Chapter 9 Intellectual and Neuropsychological Assessment Assessment Overview

Chapter 9 Intellectual and Neuropsychological Assessment

Assessment Overview • Tests described in this chapter are related to cognitive functioning in some way – Intelligence tests measure intellectual abilities – Achievement tests measure accomplishments in academic areas – Neuropsychological tests focus on cognitive dysfunction, often from brain injury or illness

Intelligence Testing • Theories of intelligence – Is intelligence one thing or many things? • Charles Spearman—”g” for general (single) intelligence • Louis Thurstone—intelligence is plural abilities that may not relate to each other • Hierarchical models of intelligence blend singular and plural theories

Intelligence Testing (cont. ) • More contemporary theories of intelligence – James Cattell—two separate intelligences • Fluid intelligence—ability to reason when faced with novel problems • Crystallized intelligence—body of knowledge accumulated through life experiences – John Carroll—three-stratum theory • “g, ” 8 broad factors, 60 specific abilities

Wechsler Intelligence Tests • Originally created by David Wechsler in early 1900 s • Currently, there are three Wechsler IQ tests – Wechsler Adult Intelligence Scale—Fourth Edition (WAISIV) – age 16 -89 – Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV) – age 6 -16 – Wechsler Preschool and Primary Scale of Intelligence— Third Edition (WPPSI-III) – age 2 -7

Wechsler Intelligence Tests (cont. ) • Similarities among the three Wechsler IQ tests: – Yield a single full-scale intelligence score • Also yield 4 index scores: Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed • Also yield about a dozen specific subtests scores – One-to-one, face-to-face administration

Wechsler Intelligence Tests (cont. ) • Similarities among the three Wechsler IQ tests (cont. ): – Share a core of subtests: • • • Vocabulary Similarities Information Comprehension Block Design Picture Completion Matrix Reasoning Coding Symbol Search

Wechsler Intelligence Tests (cont. ) • Similarities among the three Wechsler IQ tests (cont. ): – Mean of 100 for full scale and index scores, and 10 for subtests – Large sets of normative data – Impressive psychometric data to support reliability and validity – Approach to interpretation: full scale IQ first, followed by increasingly specific scores and patterns

Stanford-Binet Intelligence Scales— 5 th Edition (SB 5) • Dominated in early 1900 s until Wechsler’s tests began to compete • Like Wechsler tests in many ways – Face-to-face, one-to-one administration – Single overall IQ score, 5 factor scores, many more subtest scores – Mean score is 100

Stanford-Binet Intelligence Scales— 5 th Edition (SB 5) (cont. ) • Unlike Wechsler tests in some ways: – One test covers whole lifespan (ages 2 -85+) – Subtests include extensions at high and low end (useful for assessing giftedness or mental retardation) – Different subtests and factors – Has become less commonly used than Wechsler tests, but still highly regarded and used

Cultural Fairness in Intelligence Tests • Some subtests may place people from minority cultural groups at a disadvantage – Verbal subtests especially – Both Wechsler tests and Stanford-Binet have made improvements in recent editions

Cultural Fairness in Intelligence Tests (cont. ) • Universal Nonverbal Intelligence Test (UNIT) – Recently created (1996) – Entirely language free – No speaking necessary for test administrator or test taker • All instructions are hand gestures • All responses are manual, not verbal – Some drawbacks: only for kids age 5 -17, limited psychometric data, more limited range

Achievement Testing • Intelligence is what a person can accomplish intellectually • Achievement is what a person has accomplished, especially reading, spelling, writing, or math

Achievement Testing (cont. ) • Achievement tests typically produce standard scores that can be easily compared to scores from intelligence tests (e. g. , mean = 100) – A significant discrepancy between a person’s achievement and expected levels of achievement is the basis for specific learning disorder • They also typically produce age- or gradeequivalency scores

Achievement Testing (cont. ) • Some achievement tests are specific to math, reading, or other abilities • Others are more global – Wechsler Individual Achievement Test—Third Edition (WIAT-III) • For ages 4 -50 • Administered face-to-face and one-on-one • Reading, math, written language, oral language

Neuropsychological Testing • Measure cognitive functioning or impairment of the brain and its specific components or structures • Additional purposes: to make prognosis, plan rehab, determine eligibility for accommodations, etc. • Often used after a head injury, a brain illness, or prolonged alcohol or drug use • Some neuropsychological tests are lengthy and comprehensive; others are brief and targeted

Halstead-Reitan Neuropsychological Battery (HRB) • Comprehensive battery of 8 neuropsychological tests • Primary purpose is to identify people with brain damage and, to the extent possible, provide detailed information or hypotheses about any brain damage identified

Halstead-Reitan Neuropsychological Battery (HRB) (cont. ) • Some of 8 tests involve sight, hearing, touch, motor skills, and pencil & paper tasks • A similar comprehensive battery of tests is the Luria. Nebraska Neuropsychological Battery (LNNB) – Similarly long and comprehensive – Emphasizes qualitative data in addition to quantitative data

Brief Neuropsychological Measures • Bender Visual-Motor Gestalt Test – Second Edition – Most commonly used neuropsychological screen among clinical psychologists – ~6 minutes to administer – Simple copying test using 9 geometric designs – A quick “check, ” followed by more tests as necessary – Can suggest brain damage in a diffuse, but not specific, way

Brief Neuropsychological Measures (cont. ) • Rey-Osterrieth Complex Figure Test – Brief pencil-and-paper drawing task, but unlike Bender-Gestalt, involves just a single, more complex figure – Also includes a memory component (recall figure and draw it again from memory)

Brief Neuropsychological Measures (cont. ) • Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) – Neuropsych screen focusing on a broader range of abilities than Bender-Gestalt or Rey-Osterrieth – 12 subtests in less than half hour

Brief Neuropsychological Measures (cont. ) • Wechsler Memory Scale – Fourth Edition (WMS-IV) – Assesses memory problems due to brain injury, dementia, substance abuse, etc. – Ages 16 -90 – Assesses visual and auditory memory, immediate and delayed recall