Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/102973
Citations
Scopus Web of Science® Altmetric
?
?
Type: Journal article
Title: Assessment of a model for achieving competency in administration and scoring of the WAIS-IV in post-graduate psychology students
Author: Roberts, R.
Davis, M.
Citation: Frontiers in Psychology, 2015; 6:641-1-641-8
Publisher: Frontiers Media
Issue Date: 2015
ISSN: 1664-1078
1664-1078
Statement of
Responsibility: 
Rachel M. Roberts and Melissa C. Davis
Abstract: There is a need for an evidence-based approach to training professional psychologists in the administration and scoring of standardized tests such as the Wechsler Adult Intelligence Scale (WAIS) due to substantial evidence that these tasks are associated with numerous errors that have the potential to significantly impact clients’ lives. Twenty three post-graduate psychology students underwent training in using the WAIS-IV according to a best-practice teaching model that involved didactic teaching, independent study of the test manual, and in-class practice with teacher supervision and feedback. Video recordings and test protocols from a role-played test administration were analyzed for errors according to a comprehensive checklist with self, peer, and faculty member reviews. 91.3% of students were rated as having demonstrated competency in administration and scoring. All students were found to make errors, with substantially more errors being detected by the faculty member than by self or peers. Across all subtests, the most frequent errors related to failure to deliver standardized instructions verbatim from the manual. The failure of peer and self-reviews to detect the majority of the errors suggests that novice feedback (self or peers) may be ineffective to eliminate errors and the use of more senior peers may be preferable. It is suggested that involving senior trainees, recent graduates and/or experienced practitioners in the training of post-graduate students may have benefits for both parties, promoting a peer-learning and continuous professional development approach to the development and maintenance of skills in psychological assessment.
Keywords: Training; professional psychology; teaching; intelligence; WAIS; post-graduate
Rights: Copyright © 2015 Roberts and Davis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
DOI: 10.3389/fpsyg.2015.00641
Appears in Collections:Aurora harvest 7
Psychology publications

Files in This Item:
File Description SizeFormat 
hdl_102973.pdfPublished Version319.92 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.