Unit 22: Test Batteries For The Educational Child Population

Unit 22: Test
Batteries for
the Educational
Child
Population
Presenter: Ilam Alonzo
Overview
History of test batteries for the educational child
population
Importance of test batteries for the educational child
population
Commonly administered test batteries for the educational
child population
Commonly administered behavioral rating instruments
for the educational child population
Other commonly administered measures for the
educational child population
Ethical practices on recommendations after
administration of test batteries for the educational child
population
History of test batteries for the
educational child population
Educational test batteries for children began in the early

20th century with the development of intelligence tests
by Alfred Binet and Theodore Simon in 1905.
Other intelligence tests were developed over the years,
including the Stanford-Binet Intelligence Scale, the
Wechsler Intelligence Scale for Children, and the Kaufman
Assessment Battery for Children.
Educational test batteries were also developed to
measure specific skills and abilities, such as the
Woodcock-Johnson Tests of Achievement.
Today, educational test batteries are still used to identify
children who need support, evaluate educational
programs, and guide decision-making.
Kaufman, A. S., & Kaufman, N. L. (2014). Kaufman assessment battery for children.
John Wiley & Sons.
Purpose of test batteries for the educational child
population
The key areas that require assessing are a child's learning

challenges, evaluating their cognitive abilities, identifying
behavioral issues, developing an educational strategy,
determining their responsiveness to treatment, and
providing recommendations for program or placement
modifications.
It is also pertinent to take into account the interplay of a
child's skills, their unique qualities, the teacher's
characteristics, diversity considerations, and the
expectations and needs of parents.
Preferably a family or classroom assessment is done along
with testing, it will lead to gathering more important
information to determine the needs of the children.
EVALUATIONS OF STUDENTS IN A SCHOOL SETTING INVOLVE
OBSERVING THEIR BEHAVIOR, ADMINISTERING ASSESSMENTS
Commonly TO MEASURE THEIR INTELLECTUAL ABILITIES:
administered test WESCHSLER INTELLIGENCE SCALE FOR CHILDREN–V
STANFORD BINET–V
batteries for the WOODCOCK-JOHNSON PSYCHOEDUCATIONAL BATTERY–IV
educational child KAUFMAN ASSESSMENT BATTERY FOR CHILDREN–II
THE ABOVEMENTIONED TEST ARE DONE WITH PROJECTIVE
population TESTS TO EVALUATE THEIR EMOTIONAL AND BEHAVIORAL
WELL-BEING.
The Stanford Binet Intelligence Scale,
Fifth Edition (SB-V) is a standardized
intelligence test used to measure
cognitive abilities and intellectual
potential in individuals aged 2 to 85
years. It assesses five cognitive factors
The Weschsler Intelligence Scale for and is used in educational, clinical, and
Children-V is a standardized test that research settings to identify strengths
measures cognitive abilities in and weaknesses in cognitive functioning,
children and adolescents. It assesses diagnose learning disabilities or
various cognitive domains and intellectual disabilities, and guide
provides an overall IQ score and educational or therapeutic interventions.
specific scores for each domain. The test consists of a series of tasks and
questions that vary in difficulty and
complexity, and scores are based on a
normative sample of the same age group.
The SB-V is considered one of the most
reliable and valid measures of
intelligence.
The Woodcock-Johnson Psychoeducational Battery (WJ) is a standardized tool
used to evaluate cognitive abilities, academic achievement, and cognitive
processing skills in individuals ranging from 2 years old to adulthood. The WJ is
comprised of two main components, namely the Cognitive Abilities Test (WJ-
COG) and the Achievement Test (WJ-ACH). The WJ-COG assesses cognitive
abilities such as memory, attention, problem-solving, and processing speed,
while the WJ-ACH measures academic skills in areas such as reading, writing,
math, and language. The WJ also offers additional tests to evaluate specific
cognitive processing skills, such as visual-motor integration, phonological
awareness, and auditory processing. The outcomes of the WJ can be utilized to
identify areas of strength and weakness, guide educational and therapeutic
interventions, and monitor progress over time.
WJ IV Ach Standard Nonspeed Test
Test 1 Letter Word Identification
Test 2 Applied Problems
Test 3 Spelling
Test 4 Passage Comprehension
Test 5 Calculation
Test 6 Writing Samples
Test 7 Word Attack
Test 8 Oral Reading
WJ IV ACH Standard Speed Test
Test 9 Sentence Reading Fluency
Test 10 Math Facts Fluency
Test 11 Sentence Writing Fluency
Kaufman Assessment Battery for Children-II
(KABC-II).
The KABC-II is a standardized tool used to

evaluate cognitive abilities in children aged 3 to
18 years old. It comprises various subtests that
measure diverse cognitive domains, including
verbal and nonverbal abilities, processing speed,
and memory.
-
Commonly HOWEVER, BEHAVIORAL RATING INSTRUMENTS HAVE BECOME
administered MORE POPULAR THAN PROJECTIVE TESTS DUE TO THE
LATTER'S INSUFFICIENT PSYCHOMETRIC PROPERTIES,
behavioral rating ACCORDING TO KAMPHAUS, PETOSKEY, AND ROWE (2000).
instruments for SOME BEHAVIORAL RATING INSTRUMENTS ARE:
ACHENBACH CHILD BEHAVIOR CHECKLIST
the educational CONNERS–3 PARENT AND TEACHER RATING SCALES
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN–3
child population
The Child Behavior Checklist CBCL is a popular survey that evaluates
the emotional and behavioral difficulties of kids and teenagers. It
comprises 113 questions that are answered by parents or guardians,
and examines various areas such as anxiety, depression, aggression,
attention, social issues, and physical complaints. The CBCL is
frequently employed in clinical and research environments to aid in
the identification and tracking of mental health conditions in young
people.
The Conners-3 Parent and Teacher Rating Scales are tools that are used to
assess and measure the academic, emotional, and behavioral functioning of
children and teenagers. These scales contain a set of questions that evaluate a
variety of symptoms and behaviors associated with conditions such as ADHD,
anxiety, depression, aggression, and other emotional and behavioral issues.
The responses provided by parents and teachers are utilized to create a
detailed report that can assist clinicians and educators in identifying areas of
concern and developing appropriate interventions and treatment plans. The
Conners-3 scales are extensively utilized in clinical and educational
environments to evaluate children and teenagers with emotional and
behavioral problems.
The Behavioral Assessment System for Children 3rd Ed
BASC-3 is a comprehensive assessment tool that evaluates
the behavior and emotional well-being of children and
adolescents aged 2 to 25 years. Its purpose is to gather
information on a range of issues such as hyperactivity,
anxiety, depression, aggression, and social skills. The BASC-
3 consists of various evaluation methods, including rating
scales from parents, teachers, and the child or adolescent
themselves. Additionally, it involves a structured interview
with the child or adolescent to obtain further information
about their behavior and emotional functioning. The results
of the BASC-3 provide scores and profiles that can be
utilized to identify strengths and weaknesses, create
treatment plans, and track progress over time. It is
commonly used in clinical and educational settings to
diagnose and treat a variety of behavioral and emotional
disorders in children and adolescents.
Other commonly TO CREATE FOUR VALIDITY MEASURES TO IDENTIFY FAKING
administered AND TWELVE CLINICAL MEASURES, INCLUDING DEPRESSION,
FAMILY RELATIONSHIPS, DELINQUENCY, ANXIETY, AND
measures for HYPERACTIVITY. THE PERSONALITY INVENTORY FOR CHILDREN-
the educational 2 WHICH FOLLOWS A SIMILAR FORMAT TO THE MMPI BUT IS
FILLED OUT BY THE CHILD'S CAREGIVER.
child population
Personality inventories for children are standardized
assessments that aim to evaluate the personality traits and
characteristics of children. These assessments typically
involve questionnaires or interviews that ask children about
the thoughts, feelings, behaviors, and attitudes.
One commonly used personality inventory for children is

the Personality Inventory for Children-2 (PIC-2), which
psychologists and educators often use to measure
personality dimensions such as anxiety, depression,
aggression, social skills, self-esteem, and academic
performance in children aged 6 to 12 years.
Ethical practices on
recommendations
Special education recommendations should
after administration only be suggested if it is evident that a regular
of test batteries for classroom setting would not provide equal
benefits.
the educational
child population
Evaluating a child's beliefs and perspectives
regarding education could be crucial as it
shapes their willingness to utilize available
resources.
It is important to evaluate the connections

between the teacher, family, and student, as
well as the overall effectiveness of the learning
environment.
It is important to consider the child's personal

values, drive, and belief in their own abilities, as
well as any potential medical issues.
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological

assessment (6th ed.). John Wiley & Sons
Thank you!

Unit 22: Test Batteries For The Educational Child Population

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Unit 22: Test Batteries For The Educational Child Population

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Unit 22: Test

Educational test batteries for children began in the early

The key areas that require assessing are a child's learning

The KABC-II is a standardized tool used to

One commonly used personality inventory for children is

It is important to evaluate the connections

It is important to consider the child's personal

Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological

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