Wk6 – Final Assignment Assessment Guide
Wk6 – Final Assignment Assessment Guide
Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process. Wk6 – Final Assignment Assessment Guide
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There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.
Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings. Wk6 – Final Assignment Assessment Guide
The Assessment Guide must include the following sections:
Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.
- Introduction and Overview
- Tests of Intelligence
- Tests of Achievement
- Tests of Ability
- Neuropsychological Testing
- Personality Testing
- Industrial, Occupational, and Career Assessment
- Forensic Assessment
- Special Topics (student’s choice)
- References
Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.
- Definition of a Test (e.g., What is a Test?)
- Briefly define psychological assessment.
- Types of Tests
- Identify the major categories of psychological assessment.
- Reliability and Validity
- Briefly define the concepts of reliability and validity as they apply to psychological assessment.
- Role of testing and assessment in the diagnostic process
- Briefly explain role of assessment in diagnosis.
- Professionals Who Administer Tests
- Briefly describe the types of professionals involved in various assessment processes.
- Culture and Testing
- Briefly describe issues of cultural diversity as it applies to psychological assessment.
Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. prior to completing each of the information sheets on the following categories of assessment.
- Tests of Intelligence
- Tests of Achievement
- Tests of Ability
- Neuropsychological Testing
- Personality Testing
- Industrial, Occupational, and Career Assessment
- Forensic Assessment
- Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)
Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:
- Testing Preschool-Aged Children
- Testing Elementary School-Aged Children
- Testing Adolescents
- Testing Geriatric Patients
- Testing First Generation Immigrants
- Testing in Rural Communities
- Testing English Language Learners
- Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
- Testing Individuals Who Are Incarcerated
- Testing for Competency to Stand Trial
- Testing in Child Custody Cases
References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals. Wk6 – Final Assignment Assessment Guide
Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.
The Assessment Guide
- Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
- Must include a separate title page with the following:
- Title of guide
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
- Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
- Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).
- NO PLAGIARISM
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FinalAssignmentExample1.docxMay 21, 2018 Volume 1, Issue 1
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Psychological Assessment Guide
Company Name
Your business tag line here
Use this space to give a summary of your company’s products and services.
Company NameBooklet Title
Company NameBooklet Title
PSY640: Psychological Testing and Assessment (PYI1815A)
Katrina Kuzyszyn-Jones
0
2
Table of Contents Purpose and Overview 1 Tests of intelligence 3 Achievement Tests 5 Ability Tests 7 Neuropsychological Testing 9 Personality Testing 11 Industrial, Occupational, and Career Assessment…….……13 Forensic Assessment…………….………………………….15 Testing in Child Custody Cases……………………………….……………………….17 References………………………………………………….18
Psychological Services
Ashford University Psychology Department
We provide psychological testing and assessment
The Purpose of Psychological Assessments
The purpose of this booklet is to provide you, the reader with accurate and authoritative information about psychological testing and assessment and educate you on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments. Wk6 – Final Assignment Assessment Guide
What is a Test?
Psychological tests are written, visual, or verbal assessments given to measure the mental and emotional functioning of children and adults. Psychological tests are used to assess an assortment of mental abilities and traits, including achievement and ability, personality, and mental functioning.
What are Psychological Assessments?
Psychological assessment is a process of testing and gathering of information that uses a blend of techniques to help arrive at some beliefs about a person and their behavior, personality and capabilities. Psychological assessment is also referred to as psychological testing. The assessment of human traits includes observations, interviews, checklists, and other psychological tests.
Types of Tests
Tests can be given in groups or individually. According to Gregory (2014) there are eight different kinds of tests in psychology.
· Intelligence Tests
· Aptitude Tests
· Achievement Tests
· Creativity Tests
· Personality Tests
· Interest Inventories
· Behavioral Procedures
· Neuropsychological Tests
Major Categories of Psychological Assessment
According to Framingham (2016) psychological testing is divided into four main types:
· Clinical Interview
· Assessment of Intellectual Functioning (IQ)
· Personality Assessment
· Behavioral Assessment
·
Reliability and Validity
A test is valid if it measures what it is supposed to measure and to the degree that “inferences made from it are appropriate, meaningful, and useful” (Gregory, 2014).
A test is reliable if it can produce stable and consistent results.
Uses of Testing
One major use of psychological tests is for diagnosis and treatment planning. A proper diagnosis can tell us about a person’s strengths and weaknesses and the best choices for treatment. Psychological tests can be a powerful source of self-knowledge.
Professionals Who Administer Tests
Psychological assessment is typically done in a formal manner and only by a licensed psychologist (the actual testing may sometimes be administered by a psychology intern or trainee studying to become a psychologist).
Culture and Testing
The cultural background and native language of the test taker can impact the entire process.
Culturally based differences in the way someone responds to test questions can hide their basic capabilities.
Tests of Intelligence
Two themes persist again and again in expert definitions of intelligence, they are:
1) the ability to learn from one’s experiences and
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2) the ability to adapt to one’s environment
Binet and Simon (as cited in Gregory, 2014) define intelligence as “the ability to judge well, to understand well, to reason well.”
What is an Intelligence Quotient (IQ)?
It is the number that represents a person’s ability to think and reason. An IQ score is given when one has completed intelligence testing.
What tests are used to find someone’s intelligence?
Here is a list of some popular intelligence tests:
· Wechsler Adult Intelligence Scale-IV (WAIS-IV)
· Wechsler Intelligence Scale for Children-IV (WISC-IV)
· Stanford-Binet: Fifth Edition (SB5)
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Results of intelligence tests carry significant weight when determining special education placement, especially intellectual and emotional disorders and specific learning disabilities (Dale, Fitch, Mcintosh, Rothlisberg, & Finch, 2014; Garcia, 2015).
Therefore, it is important to use a group of tests to determine a person’s intelligence. We wouldn’t want to miss represent someone’s intelligence.
Cultural Bias in IQ Testing
According to Garcia (2015), there is some disagreement among experts as to whether or not IQ tests are biased in testing minority groups. Perhaps the issue lies in the test takers unfamiliarity with the culture represented by the test or language the test is printed in.
How will I receive my results?
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Your results will be in the form of a report that the doctor will review and explain to you. This way there will be no confusion about what your results mean.
How do I know the tests I received are valid?
Rest easy knowing that there is an overwhelming body of research that confirms the conclusion that well-developed, currently used intellectual tests are of comparable and valid (Garcia, 2015).
Additional Resources
You can obtain more information about the various types of intelligence tests from the following sources:
· The American Psychological Association
· Study.com Website
· Psych Central
Tests of Achievement
Achievement tests are used to determine a person’s degree of learning, success, or accomplishment in a given subject. The purpose of the test is to figure out how much of a certain subject someone has learned.
Achievement tests can be given to groups or one-on-one. Our focus here is on individual tests that are administered one-on-one, which are suited for the evaluation of learning problems.
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Widely used Achievement Tests
· Peabody Individual Achievement Test
· Kaufman Test of Educational Achievement (KTEA-II)
· Wechsler Individual Achievement Test-II (WAIT-III)
Importance of Achievement Tests
Individual intelligence and achievement tests are the key to assessing students for learning disabilities.
These tests are used to determine someone’s ability to master important skills important for school or work.
How is the test given? Individual intelligence and achievement tests are typically administered one-on-one with the examiner sitting across from the individual and posing structured questions and problems.
How will I receive my results? Your results will be in the form of a report that the doctor or administrator will review and explain to you. This way there will be no confusion about what your results mean.
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How do I know the tests are valid and unbiased? There have been some issues in the field of achievement testing. There are two different models used for achievement tests. These two models make for interesting debate on how and why one should take an achievement test.
Like intelligence testing, achievement testing has been researched and testing for decades to ensure reliability and validity. The tests that are currently available have been tested across cultures to ensure that they are not biased.
Additional Resources
You can obtain more information about the various types of achievement tests from the following sources:
· The American Psychological Association
· Understood for Learning & Attention Issues
· Word Press
Tests of Ability
These types of tests are also referred to as aptitude tests, which measure one or more clearly defined and relatively similar parts of a person’s ability. They are used to predict a person’s success in a given career, training course, or educational endeavor.
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Specialize tests exist for the evaluating one’s clerical skills, mechanical abilities, manual dexterity, and artistic ability.
What is a “g” or GMA score?
General mental ability, also known as GMA or g is widely regarded as the best predictor of job performance. It is the score you receive from a general aptitude test.
Popular Aptitude Tests
· Scholastic Aptitude Test (SAT)
· General Aptitude Test Battery (GATB)
· Armed Services Vocational Aptitude Battery (ASVAB)
Aptitude tests like the SAT and ASVAB are available in multiple languages to ensure equality in testing.
How is the test given?
The test can be given on the computer or standard pencil-and-paper. They can be administered in a group setting or individually.
How will I receive my results?
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Your results will be in the form of a report that the test administrator will review and explain to you. This way there will be no confusion about what your results mean.
How do I know the tests are valid and unbiased?
Much research has been done to determine the reliability of aptitude and ability tests in determining one’s ability to perform in school, work, and military settings. It has been proven time and again that one’s scores have a direct relationship with their job or educational performance.
The SAT is administered in High School to every student regardless of race or primary language.
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Whereas the ASVAB is used by the Armed Services to screen potential recruits and to assign personnel to different jobs and training programs.
More than 2 million potential recruits take the ASVAB each year.
Additional Resources
You can obtain more information about the various types of achievement tests from the following sources:
· Resource Associates
· Scholarships.com Website
· Official Site of the ASVAB
Neuropsychological Testing
Neuropsychological tests are used to assess individuals with known or suspected brain dysfunction. Neuropsychology is the study of the structure and function of the brain. It aims to understand how behavior and intelligence are influenced by brain functioning and is concerned with the diagnosis and treatment of behavioral and intellectual effects of neurological disorders. Wk6 – Final Assignment Assessment Guide
What can these tests find out?
Each neuropsychological test or procedure evaluates one or more of the following categories:
· Sensory input (related to the senses)
· Attention and concentration
· Learning and memory
· Language
· Constructional performance (perceptual activity with motor response)
· Executive functions:
· Logical analysis
· Concept formation
· Reasoning
· Planning
· Flexibility of thinking
· Motor output
Common Neuropsychological Tests
· Halstead-Reitan Neuropsychological Battery
· Neuropsychological Assessment Battery
· Cambridge Neuropsychological Test Automated Battery (CANTAB)
Neuropsychological assessment always includes several methods of examination of a person’s sensory capacity.
Who can administer and Interpret my Score?
The examiner, a Neuropsychologist, who undergoes comprehensive advanced training in order to make sense out of the test data.
How long is the test?
A simple screening test can take 10 minutes.
Whereas, a full neuropsychological assessment usually requires three to eight hours of one-on-one testing.
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How do I know the tests are valid and unbiased?
The past three decades have witnessed a noticeable increase in automated neuropsychological test batteries. Automated or computerized tests make for easier scoring. Wk6 – Final Assignment Assessment Guide
Automated test systems have been subjected to some form of reliability and validity testing to ensure there is no cultural or language bias.
How will I receive my results?
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Your results will be in the form of a report that the Neuropsychologist will review and explain to you. This way there will be no confusion about what your results mean.
Additional Resources
You can obtain more information about the various types of neuropsychological tests from the following sources:
· UNC Department of Neurology
· Miller School of Medicine
www.centeronaging.med.miami.edu
· Mental Help.net Website
Personality Tests
Personality tests measure the traits, qualities, or behaviors that determine someone’s personality and can be used to predict future behavior.
Personality tests have been around since World War II. But the study of personality has been going on for decades.
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Personality researchers have dedicated a sizable effort to finding the ways that individuals differ from one another.
What is Personality?
Personality is the emotional, intellectual, and behavioral characteristics a person shows daily.
Common Personality Tests
· Myers-Briggs Type Indicator (MBTI)
· Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
· NEO Personality Inventory-Revised (NEO PIR)
· Shedler-Westen Assessment Procedure (SWAP II)
Why take a Personality Test?
A personality test can help employers match individuals to jobs that best suit their personality. Which can have a direct effect on job satisfaction and productivity.
A personality test can also help a doctor determine if his client has a personality disorder that affects their ability to behave normally in different life situations. Wk6 – Final Assignment Assessment Guide
The Key Symptoms of a Personality Disorder
· Relationship Problems
· Poor Impulse Control
· Inappropriate Emotional Responses
· Distorted Thinking
Who can administer and Interpret my Score?
The examiner, who is typically a psychologist.
How long is the test?
The standard pencil-and-paper or computerized personality test can take anywhere from 10 to 30 minutes. Interview versions can take hours.
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How do I know the tests are valid and unbiased?
Standardized data for these types of tests is extensive and based on large samples collected over decades. The various types of personality tests available have undergone many studies to ensure their consistency and reliability across cultures.
How will I receive my results?
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Your results will be in the form of a report that the psychologist will review and explain to you. This way there will be no confusion about what your results mean. Wk6 – Final Assignment Assessment Guide
Additional Resources
You can obtain more information about the various types of personality tests from the following sources:
· Psych Central
· Psychology Today
· Humanmetrics Inc.
Industrial, Occupational, and Career Assessment
All forms of tests fall under this section from intelligence, achievement, and ability tests to personality and integrity tests. These forms of psychological tests and assessments can provide valuable information about potential job performance.
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Tests and assessments are often key tools in identifying and cultivating a diverse and competent workforce.
Why take career assessments?
Career counselors and academic advisors may conduct assessments to provide career guidance. In training and career development programs, assessments are used to help identify individuals who might benefit from further training, or who are suitable for specific career paths.
Popular Career Assessment Tools
· Strong Interest Inventory (SII)
· Myers-Briggs Type Indicator (MBTI)
· Clifton StrengthsFinder
Who can administer and Interpret my Score?
An industrial and organizational (I/O) psychologist.
How long is the test?
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The standard pencil-and-paper or computerized personality test can take anywhere from 10 to 30 minutes. Interview versions can take hours.
How do I know the tests are valid and unbiased?
Much research has been done to determine the reliability of the tests used for Industrial, Occupational, and Career Assessment
in determining one’s ability to perform at work. It has been proven time and again that one’s scores have a direct relationship with their job performance.
How will I receive my results?
Your results will be in the form of a report that the industrial and organizational (I/O) psychologist will review and explain to you. This way there will be no confusion about what your results mean.
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Additional Resources
You can obtain more information about the various types of career inventories and assessments from the following sources:
· Career Services at Princeton University
· Resource Associates
· U.S. Department of Labor Employment and Training Administration
Forensic Assessment
Psychologists do testify in court cases, and the focus of their testimony often relates to the explanation of psychological tests and assessment interviews.
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Psychological Tests and the Legal System
The role of a psychologist can intersect with the legal system in numerous ways. The psychologist might be called upon for the following:
· Assessment of probable malingering
· Assessment of mental state for the insanity plea
· Determination of competency to stand trial
· Assessment of personal injury
· Specialized forensic personality assessment
.
Who can administer and Interpret the results?
A psychologist employed by the court, referred to as the forensic examiner.
How will I receive my results?
A forensic report will be written and delivered to all court officials involved in the case. The forensic psychologist will relay the important information to the court from the witness stand.
Common Forensic Assessments
· Test of Memory Malingering (TOMM)
· Rogers Criminal Responsibility Assessment Scales (R-CRAS)
· MacArthur Competence Assessment Tool- Criminal Adjudication (MacCAT-CA)
· Neuropsychological Assessment and Screening
· Psychopathy Checklist-Revised (PCL-R)
How do I know the tests are valid and unbiased?
The practice of forensic assessment has not been studied broadly. The problem is not that research challenges the value of forensic assessment, but that too little research has been done.
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Any evaluation results intended for use as evidence in a court of law must abide by certain rules. These rules are the Model Penal Code and the M’Naughten rule.
· The M’Naughten rule “excuses” criminal behavior if the person, as a result of a “disease of the mind” did not know what they were doing or that it was wrong.
· The Model Penal Code rules is more specific than the M’Naughten. It says that a person is not responsible for their criminal behavior, if at the time they committed the crime, because of a “disease of the mind,” lacked the ability to appreciate the wrongfulness of their behavior and bring it in line with the law. Wk6 – Final Assignment Assessment Guide
Additional Resources
You can obtain more information about the various types of forensic assessments from the following sources:
· American Psychological Association
· National Center for Biotechnical Information
· University of South Florida Faculty Publications
Testing in Child Custody Cases
Custody is determined by what best for the child. What is best for the child differs according to system, culture, and tradition, and forever remains open to interpretation.
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The special requirement for psychologists in custody determination is to offer best interest determinations with scientific substance, with the child’s ultimate safety and well-being in mind.
Assessment Tool
· Custody and Access (C & A) Assessment
Psychologists may be asked to advise the court in the form of a C&A assessment to guide custody decisions.
The goal of C&A assessment is to measure a child’s needs and welfare in a variety of areas and suggest arrangements that would best meet those needs.
Who can administer and Interpret the results?
A psychologist who is competent and trainied in areas that include but are not limited to child developmental needs, relationship processes and parenting, and assessment of personality and mental health issues.
The Assessment Process
A minimal amount of face-to-face contact. Individual meetings with each parent, individual meetings with each parent and the children, and individual time with each child. Observations are important to the process.
References
Benson, E. “Intelligent Intelligence Tests.” Monitor on Psychology, 34(2), 48. American Psychological Association. Retrieved from www.apa.org/monitor/feb03/intelligent.aspx.
Cloninger, S. (2013). Theories of personality: Understanding persons . Upper Saddle River, NJ: Pearson.
Cohen, Y., Ornoy, H., & Keren, B. (2013). MBTI personality types of project managers and their success: A field survey. Project Management Journal, 44(3), 78-87. doi: 10.1002/pmj.21338
Dale, B. A., Finch, M. H., Mcintosh, D. E., Rothlisberg, B. A., & Finch, W. H. (2014). Utility of The Stanford-Binet Intelligence Scales, Fifth Edition, With Ethnically Diverse Preschoolers. Psychology in the Schools, 51(6), 581-590. doi:10.1002/pits.21766
Edens, J. F., & Boccaccini, M. T. (2017). Taking forensic mental health assessment ‘out of the lab’ and into ‘the real world’: Introduction to the special issue on the field utility of forensic assessment instruments and procedures. Psychological Assessment, 29(6), 599-610. doi:10.1037/pas0000475
Framingham, J. (2016). Types of Psychological Testing. Retrieved on May 18, 2018, from https://psychcentral.com/lib/types-of-psychological-testing/
Framingham, J. (2016). What is Psychological Assessment? Psych Central. Retrieved on May 18, 2018, from https://psychcentral.com/lib/what-is-psychological-assessment/
Garcia, E. (2015). Lorenzo P. V. Riles? Should the Larry P. Prohibitions Be Extended to English Language Learners? Multicultural Education, 22(2), 2-7. Retrieved from https://search-proquest-com.proxy-library.ashford.edu/docview/1690004559?accountid=32521
Gowensmith, W. N., Murrie, D. C., & Boccaccini, M. T. (2013). How reliable are forensic evaluations of legal sanity? Law and Human Behavior, 37(2), 98-106. doi:10.1037/lhb0000001
Kell, H. J., & Lang, J. B. (2017). Specific Abilities in the Workplace: More Important Than g? Journal of Intelligence, 5(2), 1. doi:10.3390/jintelligence5020013
Reckase, M. D. (2017). A Tale of Two Models: Sources of Confusion in Achievement Testing. ETS Research Report Series, 2017(1), 1-15. doi:10.1002/ets2.12171
Rizeanu, S. (2016). Screening measures for personality disorders. Romanian Journal of Experimental Applied Psychology, 7(2) Retrieved from https://search.proquest.com/docview/1809162557?accountid=32521
Scheiber, C. (2016). Do the Kaufman tests of cognitive ability and academic achievement display construct bias across a representative sample of Black, Hispanic, and Caucasian school-age children in grades 1 through 12? Psychological Assessment, 28(8), 942-952. doi:10.1037/pas0000236
Schult, J., Fischer, F. T., & Hell, B. (2016). Tests of scholastic aptitude cover reasoning facets sufficiently. European Journal of Psychological Assessment, 32(3), 215-219. doi:10.1027/1015-5759/a000247
Smith, P. J., Need, A. C., Cirulli, E. T., Chiba-Falek, O., & Attix, D. K. (2013). A comparison of the Cambridge Automated Neuropsychological Test Battery (CANTAB) with “traditional” neuropsychological testing instruments. Journal of Clinical & Experimental Neuropsychology, 35(3), 319-328. doi:10.1080/13803395.2013.771618
Symons, D. K. (2010). A review of the practice and science of child custody and access assessment in the United States and Canada. Professional Psychology: Research and Practice, 41(3), 267-273. doi:10.1037/a0019271
U.S. Department of Labor Employment and Training Administration. (2006). Testing and assessment: A guide to good practices for workforce investment professionals. [PDF]. Retrieved from http://wdr.doleta.gov/directives/attach/TEN/ten2007/TEN21-07a1.pdf
Zumbach, J., & Koglin, U. (2015). Psychological evaluations in family law proceedings: A systematic review of the contemporary literature. Professional Psychology: Research and Practice, 46(4), 221-234. doi:10.1037/a0039329
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