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Chapter 15

Chapter 15. Assessment Issues with Diverse Populations. Culture – the set of beliefs, values, customs, and other variables that drive cognition, behavior and perception.

allen-perez
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Chapter 15

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  1. Chapter 15 Assessment Issues with Diverse Populations

  2. Culture – the set of beliefs, values, customs, and other variables that drive cognition, behavior and perception. Race – often tied to outward appearance, race is often used to physically identify one group of individuals as being different from another. Ethnicity – a cultural group that shares common identity and heritage. Key Terms

  3. Competencies and standards necessary for assessing individuals who differ on various aspects of cultural identity, such as race, ethnicity, age, language, gender, sexual orientation, religious/spiritual orientation, and other cultural dimensions. Multicultural Assessment

  4. Differences in test scores that are based on demographics or culture. Three forms of test bias: content bias bias in internal structure selection bias Test Bias

  5. There are several forms of content bias: Assessment items that favor one group over another. Members of different cultural groups interpreting items differently. Unclear test instructors or poor scoring procedures Differential Item Functioning (DIF) can be used as a method for identifying test bias. Content Bias

  6. Differences in item correlation when a test is taken by one group versus another. This form of bias can occur if the constructs being measured change from one group to another. Bias in Internal Structure

  7. Selection bias occurs when a tests predictive ability varies by group. For example, if the SAT had different predictive ability for Caucasians than African Americans, this would be selection bias. Selection Bias

  8. Language Test wiseness Motivation and anxiety Cultural differences Test Taker Bias Factors

  9. Differences in class and cultural values between counselor and client. Language difference between counselor and client. The counselor believes stereotypes about culturally different people. The counselor fails to understand his or her own culture. Lack of counselor understanding about the client’s reluctance and resistance in counseling. Lack of understanding of the client’s worldviews. Labeling cultural groups as mentally ill when their behaviors vary from “so-called” norms. Expecting all clients to conform to the counselor’s cultural standards and expectations. Examiner Bias

  10. The degree to which a minority population adopts the dominant population’s culture. The degree of acculturation can be determined though formal assessment and testing, as well as interviews. Acculturation

  11. Examiners should take care when using tests written in English with linguistically diverse individuals. Such tests may unintentionally assess the test takers knowledge of English rather than the intended constructs. The Standards for Educational and Psychological Testing provide important guidelines for assessing linguistically diverse individuals. Assessment of Linguistically Diverse Individuals

  12. The Americans with Disabilities Act defines a disability as “a physical or mental impairment that substantially limits a major activity.” Disabilities can impact the ability of individuals to be fairly assessed. Assessment of Individuals with Disabilities

  13. modifying the presentation form modifying the response format modifying timing modifying test setting using only portions of a test using substitute or alternate tests Test Modification Strategies

  14. When testing individuals with visual impairments, examiners should be aware of the following: Effects of distracting noise in a testing situation. Need for additional time to complete tasks, if the test is in braille or large type. Need to structure the testing environment and let the examinee become familiar with the objects by handling them. Need to describe the setting for the examinee. Need for several breaks or multiple sessions. Assessment for Individuals with Visual Impairments

  15. When testing individuals with hearing impairments, examiners should be aware of the following: Be sure that any individual with problems speaking or understanding spoken language has a hearing evaluation. Keep the test environment controlled and free from distraction; an individual with a mild hearing loss may be distracted by extraneous noise. Avoid visual distractions, especially if the examinee is reading lips. If necessary, have an interpreter help communicate with the examinee. Allow the interpreter and the person with a hearing impairment to arrange seating to enhance the lines of communication. Have more than one assessment approach to measure the construct in question. Assessment of Individuals with Hearing Impairments

  16. The term intellectual disability is preferred to the historical term “mental retardation.” Adaptive functioning refers to conceptual, social, and practical skills that people have learned to be able to function in their everyday lives. Assessment of Individuals with Intellectual Disabilities

  17. Intelligence tests are often used to assess intellectual disability. Test for Intellectual Disability

  18. Core assessments for measuring Neuropsychological Impairment caused by brain injury or damage include: Halstead-Reitan Neuropsychological Test Battery Luria-Nebraska Neuropsychological Battery (LNNB) Bender Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II) Assessing Individuals with Neuropsychological Impairment

  19. Communication disorders include language disorders and speech disorders. During the assessment process, examiners should: Demonstrate acceptance and positive regard for the client as an individual. Try to remove any distracting stimuli from the testing environment. Keep instructions and directions simple. Repeat or rephrase questions when appropriate. Be alert to facial expressions, gestures, and tone of voice. Allow the examinee to nod, point, or otherwise indicate the answer in a nonverbal manner. Assessment of Individuals with Communication Disorders

  20. Autism is generally characterized by impairment in: Social interaction skills Communication skills Autistic individuals often struggle with difficulties in speech, language, and communication, and can demonstrate aggressiveness with others. Autism Spectrum Disorders

  21. Autism Behavior Checklist (ABC) Autism Screening Instrument for Educational Planning, Third Edition (ASIEP-3) Autism Diagnostic Interview, Revised (ADI-R) Behavior Observation Scale for Autism (BOS) Childhood Autism Rating Scale (CARS) Gilliam Autism Rating Scale, Second Edition (GARS-2) Assessing Autism

  22. Individuals suffering from ADHD have problems with inattention, hyperactivity, and impulsivity. General assessments used to evaluate children’s behaviors include: Child Behavior Checklist (CBCL) Behavioral Assessment System for Children (BASC-2) Conner’s Rating Scales (CRS-R) Attention-Deficit/Hyperactivity Disorder (ADHD)

  23. ADHD Symptom Rating Scale (ADHD-SRS) Attention Deficit Disorder Evaluation Scale (ADDES-2) Attention Deficit Hyperactivity Rating scale (AD/HD-RS-IV) Barkley Home Situation Questionnaire (HSQ-R) Strengths and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN) Swanson, Nolan, and Pelham Rating Scale (SNAP-IV) Brown ADHD Scale CPT Computer-based assessments Assessing ADHD

  24. Developmental delay refers to children who are developing at a slower rate in one or more of the following areas: physical ability cognitive ability language personal or social skills Developmental Delays

  25. Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) Battelle Developmental Inventory, Second Edition (BDI-2) Cattell Infant Intelligence Scale Dallas Preschool Screening Test (DPST) Denver Developmental Screening Test, Second Edition (DDST-II) Kent Infant Development Scale Assessing Developmental Delays

  26. There are numerous standards for assessing diverse populations: Code of Fair Testing Practices in Education, Second Edition (Joint Committee on Testing Practices [JCTP], 2002) Responsibilities of Users of Standardized Tests, Third Edition (American Counseling Association [ACA] & Association of Assessment in Counseling [AAC], 2003) Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on measurement in Education [NCME], 1999). Multicultural Counseling Competencies and Standards (Association for Multicultural Counseling and Development [AMCD], 1992). Code of Ethics and Standards of Practice of the American Counseling Association (American Counseling Association [ACA], 1996). Standards for Assessment with Diverse Populations

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