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Essay / Research Paper Abstract
A 24 page paper that discusses different issues regarding cognitive testing. Topics include testing preschool children, differences between preschool and school age children, giving verbal feedback to clients or others, emerging issues in cognitive assessment, and how to stay current. The paper also includes an interpretation and a complete report for a client who was administered the WAIS-IV. Bibliography lists 18 sources. 6 Tables reflecting total scores, composite scores, and subtest scores for the WAIS-IV are included. Bibliography lists 19 sources
Page Count:
24 pages (~225 words per page)
File: ME12_PG691456.doc
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Unformatted sample text from the term paper:
to establish rapport with them to reassure them that they will be safe (Sattler, 2008). If a parent has brought the child to the office and the child is crying,
it is helpful to wait and see if the parent can calm the child. If not, the clinician can speak with the parent in front of the child to let
the child know that the parent thinks it is okay to go with the examiner or the examiner can introduce a toy or play to the child (Sattler, 2008).
It is essential to observe the childs nonverbal behaviors. The childs face and posture can reveal a great deal about how the child is feeling. The child can look anxious
or fidget or sit silently staring at the table (Sattler, 2008). These are all indications that the child may be feeling anxious or scared. In these cases, the examiner will
need to spend time talking or playing with the child before they attempt to test the child. Preschool children do not have the language facilities of older children. Language ability
is not consistent among all children during their preschool years (Justice, Bowles & Skibbe, 2006). They also have different levels of print knowledge, which is a necessary pre-skill for reading(Justice,
Bowles & Skibbe, 2006). There are several cognitive assessment tests that can be used with preschoolers. These include the BSID-II, KABC-II, WPPSI-III, SB5, and DAS (Lichtenberger, 2005). Each of these
is designed in such a way that a reliable estimate of a childs cognitive functioning can be determined. Still, the examiner needs to observe and be alert for any confusion
the young child may be feeling. Each of these assessment tools have advantage and disadvantages and the examiner will to select the appropriate tool for the purpose of the assessment.
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