Week 8 Discussion

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Week 8 Discussion Post by Day 4 a description of at least one topic, skill, or assessment from the required readings that you found challenging and explain why. Then, describe any other areas or topics that have been challenging in this course. Finally, explain what topics you hope are covered in more depth in-residence. To prepare for this Discussion, identify topics or skills from the Learning Resources this week and in other weeks that you found challenging . Think about why these topics are challenging for you . Then consider which topics you hope are covered in more depth in-residence . WEEK 8 Discussion Cognitive Introduction The WAIS-IV is a standard clinical tool for cognitive assessment for adults (WAIS) and (WISC) for school-age test-takers in the USA; hence low reliability with individuals with IQ scores less than 50, culturally biased participants that are culturally deprived (Verywellmind, 2022). The test parameters do not assess non-academic skills that can play a role in the outcome, such as low confidence, unrealistic expectations, motivations, creativity, emotional intelligence, and social skills. Nevertheless, the intelligence test aims to measure “g,” the general intelligence factor. Good intelligence will demonstrate validity, implying that intelligence is actually measured (Cherry, 2023). My Challenges The WAIS-IV measures intellectual functioning, analogical, sequential, quantitative reasoning, memory, and psychomotor processing speed. I found it all new and challenging until I learned more about the essential visuals to understand better how to administer the test after observing and practicing exactly how to follow the steps and what I learned from the readings.

Discontinuing and starting the subtest might be more challenging in following the administration rules that aid in the efficiency of the task. These subtests allow the examiner to curtail the testing time, administer the test earlier, and simplify the items for adults who cannot answer the test correctly at the designated starting points (Lichtenberger & Kaufman, 2012). I find it challenging to on when to start and stop and how to modify the test to accommodate the client’s needs based on intellect, learning ability, age, language, and other demographics and disabilities that might influence the testing results. As the examiner, I must memorize all directions to administer the test appropriately because the WAIS-IV is a model designed to parallel with the WISC-IV and to comprise a full-scale IQ as well as the indexes of the components of the verbal comprehension, perceptual reasoning, working memory, and processing speed. Nevertheless, there are different start points and reverse rules for the 10 score subtests of the Block Design, Similarities, Digit Span, Matrix Reasoning, Vocabulary, Arithmetic, Symbol Search, Visual Puzzles, and Information. Henceforward, essential rules of when to begin and end each WAIS- IV subtest are listed in the Manual and the Record Form (Lichtenberger & Kaufman, 2012). The subtest is reduced by at least one time and others after consecutive failures: for example, reducing a subtest from four to three (Lichtenberger & Kaufman, 2012). Administrating Scoring Manuals summarize the subtest start point, reverse rule, and examples of how the reverse rule applies to the Verbal Comprehension and Working Memory subtest rule: Similarities, Vocabulary, Arithmetic, Information, and Comprehension. The Verbal subtests that do not use a reverse rule include Digit Span and Letter-Number Sequencing (Lichtenberger & Kaufman, 2012). None of the Processing Speed Subtests use the rule when a specified time has elapsed (Lichtenberger & Kaufman, 2012). Besides being observant and consistent on the test administration approach of the assessment,

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