken at face value, how multiple cognitive constructs to items success or item failure, deviation,

unimportant or possible random fluctuation in answers affect the validity of the results (Lichtenberger & Kaufman, 2012). Reading and learning about the WAIS-IV administration is not the only challenging component of this class since the WAIS-IV intelligence scale is most frequently used for adults and adolescents (Cherry, 2022). Comprising the scales, subtests, and scoring issues is as challenging as it appears. As a visual learner, the hands-on in Minnesota will be a valuable learning experience in addition to what I have learned in the readings. Therefore, understanding the application of the cognitive variable measured during a subjective evaluation from the practitioner’s standpoint is also challenging to determine what and how to document the findings. As potential examiners, learning how to utilize the variables from WAIS-IV, especially in BAYR, would give me a preview of the expectations for practicum and internship and will hopefully render valuable information and skills on the application of scoring information in testing practical due to the subjective component of part of the WAIS-IV testing integrated with the other testing parameters. The topics I hope to learn more about in BAYR, as mentioned in the previous discussion, or how to administer the test and get feedback to strengthen the skills in addressing cognitive and personality assessment and navigating the steps in assisting the WAIS-IV.

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