WAIS IV MANUAL PDF PROFESSIONAL

Research evidence suggests that trainees as well as experienced practitioners typically make numerous errors in administering and scoring these tests the number of errors made by trainees does not decrease with mere practice (e.g., Slate et al., 1991 Ryan and Schnakenberg-Ott, 2003 Loe et al., 2007) and the number or type of errors does not differ according to different editions of the tests ( Kuentzel et al., 2011). 39), there is a paucity of evidence on teaching and learning strategies for fundamental psychological assessment competencies such as the administration and scoring of standardized tests of intellectual functioning like the Wechsler Intelligence Scales ( Wechsler, 2003, 2008, 2012). 726) and as an вЂessential area of competency for psychologistsвЂ™ ( Kuentzel et al., 2011, p. Specifically, whilst competency in the area of psychological assessment has been referred to as вЂa defining aspect of psychological expertiseвЂ™ ( Krishnamurthy et al., 2004, p. Whilst clinical psychology training is based on the вЂscientist practitioner modelвЂ™ and there is a strong emphasis on evidence-based practice, there is comparatively little investigation and evaluation of what might be considered вЂevidence-based teaching methodsвЂ™ ( Baillie et al., 2011).

WAIS IV MANUAL PDF PROFESSIONAL

Psychology as a profession is committed to developing and maintaining the professional competencies necessary for independent practice ( Page and Stritzke, 2006) and attaining and maintaining competence is a fundamental component of ethical practice ( Australian Psychological Society, 2007). It is suggested that involving senior trainees, recent graduates and/or experienced practitioners in the training of post-graduate students may have benefits for both parties, promoting a peer-learning and continuous professional development approach to the development and maintenance of skills in psychological assessment.

The failure of peer and self-reviews to detect the majority of the errors suggests that novice feedback (self or peers) may be ineffective to eliminate errors and the use of more senior peers may be preferable. Across all subtests, the most frequent errors related to failure to deliver standardized instructions verbatim from the manual. All students were found to make errors, with substantially more errors being detected by the faculty member than by self or peers. 91.3% of students were rated as having demonstrated competency in administration and scoring.

Video recordings and test protocols from a role-played test administration were analyzed for errors according to a comprehensive checklist with self, peer, and faculty member reviews. Twenty three post-graduate psychology students underwent training in using the WAIS-IV according to a best-practice teaching model that involved didactic teaching, independent study of the test manual, and in-class practice with teacher supervision and feedback.

There is a need for an evidence-based approach to training professional psychologists in the administration and scoring of standardized tests such as the Wechsler Adult Intelligence Scale (WAIS) due to substantial evidence that these tasks are associated with numerous errors that have the potential to significantly impact clientsвЂ™ lives.

2School of Psychology and Speech Pathology, Curtin University, Bentley, WA, Australia.

1School of Psychology, The University of Adelaide, Adelaide, SA, Australia.

Wais iv manual pdf