Neuropsychological Testing Essay

The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

Hi Brandon, I want to talk to you about the two psychological tests that I would like to conduct, which are called the WAIS-IV and the MMPI-2. The WAIS-IV is used to measure intelligence, and since you are here because you are having considerable difficulty with your classes, I believe this test is appropriate. The WAIS-IV uses several categories, called indexes, to simplify different aspects of

The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to over

In this paper, I will present my findings about the two testing (Cognitive Ability Test

The test consists of multiple subtests instruments for investing a broad range of language impairments that are common consequences of brain damage.

The CogState is a brief battery that measures psychomotor function, information processing speed, visual attention, vigilance, and visual and verbal learning and memory. Evidence supporting the construct and criterion validity of this NCAT suggests it can be used for detecting cognitive impairment from a concussion (Maruff, et al.,

Lina’s overall level of intelligent functioning on the WISC-IV was in the Very Superior range (Full Scale IQ=13; 98th percentile). There were no significant differences between the indices, the FSIQ is considered an accurate estimate of her current function. Lina exhibited Very Superior performance on tasks of verbal comprehension (VCI percentile = 99) and working memory (WMI percentile = 98), fluid reasoning (FRI percentile = 88) and Visual spatial (VSI percentile = 82) fell in the High Average range of functioning. However, the patient lowest score pertained to the Processing Speed (PSI percentile = 77), fell in the high average range which did not lowered her overall score.

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

As per Reitan and Wolfson (1993) raw test scores must be interpreted by adhering to the following method: the WAIS-Information, Comprehension, Similarities and Vocabulary score must be weighed against pre-morbid intellectual competence. Poor scores are more receptive to biological condition and it might indicate brain damage. Next the Halstead Impairment Index is calculated based on the CT, Trail-Making Test B, and Localisation score of the TPT. In case these scores show significant decrease compared to Wechsler result, or the obtained ratio of 0.5 or greater suggests brain damage which resulted in neuropsychological impairment. This is followed by examining the WAIS Verbal versus Performance, bilateral disparity on the FTT and TPT, dysphasia, constructional dyspraxia and deficiency on the Sensory Perceptual Examination which lead to finding the location and orientation of the cerebral damage. Closing step is integrating all the input and interpreting the results concerning the neurological irregularity, predicting the progression of the injury and diagnosing the neurological condition (Reitan & Wolfson, 1993). Various index numbers serve to detect improper brain function. Russsell et al (1970) formulated Average Impairment Rating based on 12 weighted average subtest scores. The General Neuropsychological Deficit Scale (Reitan &

Special group studies assessed criterion validity and clinical utility resulting in information that leads to diagnosis or ability classify disability and found that the NEPSY-II has discriminative validity across a variety of disabilities in areas such as ADHD, Asperger's disorder, math and reading disorders, intellectual disability, autism, emotional problems, and traumatic brain injury (TBI) (Brooks, Sherman, & Strauss, 2010; Davis & Matthews,

Neuropsychological testing is a series of tests and questionnaires for assessment of cognitive functions that cannot be fully administered following the injury since the test takes several days when the injured person requires cognitive rest. In the period of recovery, neurocognitive testing (along with symptom assessment, clinical evaluation, etc.) may help in the diagnosis and management of

The WAIS-IV failed to produce an explanation for the psychometric bias that a person must get 6 raw scores of 1 before an FSIQ can be computed. Having this requirement constitutes as test bias. Test bias focuses on statistical prediction and can be thought of as measuring a different construct rather than the intended construct (Shultz, Whitney & Zickar, 2013). The issue of the reduced number of subtest for ages 70 to 90 can raise concerns for test fairness. Although test fairness is much harder to prove than test bias, as a person can screen questions and claim that a measure is unfair.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

Woodcock Johnson Tests of Cognitive Abilities Third Edition It’s comprehensive battery is strong and well normed. Client can pick and choose the subtests. Limitations: This is an expensive test to administer and it is cumbersome to get full picture of client in one hour with this tool.