Standards For Psychological Testing Research Articles

Neuropsychological assessment of persons with physical disability, visual impairment or blindness, and hearing impairment or deafness

Conducting assessment with individuals with physical disability, visual impairment or blindness, and hearing impairment or deafness poses significant challenges for the neuropsychologist. Although standards for psychological testing have been devised to address assessment of persons with disabilities, little research has been conducted to validate neuropsychological test accommodation and modification practices that deviate from standard test administration or to develop test parameters and interpretive guidelines specifically for persons with different physical or sensory disabilities. This paper reviews issues pertaining to neuropsychological test selection and administration, common accommodation and modification practices, test development and validation, and disability-related factors that influence interpretation of test results. Systematic research is needed to develop methodological parameters for testing and to ensure reliable and valid neuropsychological assessment practices for individuals with physical or sensory disabilities.

Assessment Strategies for Students With Disabilities

Remedial strategies for children and adolescents with disabilities should have their roots in assessment. In this article the authors discuss improvements in assessment approaches, including new standards for psychological testing, updated and renormed cognitive assessments, and vocational assessments with increased ecological validity. The combined efforts of school psychologists, rehabilitation counselors, vocational evaluators, psychologists, and school counselors have yielded progress in the technical qualities of assessment and utilization. Through comprehensive and functional assessment, students with disabilities should find the transition from school to work with greater success.

Report on a group form for the measurement of color-word interference: speed of color discrimination test.

Although there have been some suggestions towards the development of a standardized form for a group version of Stroop's color-word interference test yet, to some extent, a group form has not been applied in psychological research. In this study the equivalence of group and individual procedures as well as some standards for psychological tests of the group form were examined. The results show that the interference score does not comply with the requirements of psychological tests and the equivalence of the interference scores of the group and individual procedures could not be determined. For further research experimental analysis of convergent and discriminant validity is suggested.