Abstract
A survey was designed to obtain data from clinical psychology graduate programs. 107 program directors provided information regarding pre‐internship training in child assessment. Questionnaire data pertained to formal coursework and experience in administration of a wide variety of psychological, neuropsychological and psychoeducational tests. Additional information was gathered regarding the requirements for formal graduate coursework related to clinical child psychology. Specific tests were classified into eight general categories of assessment: 1) intellectual functioning, 2) academic achievement, 3) auditory processing/language, 4) auditory‐visual processes, 5) perceptual‐motor functioning, 6) neuropsychological batteries, 7) personality/emotional functioning and 8) adaptive behavior. It was concluded that current training in child assessment continues to be focused largely on the formal assessment of intelligence and personality, and that training encompasses a comparatively narrow range of test inst...
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