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Guidelines for Preparing Psychological Specialists: An Entry-Level Course on Intellectual Assessment
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Oakland, Thomas; Wechsler, Solange Muglia – International Journal of School & Educational Psychology, 2016
This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…
Descriptors: Guidelines, Intelligence Tests, School Psychology, School Psychologists
Uses of the Bayley Mental Scale with Nonambulatory Profoundly Mentally Retarded Children.
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Whiteley, John H.; Krenn, Marlene J. – American Journal of Mental Deficiency, 1986
A set of 45 mental scale items from the Bayley Scales of Infant Development was administered by two testers to 33 nonambulatory, profoundly mentally retarded subjects. Bayley raw scores predicted success in conditioning programs, suggesting that this test is useful for educational programing. (Author/CL)
Descriptors: Cognitive Development, Severe Disabilities, Severe Mental Retardation, Test Use
The Assessment of At-Risk Infants and Toddlers with the Bayley Mental Scale and the Battelle Developmental Inventory: Beyond the Data.
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Gerken, Kathryn C.; And Others – Psychology in the Schools, 1994
Compared usefulness of Bayley Scales of Infant Development (BSID)-Mental Scales and Battelle Developmental Inventory (BID) in assessing abilities of infants and toddlers (n=34) from adolescent-parent families. Found that these two instruments cannot be used interchangeably and that one needs to look beyond psychometric data to understand results…
Descriptors: Ability, Adolescents, At Risk Persons, Child Development
Use of Caregiver Information to Design Habilitation Programs for Severely and Profoundly Handicapped Young Children. First Chance Project. Final Report.
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Reuter, Jeanette; And Others – 1982
Of the 15 substantive papers in this report, 12 focus on the use of the Kent Infant Development (KID) Scale with severely handicapped children. The KID Scale measures 252 behaviors usually developed during the first year of life in five domains (cognitive, motor, language, self-help, and social). It was successfully adapted to elicit reliable…
Descriptors: Infants, Severe Disabilities, Student Evaluation, Test Reliability